Author Baraldi, Claudio
Title Dialogue in Intercultural Communities : From an educational point of view
Imprint Amsterdam : John Benjamins Publishing Company, 2009
©2009
book jacket
Descript 1 online resource (288 pages)
text txt rdacontent
computer c rdamedia
online resource cr rdacarrier
Note Dialogue in Intercultural Communities -- Editorial page -- Title page -- LCC data -- Table of contents -- Introduction -- Empowering dialogue in intercultural settings -- 1.1 Culture, communication, interaction -- 1.2 Positioning in communication -- 1.3 Cultural change and intercultural communication -- 1.3.1 Cultural change -- 1.3.2 Intercultural communication and transcultural forms -- 1.4 Empowering dialogue, dialogic mediation and conflict management -- 1.4.1 Empowering dialogue -- 1.4.2 Dialogic mediation and conflict management -- 1.5 Education -- 1.5.1 Educational systems today -- 1.5.2 Intercultural education -- 1.6 Promoting participatory processes -- 1.7 Dialogic actions -- 1.8 The passage to empirical observation -- The research project -- 2.1 From theoretical framework to empirical research -- 2.2 An overview of CISV narrative and activities -- 2.2.1 Narrative -- 2.2.2 Activities -- 2.3 The research -- 2.4 The methodology -- 2.5 The research design -- 2.6 The next chapters -- 2.7 The symbols -- The CISV narrative -- 3.1 General features of the CISV narrative -- 3.2 The narrative of diversity and friendship -- 3.3 The narrative of learning, autonomy and active participation -- 3.4 The narrative of conflict and conflict management -- 3.5 The narrative of adults' contributions to empowering dialogue -- 3.6 The narrative of the experience -- 3.7 The influence of cultural variability on CISV narratives -- 3.8 Conclusions -- Organisational meetings 1 -- 4.1 Organisational meetings -- 4.2 Projecting empowering dialogue -- 4.2.1 Inviting clarification questions -- 4.2.2 Asking for support -- 4.3 Projecting normative expectations -- 4.4 Coordination and mediation in decision-making -- 4.4.1 Coordination -- 4.4.2 Mediation -- 4.5 Assessments -- 4.5.1 Educational stances -- 4.5.2 Control and judgement -- 4.5.3 Disclaiming
4.5.4 Self-positioning as an expert -- 4.6 Conclusions -- Organisational meetings 2 -- 5.1 Conflicts in organisational meetings -- 5.2 Conflict normative resolution -- 5.3 Withdrawal and minimisation -- 5.4 Elusion through diversion -- 5.5 Mitigation and postponement -- 5.6 Coordination and mediation -- 5.7 Conclusions -- Activities 1 -- 6.1 Education and promotion of participation -- 6.2 Monologues: Focusing on tasks and normative expectations -- 6.3 Empowering dialogue -- 6.3.1 Summer camps -- 6.3.2 Villages -- 6.4 Ambivalences -- 6.5 Conclusions -- Activities 2 -- 7.1 Reflection in educational activities -- 7.2 Hierarchical structures -- 7.3 QAA sequences and socio-epistemic claims -- 7.3.1 Use of candidate answers within questions -- 7.3.2 Use of interrogative negative questions -- 7.4 Children's reactions -- 7.4.1 Children's downgrading of their own competence -- 7.4.2 Cooperating in the management of rights and responsibilities -- 7.4.3 Resisting socio-epistemic claims: Non-type conforming answers -- 7.5 Question-Answer-Appreciation sequences -- 7.6 Conclusions -- Activities 3 -- 8.1 Conflicts in educational activities -- 8.2 Conflict avoidance -- 8.3 Conflict normative resolution -- 8.3.1 Villages -- 8.3.2 Summer camps -- 8.4 Requests and assessments of understanding -- 8.5 Ambivalent coordination and mediation -- 8.6 Conclusions -- Activities 4 -- 9.1 Adolescents in the interaction -- 9.2 Coordination as distribution of participation -- 9.3 Coordination as active proposal -- 9.4 Ambivalence and monologues -- 9.5 Conflict management -- 9.5.1 Ballot -- 9.5.2 Withdrawal -- 9.5.3 Diversion -- 9.6 Conclusions -- Activities 5 -- 10.1 The importance of translation -- 10.2 Translations as monologues: Selection of information -- 10.3 Translations as formulations: Gatekeeping and conflict management -- 10.4 Dyadic management of conflicts
10.5 Dyadic and triadic mediation -- 10.6 Triadic mediation among adolescents -- 10.7 Conclusions -- Conclusions -- 1. A short summary -- 2. The relevance of language in interactions -- 3. Linguistic cues: A summary -- 3.1 Disempowering monologue -- 3.2 Empowering dialogue -- 4. The meanings of dyadic hierarchical interactions -- 4.1 Dyadic education, expectations and participatory processes -- 4.2 Conflict prevention, avoidance and normative resolution -- 4.3 Instrumental translation -- 5. The meanings of dialogic relationships -- 5.1 The importance of empowering dialogue -- 5.2 Prevailing dialogic actions -- 5.3 Coordination and mediation -- 6. Transcultural communication and cosmopolitanism -- 7. Empowering dialogue, personal expressions and successful socialisation -- References -- Index -- The series Dialogue Studies
Conclusions highlight the ways in which the use of language in interactions provides important cues for analyzing the cultural presuppositions of CISV activities, through both empowering dialogues and disempowering monologues. The analysis of interactions and participants' narratives shows both (1) dyadic hierarchical interactions associated with conflict avoidance, normative conflict resolution and instrumental translation, and (2) dialogic empowering relationships based on specific dialogic actions supporting and confirming active participation, such as promotional questions, continuers, echoes, systematic appreciations, transformative formulations, and suggestive narratives. In the activities analysed, promotion of agency and personal expressions, through coordination and dialogic mediation, seems to be more important than insistence on intercultural relationships, and improvements in this promotion seems to be crucial for education to peace in intercultural settings
Description based on publisher supplied metadata and other sources
Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2020. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries
Link Print version: Baraldi, Claudio Dialogue in Intercultural Communities : From an educational point of view Amsterdam : John Benjamins Publishing Company,c2009 9789027210210
Subject Intercultural communication.;Communication
Electronic books