Edited By Gerd-Bodo von Carlsburg
Dieser Band dokumentiert eine Reihe von ausgewählten Beiträgen der XXII. Internationalen wissenschaftlichen Konferenz Bildungsreform und Lehrerausbildung zum Thema »Transkulturelle Perspektiven in der Bildung«, die vom Ministerium für Bildung und Wissenschaft der Republik Litauen und der Vilnenser Akademie für Bildungswissenschaften der Vytautas Magnus Universität in Kaunas (VDU) gemeinsam konzipiert und veranstaltet wurden. Im Fokus standen der Diskurs kulturwissenschaftlicher Bildungsforschung und der Austausch von Beispielen transkultureller pädagogischer Praxis in der Hochschul- und Schulbildung. Der Erwerb dieser interaktiven Kompetenzen in der kulturwissenschaftlichen Forschung ist Voraussetzung für die Bildung einer Identität, die den Herausforderungen unserer Gesellschaft im kommenden Jahrzehnt gerecht wird.
This volume presents a series of selected contributions from the XXIInd International Scientific Conference on The Reform of Education and Teacher’s Training dealing with the topic »Transcultural Perspectives in Education«, which was conceived and organized by the Ministry of Education and Science of the Republic of Lithuania together with the Vilnius Academy of Educational Science at Vytautas-Magnus-University in Kaunas (VDU). The focus of attention was the discourse on research in cultural studies and the exchange of examples of transcultural pedagogical practice in Higher and Secondary Education. The acquisition of interactive competencies in cultural research is a prerequisite for the formation of identity in order to meet the challenges our society will be facing in the coming decade.
Anja Kraus: Transcultural Learning: Emphasizing and De-Emphasizing Difference as a Pedagogical Task
Transcultural Learning: Emphasizing and De-Emphasizing Difference as a Pedagogical Task
Abstract: In general, cultural integration and assimilation are demands made of migrants, to be achieved unconditionally with varying levels of social support. This is, in principle, a high educational aim. At times, some migrants are approvingly recognized for their (educational) achievement. More often than not, it is denied them. The concept of transculturalism goes beyond such social expectations, pointing out educational potential that is highly relevant for personality development and societies in transition. In this article we develop, or demarcate, a transcultural notion of education based on a scenario of exile.
Keywords: Cultural integration and assimilationconcept of Transculturalismtranscultural notion of education.
Hannah Arendt (1906–1975), a German-born Jew, lived in exile in the US from 1937 onward. Initially published in the US in 1943, the philosophical description of her experiences in exile, “We Refugees,” begins with the following political statement: “In the first place, we don’t like to be called refugees” (Arendt 1994, 110). She traces the attitude expressed here to the exclusive connotation the refugee’s flight has with the consequences of punishment for breaking the law or radical political views. Other triggers of flight, as in the case of the Holocaust, are virtually ignored. She reported that transcending the bias of the majority culture with regard to flight, Jewish exiles were largely under the illusion of free choice and reacted by over-adapting to their adopted country: “Very few individuals have the strength to conserve their own integrity if their social, political...
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