{"id":5027,"date":"2014-11-10T02:15:18","date_gmt":"2014-11-10T02:15:18","guid":{"rendered":"http:\/\/eltweekly.com\/?p=5027"},"modified":"2014-11-10T02:15:18","modified_gmt":"2014-11-10T02:15:18","slug":"conference-intercultural-competence-in-communication-and-education-icced2015-malaysia-april-8-9-2015","status":"publish","type":"post","link":"https:\/\/eltweekly.humbeestudio.xyz\/?p=5027","title":{"rendered":"Conference: ‘Intercultural Competence in Communication and Education (ICCEd2015)’, Malaysia, April 8-9, 2015"},"content":{"rendered":"

[ELTWeekly Volume 6, Issue 27\u00a0| November 10<\/span>, 2014 | ISSN 0975-3036]<\/span><\/p>\n

\n

Contradictorily the concept of\u00a0intercultural competence\u00a0<\/em>is both polysemic and empty at the same time. Researchers, practitioners but also decision makers use it almost mechanically without always worrying about its meaning(s), the ideologies it represents, the impact(s) it has on those who are embedded in its discussions and the injustice it can (too easily) lead to such as neo-racism. A few \u2018usual suspects\u2019 \u2013 mostly derived from English-speaking researchers\/practitioners who enjoy prestige thanks to the symbolic violence of English as a World Language and\/or prestigious supranational support \u2013 whose work is systematically (and uncritically) mentioned have often managed volens nolens<\/em> to keep mainstream global understandings of intercultural competence simplified, fuzzy, idealistic and\/or unrealistic. For example the \u2018faulty\u2019 keywords of culture<\/em>, tolerance<\/em> and respect<\/em> are still present in discussions of intercultural competence.<\/p>\n

This call for papers is interested in\u00a0new, critical and original\u00a0discussions and approaches to intercultural competence that go beyond these problematic \u2018macdonaldised\u2019 models and \u2018reinventing the wheel\u2019 perspectives. The conference is interdisciplinary and covers the \u2018broad\u2019 fields of communication and education.<\/p>\n

The organisers are looking for contributions which are questioning the most \u2018influential\u2019 models of intercultural competence and\/or who have attempted (un)successfully to develop new understandings and models of intercultural competence. The organisers wish to promote the idea that failure is also inherent to intercultural competence. The question of assessment can be touched upon but the idea that intercultural competence can be summatively assessed should be abandoned. The organisers consider intercultural competence to be synonymous with multicultural competence, cross-cultural competence, global competence<\/em>, etc. as these labels are also unstable and have many different meanings.<\/p>\n

The organisers are especially interested in fresh perspectives from all parts of the world. Historical\/diachronic papers \u2018denouncing\u2019 reinventing the wheel approaches<\/em> as well as alternative methods and approaches are very welcome (e.g. use of bodily experiences).<\/p>\n

The following themes (among others) can be dealt with:<\/strong><\/p>\n

– What\u2019s wrong with current approaches? What mistakes have been made in the past and today \u2013 especially from researchers\u2019 perspectives?<\/p>\n

– What are the myths around the concept of intercultural competence?<\/p>\n

– Is the idea of intercultural competence a thing of the past? How does it compare to intracultural competence (if such a thing exists)?<\/p>\n

– Can the idea of intercultural competence be really useful for conflictual situations? How can we explain conflicts \u2013 which are necessary \u2013 beyond the usual suspect of cultural difference?<\/p>\n

– What can we do with old and tired concepts such as identity, culture and community when we talk about intercultural competence?<\/p>\n

– How is Intercultural competence understood\/taken into consideration in the context of Arabic\/English\/French\/Mandarin\u2026 as a lingua franca?<\/p>\n

– How do students and e.g. mobile students understand intercultural competence? What seems to influence them?<\/p>\n

– How is the \u2018teaching\u2019 of intercultural competence implemented in second\/foreign language classrooms? Does it echo the teaching of intercultural competence in communication\/ management and vice versa?<\/p>\n

– (How) can we move from an individualistic approach to intercultural competence to interactive and co-constructivist ones?<\/p>\n

– With increasing use of digital technologies, how does intercultural competence fare?<\/p>\n

– Can neurosciences contribute to renewing the idea of intercultural competence? What about art, music, etc.?<\/p>\n

For \u00a0more information on the conference, please visit\u00a0www.icced2015.com<\/strong><\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"

[ELTWeekly Volume 6, Issue 27\u00a0| November 10, 2014 | ISSN 0975-3036] Contradictorily the concept of\u00a0intercultural competence\u00a0is both polysemic and empty at the same time. Researchers, practitioners but also decision makers use it almost mechanically without always worrying about its meaning(s), the ideologies it represents, the impact(s) it has on those who are embedded in its 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