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  • Resultat 10051-10060 av 19930
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10051.
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10052.
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10053.
  • Langmann, Elisabet (författare)
  • My Way to You : How to Make Room for Transformative Communication in Intercultural Education
  • 2016
  • Ingår i: Journal of Philosophy of Education. - : Wiley-Blackwell. - 0309-8249 .- 1467-9752. ; 50:2, s. 233-245
  • Tidskriftsartikel (refereegranskat)abstract
    • As populations around the globe become increasingly culturally diverse, just inter-personal relations seem dependent on our ability to find new ways of communicating with people from other cultures whose values and linguistic strategies may vary from our own cultural practices. Hence, in the increasing body of literature on intercultural education, intercultural education means helping students to acquire the right language and communication skills for enabling mutual understanding and transformation between cultures. However, several post-colonial scholars have pointed out that there is a tendency to homogenise differences and neglect relations of power and the culturally untranslatable in the Western conception of language. This paper explores some implications of the post-colonial critique of intercultural education by following Luce Irigaray's writings on language and communication. Taking as its point of departure the Western ‘common sense’ conception of language as an instrument for communication and transfer of information, the paper first elaborates on the importance of exploring new ways of relating to language if we want to speak and listen to the other as other. It then offers a close reading of Martin Heidegger's existential analysis of the nature of language as Saying-Sowing and of Irigaray's response as she develops it in two of her later works. By way of conclusion the paper discusses how a more poetic and attentive listening could open up for a transformative and non-hierarchical communication in difference, and considers what implications this has for the promotion of social justice and pluralism in intercultural education.
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10054.
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10055.
  • Langmann, Elisabet (författare)
  • Representational and territorial economies in global citizenship education : Welcoming the other at the limit of cosmopolitan hospitality
  • 2011
  • Ingår i: Globalisation, Societies and Education. - : Informa UK Limited. - 1476-7724 .- 1476-7732. ; 9:3-4, s. 399-409
  • Tidskriftsartikel (refereegranskat)abstract
    • In this article, I argue that any success a discourse on cosmopolitan hospitality might have in global citizenship education depends on how it deals with its own limits, and I propose a way of responding to these limits that takes the cosmopolitan commitment to openness to the other seriously. Following Jacques Derrida, my point is that to teach global citizenship on the basis that we already can know who the other is risks counting some persons 'in' while leaving others 'out', which forecloses the possibility of welcoming something new and unforeseen at the limit of our cosmopolitan selves. © 2011 Taylor & Francis.
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10056.
  • Langmann, Elisabet, 1976- (författare)
  • Representational and Territorial Economies in Global Citizenship Education : Welcoming the Other at the Limit of Cosmopolitan Hospitality
  • 2013
  • Ingår i: Social Theory and Education Research Volume II. - : Sage Publications. - 9781446253120
  • Bokkapitel (refereegranskat)abstract
    • In this article, I argue that any success a discourse on cosmopolitan hospitality might have in global citizenship education depends on how it deals with its own limits, and I propose a way of responding to these limits that takes the cosmopolitan commitment to openness to the other seriously. Following Jacques Derrida, my point is that to teach global citizenship on the basis that we already can know who the other is risks counting some persons ‘in’ while leaving others ‘out’, which forecloses the possibility of welcoming something new and unforeseen at the limit of our cosmopolitan selves.
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10057.
  • Langmann, Elisabet, 1976- (författare)
  • Rethinking the Place of Tolerance in Education : Encountering Otherness between Acceptance and Rejection
  • 2011
  • Ingår i: Nordic Studies in Education. - 1891-5914 .- 1891-5949. ; 31:2, s. 96-105
  • Tidskriftsartikel (refereegranskat)abstract
    • This article explores how any success in encountering difference a discourse on tolerance might have in education, depends on how it deals with different meanings of otherness. By making a distinction between tolerance of diversity and tolerance of difference, it proposes a way of responding to this challenge that takes the otherness of the Other seriously. The point made is that to promote tolerance on the basis that we can already tell the tolerable from the intolerable, risks excluding the very possibility of welcoming something new and unforeseen that may alter the perception we have of ourselves and the world.
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10058.
  • Langmann, Elisabet, 1976- (författare)
  • Schooling Tolerance : An Educational Art
  • 2017
  • Ingår i: Mechanisms of Tolerance. - Stockholm : The Living History Forum. - 9789186261634 ; , s. 256-276
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)
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10059.
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10060.
  • Langmann, Elisabet, 1976- (författare)
  • Toleransens pedagogik : en pedagogisk-filosofisk studie av tolerans som en fråga för undervisning
  • 2013
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • Focusing on a lived and practiced tolerance, this thesis sets out to explore questions concerning education for tolerance, and, specifically, how teachers and educators can prepare students to become tolerating subjects in their everyday encounters with others. Taking its point of departure in real and fictional classroom situations, the overall purpose of the study is to explore the ethical and transformative potential inherent in education for tolerance. The theoretical frame of the study is deconstruction and the philosophical writings of JacquesDerrida.The purpose of the thesis is accomplished in three movements. The first aims to show why teachers and educators need to redirect their attention in the classroom if the ethical and transformative potential that lies in education for tolerance is to be taken seriously. Instead of focusing on the tolerated and “deviating” other, it proposes that the tolerating subject should be the center of attention. The second movement aims to prepare the ground for a deconstructive reading by mapping different contemporary discourses of tolerance. Three distinct but interrelated dilemmas of tolerance are identified: the dilemma of welcoming, the dilemma of drawing boundaries, and the dilemma of bearing or enduring the otherness of the other. The third movement aims to show how a deconstructive reading of the dilemmas of tolerance can help teachers and educators to perceive and relate otherwise to the tolerating subject in education. For this, I turn to Derrida’s deconstructions of three concepts that are vital for our understanding of tolerance: hospitality, justice and mourning. The final section of the thesis discusses some educational implications deriving from the study. It is argued that if we look at the tolerating subject through the experience of its deconstruction, we also come to see education for tolerance otherwise. What this altered perspective can mean for education is articulated within the framework of what is calleda pedagogy of tolerance.
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