Discourse on the Narrative of Coexistence for Intercultural Education
DOI:
https://doi.org/10.26417/ejser.v9i1.p14-18Keywords:
Narrative, Intercultural Education, Multicultural Society, Coexistence, Relationship, Interpretation, OtherAbstract
The changes are rapid and multi-faceted golablly; and, the issues and people in the world are interconnected and interrelated. Transformative cultural change engages a process at the crossroads of our social and political, while challenging historical narratives. Intercultural education aims to achieve a developing and sustainable way of living together in multicultural societies through the creation of understanding of, respect for and dialogue between the different cultural groups. Narrative is a characteristic of human consciousness that draws the sequence of experienced events and proposed actions into unified episodes. Moreover, narratives are closely tied to culture and identity and serve as a medium for constructing our understanding of reality. It is the core of intercultural education that the members who participate in society understand the narrative that mutual cultures have. This paper explores the discourse on the narrative of coexistence for intercultural education. The circular interpretation to the process means narratives are tools for conceptualizing and creating change among diverse others in differnet cultures.References
Andrews, M., Squire, C., & Tamboukou, M. (Eds. ). (2008). Doing narrative research. London: Sage.
Bennett, M. J. (2009). Defining, measuring, and facilitating intercultural learning: a conceptual introduction to the intercultural education double supplement. Intercultural Education, 20(1), 1-13.
Briggs, C. (2002). Interviewing, power/knowledge, and social inequality. In J. Gubrium and J. Holstein (eds) The Handbook of Interview Research: Context and Method. 911–922. Thousand Oaks: Sage Publications.
Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational researcher, 19(5), 2-14.
Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco, Ca.: Jossey-Bass.
Freire, P. (1994). Pedagogy of the oppressed. New York: Continuum Publishing Company.
Gorski, P. C. (2008). Good intentions are not enough: A decolonizing intercultural education. Intercultural education, 19(6), 515-525.
Grant, C. & Sleeter, C. (1998). Turning on learning: five approaches to multicultural teaching plans for race, class, gender, and disability. Upper Saddle River, NJ: Prentice-Hall.
Hand, S. (Ed. ) (1989). The Levinas reader. Malden, MA: Blackwell Publishers.
Levinas, E. (1946). Le Temps et L’autre. R. A. Cohen (Trans. ) (1987). Time and the Other. Duquesne University Press.
Nieto, S. (2000). Affirming diversity: the sociopolitical context of multicultural education. New York: Longman.
Otten, M. (2003). Intercultural learning and diversity in higher education. Journal of Studies in International Education, 7(1), 12-26.
Pinnegar, S., & Daynes, J. G. (2007). Locating narrative inquiry historically. Handbook of narrative inquiry: Mapping a methodology, 3-34.
Polkinghorne, D. E. (1991). Narrative and self-concept. Journal of narrative and life history, 1(2-3), 135-153.
Pring, R. (1999). Reflecting on the reflective practitioners. In Ai-Yen Chen & John van Maanen (Eds. ), The reflective spin: Case studies of teachers in higher education transforming action, 3-13. Singapore: World Scientific.
Ricoeur, P., & Thompson, J. B. (1981). Hermeneutics and the human sciences: Essays on language, action and interpretation. Cambridge university press.
Ricoeur, P. (1985). Time and Narrative (Vol. 3). K. Blamey & D. Pessauer (Trans. ) London and Chicago: University of Chicago Press.
Ricoeur, P. (1991). Life in quest of narrative. In David Wood (Ed. ). On Paul Ricoeur; Narrative and Interpretation. London: Routledge.
Sleeter, C. (1996). Multicultural education as social activism. Albany, NY: State University of New York Press.
United Nations. (1948). Universal declaration of human rights. http://www. un. org.
United Nations Educational, Scientific and Cultural Organization. (2006). Guidelines of Intercultural Education. http://www. unesco. org.
Downloads
Published
Issue
Section
License
Copyright (c) 2021 European Journal of Social Science Education and Research
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
