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- Aman, Robert, 1982-
(författare)
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Impossible Interculturality? : Education and the Colonial Difference in a Multicultural World
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- An increasing number of educational policies, academic studies, and university courses today propagate ‘interculturality’ as a method for approaching ‘the Other’ and reconciling universal values and cultural specificities. Based on a thorough discussion of Europe’s colonial past and the hierarchies of knowledge that colonialism established, this dissertation interrogates the definitions of intercultural knowledge put forth by EU policy discourse, academic textbooks on interculturality, and students who have completed a university course on the subject. Taking a decolonial approach that makes its central concern the ways in which differences are formed and sustained through references to cultural identities, this study shows that interculturality, as defined in these texts, runs the risk of affirming a singular European outlook on the world, and of elevating this outlook into a universal law. Contrary to its selfproclaimed goal of learning from the Other, interculturality may in fact contribute to the repression of the Other by silencing those who are already muted. The dissertation suggests an alternative definition of interculturality, which is not framed in terms of cultural differences but in terms of colonial difference. This argument is substantiated by an analysis of the Latin American concept of interculturalidad, which derives from the struggles for public and political recognition among indigenous social movements in Bolivia, Ecuador and Peru. By bringing interculturalidad into the picture, with its roots in the particular and with strong reverberations of the historical experience of colonialism, this study explores the possibility of decentring the discourse of interculturality and its Eurocentric outlook. In this way, the dissertation argues that an emancipation from colonial legacies requires that we start seeing interculturality as inter-epistemic rather than simply inter-cultural.
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| 2. |
- Arriaza Hult, Maria, 1990-
(författare)
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Party Education as Mobilisation : Framing education in Swedish and Spanish political parties of the left
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation aims to contribute knowledge of how five movement-related left parties in Sweden and Spain formulate education for their members. By analysing (i) the Swedish Social Democratic Workers’ Party, (ii) the Swedish Left Party, (iii) the Spanish Social Democratic Workers’ Party, (iv) the Spanish United Left and (v) the Spanish Podemos, the study interprets how organised educational activities are formulated and motivated with the aim to instigate member engagement. The analysis builds on interviews with leading party representatives and study leaders, study and course materials, and other official documents, which steer how the parties organise their education. With a framing perspective as a theoretical itinerary, the study emphasises parties' education as a setting where meaning is formulated to initiate collective action. The four included papers stress and discuss how educational material is formulated and how the parties perceive and motivate organised party education. Papers 1 and 2 analyse text materials and shows how educational materials establish narratives that invites the members to become active in the parties. Even though the educational narrative is welcoming, the study materials also reinforce frames of how to be schooled into becoming an ideal party member. Papers 3 and 4 study interview materials and suggest that member education is interpreted as something that strengthens parties’ movement relations, provides useful training, opens up a space for political reflection, and constructs a feeling of community within the parties. The dissertation emphasises that these five movement-related left parties perceive their educational activities as settings that create relations between the party and its members. Applying the framing perspective to the understudied educational practices that transpire in parties contributes to deepening the theoretical understanding of how education can be formulated in relation to its bearing on creating collective identities.
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