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Transkulturelle Perspektiven in der Bildung – Transcultural Perspectives in Education

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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.

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Lina Garšvė, Natalija Mažeikienė: Being In-Between and Nowhere: A Hermeneutic Approach to Negotiating Transcultural and Third Space Identities

Being In-Between and Nowhere: A Hermeneutic Approach to Negotiating Transcultural and Third Space Identities

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Lina Garšvė, Natalija Mažeikienė

Abstract: Emerging global trends show that identity is becoming a multiple, fluid and changing complex construct. Diversity of social groups and their lifestyles reveals heterogeneity of cultural practices and identities. Under conditions of geographical and social mobility, insufficiency of traditional cultural concepts underlining homogeneity (concepts of single and homogenous culture) appears; it becomes important to find new conceptualisation of culture, reflect and address these changes by applying new concepts of identity and providing new guidelines for identity policy; on the other hand, to find proper educational approaches and strategies. The chapter reveals and describes practices how participants with different transcultural hybrid identities (student-migrants) create the “third space” through their interaction, where the fusion of different cultural horizons takes place and new cultural experience is gained by all participants (both students and teachers), all participants “enter a new cultural territory” and cross limits of own heterogeneous culture. When analysing diversity in the school classroom, the high potential of hermeneutic pedagogy has been revealed. Hermeneutic pedagogy encompasses understanding and interpretation practices when fusion of cultural horizons of students and teachers occurs through appropriate educational practices. Funding of the qualitative research presented in the article emphasize the need for negotiation and re-conceptualisation of the educational goals (what concept and type identity will be developed) at various levels – macro, mezzo and micro.

Keywords: Transcultural hybrid identitiesnew cultural experiencehermeneutic pedagogy

The schools meeting the idea of the national state perform the role of...

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