Fred Dervin Book order

Focusing on the concept of interculturality, this book presents 100 key terms with detailed multilingual discussions and scientific backgrounds. Each entry includes a review of relevant global literature and explores associated myths and ideologies. Thought-provoking questions at the end of each term prompt readers to engage critically with the implications of interculturality in research and education, fostering deeper understanding and reflection on the subject.

Focusing on the complex concept of interculturality, this book offers a novel method designed for scholars, students, and educators. It emphasizes the roles of individuals as 'producers', 'consumers', and 'promoters' of knowledge. Through multiple illustrative examples, the authors highlight the significance of observation and reflexivity in enhancing understanding of interculturality. This work aims to enrich perspectives and foster deeper engagement with this multifaceted and often debated scientific notion, marking a significant contribution to the field.

Focusing on the concept of interculturality, this book encourages readers to reflect on and reshape their understanding of knowledge, ideologies, and relationships. Rather than providing direct instructions for effective intercultural communication, it promotes a thoughtful engagement with the complexities of cultural interactions, empowering individuals to negotiate their perspectives and experiences in a diverse world.

This innovative book problematises the internal relationships within and between the intercultural and the political in education. It engages in a critical dialogue with current practices and discourses, and the focus on 'the political' offers an alternative trajectory to explore interculturality within education.

Preparing teachers to work with and for diversity in their classrooms and beyond is an objective that seems globally accepted in pre-service and in- service teacher education. However, what diversity means, what it entails and how to engage with diverse individuals in educational contexts can take on multiple shapes in different parts of the world.

Focusing on the often-overlooked role of material objects in intercultural experiences, this book invites readers to explore how these "things" shape our understanding and interactions across cultures. It emphasizes the importance of recognizing the influence of the more-than-human world in intercultural communication education. Aimed at educators, scholars, and students, it encourages a deeper reflection on the entanglements between culture and materiality, fostering a richer engagement with interculturality.

Focusing on a Chinese perspective of interculturality and Minzu education, the authors explore how insights from their research can reshape understanding among students, researchers, educators, and policymakers. By examining various aspects of Minzu within Chinese education, they encourage a critical re-evaluation of interculturality, aiming to foster deeper comprehension and dialogue in educational contexts.

This book critically explores the continuing professional development (CPD) of teachers in Finland, often seen as an educational model. The authors reveal CPD as a weakness in the system, challenging myths about Finnish education through interviews with various educational stakeholders. It advocates for a new approach to international education.

A major objective of this book is to identify the key determinants of the “East” and the “West” in the field of intercultural communication. It examines but also counter-attacks essentialist and culturalist analyses of intercultural communication between China and the rest of the world. Offering a cross-country examination and comparison of drought awareness and experience, this book shows two fields of research, which are complementary but rarely found side by side, i.e. the Arts and Intercultural Encounters, serve as illustrations for theoretical and methodological discussions about intercultural communication between China and the West. Scholarly and media discourses will find this work thought-provoking, instructive and informative.

This book explores the decades-long use of the notion of interculturality in education and other fields, arguing that it is now time to move beyond certain assumptions towards a richer and more realistic understanding of the ‘intercultural’. Many concepts such as culture, identity and intercultural competence are discussed and revised. Myths about interculturality are also unpacked and dispelled. Written by one of the leading scholars in the field, this book proposes a very useful framework to address theoretical and methodological issues related to interculturality. This somewhat provocative book will be of interest to anyone who wrestles with this knotty but central notion of our times.