Building Barriers And Bridges Interculturalism In The 21st Century

This volume was first published by Inter-Disciplinary Press in 2014. Building Barriers and Bridges: Interculturalism in the 21st Century is a compilation of perspectives on the theme of Interculturalism and Identity by nineteen authors from thirteen countries on four continents. It represents a broad panorama of views on pivotal issues of identity, trans-and intercultural concepts, and cross-cultural community building. Presented in three parts: Culture and Identity; Constructing and Deconstructing Barriers; and Experienced-based Transformations, Building Barriers and Bridges moves from formal definitions to strategies to success stories in daily life around our globe. The book encompasses a broad array of perspectives in the social, the economic, the political, and the personal realm through more than scholarly evidence: One is invited to join a journey over the topography of identity and models for trans-cultural, intercultural, and cross-cultural community building by way of research, narrative, analyses of laws and structures, anecdotes, and first-person perspective historical accounts. Building Barriers and Bridges lets the reader arrive at common ground: one where Interculturalism is the crossing point for the individual, local groups, societies, and cultures. The forms of interactions and models, detailed by the authors, guide the contextualizing of approaches for identity and community building.

Exploring feminist social media tactics that use humor and laughter as a form of resistance to misogyny, rewiring feelings of shame into shamelessness. Online sexism, hate, and harassment aim to silence women through shaming and fear. In Who's Laughing Now? Jenny Sundén and Susanna Paasonen examine a somewhat counterintuitive form of resistance: humor. Sundén and Paasonen argue that feminist social media tactics that use humor, laughter, and a sense of the absurd to answer name-calling, offensive language, and unsolicited dick pics can reroute and rewire shame into a self-assured shamelessness.

Memory, nostalgia and melancholy have attracted considerable scholarly attention in recent decades. Numerous critics of globalisation, transnationalism and cosmopolitanism have posited an overwhelming feeling of homelessness not only among people who have been displaced from their original home/lands, but also among those who feel estranged from their places of origin due to rapid social change or environmental decline. Arguably, homesickness is prevalent in today’s developed world, and can be – and sometimes indeed is – felt even for times and places unrelated to someone’s personal roots. Memory has been mobilised to justify recent conflicts, to question mainstream interpretations of past events, or to demand compensation for the suffering of earlier generations. Nostalgia has been employed as a “utopia in reverse”, revealing more about our unattainable “ideal present”, than about the elusive “lost” past it invokes. A corollary of nostalgia in the late modern politics of loss, melancholy has been a way of dis-identifying from both the horrors of recent history, and the growing insecurities of the present. The volume raises complex questions related to the ways people have coped with displacement and time-space compression, arguably the two most manifest symptoms of late modernity. How do we grapple with the traumatic experience of the loss of home? What strategies do we use, and what is their underlying politics? How do they intersect with identity positions, such as gender, class and sexuality? How might they contribute to the preservation of national cultures? How has our understanding of home changed in a time of mobility and flow? Spanning multiple Eurasian and Northern American cultural contexts, the book is of interest to an international academic readership within the fields of cultural studies, memory studies, gender studies, literature, art, performance, film and media studies.

This book represents a comprehensive effort to understand discrimination, racialization, racism, Islamophobia, anti-racist activism, and the inclusion and exclusion of minorities in Nordic countries. Examining critical media events in this heavily mediatized society, the contributors explore how processes of racialization take place in an environment dominated by commercial interests, anti-migrant and anti-Muslim narratives and sentiments, and a surprising lack of informed research on national racism and racialization. Overall, in tracing how these individual events further racial inequalities through emotional and affective engagement, the book seeks to define the trajectory of modern racism in Scandinavia.

This book provides a critical review of the impact of international academics on teaching practices in higher education. As borders and boundaries become increasingly blurred and virtual citizenship starts to impact on ways of working, being able to teach seamlessly across cultures and political divides will be critical to ensuring a thriving higher education sector. This book captures the impact of academic mobility on teaching practices which have been informed by academics’ original cultures being modified to align with those of a host culture. The book comprises three thematic sections which take the reader through the various stages of the internationalisation of higher education teaching practice. It starts with how teaching identities are constructed and influenced by culture and geopolitical factors and concludes with an exploration into the emergence of the global teaching practitioner who is able to work seamlessly across borders and boundaries. The core sections include: i) the geopolitics of teaching identities, ii) a sense of belonging and the lived experience of the academic nomad and iii) academic transition, from migration to integration. Providing practical tools for improving both students’ learning experiences and academics’ classroom practices this volume will be of use to researchers, students, and practitioners from the social sciences (specially business, management, and education) as well as foreign language tutors and TEFL practitioners. Human resource professionals, recruiters, and trainers responsible for recruiting, training, and developing international higher education staff will also find this book to be of interest.

This book provides readers with a comprehensive guide to other cultures – the often-unfamiliar ways that people from other cultures think, speak and act. As such, it helps readers identify potential and real conflicts, and to take appropriate action so as to build successful relationships. The book draws on the authors’ combined experience from international line management and international projects, as well as teaching seminars and coaching clientele from around the globe. It offers an essential resource for anyone involved in transnational business and cross-border relationships.

Transforming the Language Teaching Experience in the Age of AI, edited by Galip Kartal, is a vital resource that addresses the evolving challenges in language education due to technological advancements. This book offers a comprehensive analysis of AI's impact on language education, providing innovative research, practical insights, and interdisciplinary collaboration opportunities. From AI-driven language learning methods to ethical considerations, the book equips educators, policymakers, and researchers with valuable insights to shape effective educational strategies and policies, inspiring the adoption of innovative approaches that harness AI's potential to enhance language teaching. Through successful case studies and forward-thinking perspectives, Transforming the Language Teaching Experience in the Age of AI envisions a future where AI-driven methodologies redefine global language education. This publication not only facilitates a deeper understanding of AI's role in language education but also fosters a shared vision among educators and researchers, promoting a transformative and collaborative learning experience for students worldwide.

An exploration of how and why social media content is tagged as “not safe for work” and an argument against conflating sexual content with risk. The hashtag #NSFW (not safe for work) acts as both a warning and an invitation. NSFW tells users, “We dare you to click on this link! And by the way, don't do it until after work!” Unlike the specificity of movie and television advisories (“suggestive dialogue,” “sexual content”), NSFW signals, nonspecifically, sexually explicit content that ranges from nude selfies to pornography. NSFW looks at how and why social media content is tagged “not safe” and shows how this serves to conflate sexual content and risk. The authors argue that the notion of “unsafety” extends beyond the risk of losing one's job or being embarrassed at work to an unspecified sense of risk attached to sexually explicit media content and sexual communication in general. The authors examine NSFW practices of tagging and flagging on a range of social media platforms; online pornography and its dependence on technology; user-generated NSFW content—in particular, the dick pic and associated issues of consent, desire, agency, and social power; the deployment of risqué humor in the workplace; and sexist and misogynist online harassment that functions as an enforcer of inequalities. They argue against the categorical effacement of sexual content by means of an all-purpose hashtag and urge us to shift considerations of safety from pictorial properties to issues of context and consent.