"This book offers a selection of alternative approaches to the question of interculturality written from a range of theoretical perspectives including hermeneutics, phenomenology, semiotics, dialogic philosophy and social constructivism. It is intended as a source of critical ways of thinking and theorising about interculturality rather than as a 'quick fix' guide to getting around problems that can arise in intercultural encounters. "

This book explores the concept of intercultural competence, focusing specifically on education. Intercultural competence can vary depending on the field of research or the context of application and has therefore developed over recent decades. As the world becomes increasingly global intercultural competence has become even more important but it is still not practiced satisfactorily. This book highlights views which are at odds with official and orthodox positions on intercultural competence to encourage fresh approaches to intercultural competence. It will be invaluable for researchers, practitioners and students interested in the global possibilities of education.

This new edition of Intercultural Interactions presents a fully updated set of training materials which have been developed to form the basis of a variety of cross-cultural orientation programmes. These materials are based on the assumption that there are commonalities, or similar personal experiences, when people live and work in cultures other than their own. More comprehensive in scope than its predecessor, the Second Edition also contains a practical new user's guide, and its expanded coverage draws readers in with more vivid scenarios and examples reflecting changing world events and social milieu.

This handbook deals with the question of how people can best live and work with others who come from very different cultural backgrounds. Handbook of Intercultural Training provides an overview of current trends and issues in the field of intercultural training. Contributors represent a wide range of disciplines including psychology, interpersonal communication, human resource management, international management, anthropology, social work, and education. Twenty-four chapters, all new to this edition, cover an array of topics including training for specific contexts, instrumentation and methods, and training design.

This book engages in a critical reading of cultural knowledge. By cultural knowledge I refer to cultural dimensions as introduced by Geert Hofstede, Edward T. Hall and Fons Trompenaars. Their research has manifold been taught to individuals who will face an intercultural setting in their business career at some point in the future. It aims to create understanding for cultural differences in order to decrease emotional discomfort and enhance (business) success of those who acquire the knowledge. At the same time it claims to present a foundation for respect for cultural differences since it gives (an imaginative) room to them. If one studies the knowledge (s)he will be aware of cultural differences and therefore treat them with respect. The book is composed of two perspectives on cultural knowledge. In a first step the book turns to post-colonial theory. Post-colonialism argues how a Western perspective has framed cultural identities and how these representations are flawed by colonial thinking. In a second step a Levinasian perspective is taken on cultural knowledge. The French philosopher Emmanuel Levinas was deeply concerned with our way of approaching the Other. He understood the Other to be incomprehensible to our understanding. The Other’s otherness cannot be „grasped“ by framing her/him into categories. He argued that every encounter is of ethical nature and encouraged each individual to show infinite re-sponsibility (responsebility) towards the Other that is not confined by any pre-knowledge. The book concludes that cultural knowledge has been exposed to significant limitations. These limitations are mainly a product of control interests. Individuals who acquire cultural knowledge and are not (made) aware of its limitations face consequences that may compromise their respect for cultural differences. Even though cultural knowledge presents itself as foundation for respect, it prioritizes understanding for the sake of control. As a consequence respectful representations are not given and respect for cultural differences is only supported as long as it does not threaten control. Ultimately, this book shall present a plea for trainers and teachers of cultural knowledge to become acquainted with the limitations, reflect on them and forward this knowledge to their students. It shall also encourage researchers of cultural differences and other scholars to reflect and perhaps improve on it.

New Perspectives for Intercultural Dialogue and an Alternative Economic Order represents a response by scholars and thinkers from the Philippines, Libya, India, Korea and Japan to the pressing issues of cultural domination, reflecting the need for intercultural dialogue and the development of alternatives to the existing world order.