This book explores a particular genre of intervention into cultural difference, used across the globe. Organised cultural encounters is an umbrella concept referring to face-to-face encounters that are organised across a wide variety of social arenas in order to manage and/or transform problems perceived to stem from cultural difference. The authors base their focus on empirical contexts either located in Denmark or related to a Danish organisation, investigating interfaith work, training sessions in diversity management, volunteer tourism, a youth diversity project called the Cultural Encounters Ambassadors, and a community dance project. Through different theoretical approaches, and careful analyses of the micro-level practices occurring within the time-space of specific encounters, Galal and Hvenegård-Lassen demonstrate how both the interactions and their outcomes are considerably more complex – and contradictory – than evaluative and instrumental accounts of success or failure may capture. This book will provide a valuable resource for practitioners and scholars of intercultural relations working in the fields of cultural geography, anthropology, cultural studies, and migration studies.

Setting up cultural encounters is a widespread intervention strategy employed to diffuse conflicts and manage difficulties related to diversity. These organised cultural encounters bring together people of different backgrounds in order to promote peaceful coexistence and inclusion. These transformative aims relate to the participants but are often also expected to spill over into the society, community or context addressed by the encounter. As a category, ‘Organised Cultural Encounters’ draws together a variety of activities and events such as multicultural festivals, dialogue initiatives, diversity training and inclusion projects – activities that are generally not considered to be of the same kind. Most of the existing literature on these types of encounters is instrumental and has an overall emphasis on evaluations in terms of outcome or success rate. This book goes beyond evaluations, and the contributors pose and debate theoretical and methodological questions and analyse the practices and performativities of particular encounters. Taken together, it makes an important contribution to the theorisation and analysis of intercultural relations and negotiations. This book was originally published as a special issue of the Journal of Intercultural Studies.

This book offers transdisciplinary scholarship which challenges the agendas of and markers around traditional social scientific fields. It builds on the belief that the study of major issues in the global cultural and political economies benefit from a perspective that rejects the limitations imposed by established boundaries, whether disciplinary, conceptual, symbolic or material. Established and early career academics explore and embrace contemporary political sociology following the ‘global’ and ‘cultural’ turns of recent decades. Categories such as state, civil society, family, migration, citizenship and identity are interrogated and sometimes found to be ill-suited to the task of analyzing global complexities. The limits of global theory, the challenges of global citizenship, and the relationship between globalisation and situated and mobile subjects and objects are all referenced in this book. The book will be of interest to scholars of International Relations, Political Science, Sociology, Political Sociology, Social Theory, Geography, Area studies and European studies.

Internationalisation and intercultural competence are key ideas in contemporary education and have been much theorised and practised in higher education but have not received the same attention in school contexts. Linked to these ideas is an increasing focus on global citizenship and the development of students’ critical thinking skills and self-realisation. This book is based on a decade of experience of combining all three concepts in the practice of an upper secondary school in Denmark which is linked to 16 schools in 15 countries. The book includes both a description of the project by the teachers who have taken part and an analysis by researchers who have worked with them to deliver the programme.

Setting up cultural encounters is a widespread intervention strategy employed to diffuse conflicts and manage difficulties related to diversity. This book theorises and analyses this type of intervention as instances of Organised Cultural Encounters. This book was originally published as a special issue of the Journal of Intercultural Studies

In this groundbreaking book, Tarik Sabry is seeking out the terrain for best understanding the experience of being modern in transitional societies. He adopts a dynamic, ethnographically based approach to the meanings of 'modernness' in the Arab context and, within a relational framework, focuses on structures of thought, everydayness and self-referentiality to explore the process of building a bridge that rejoins the 'modern' in Arab thought with the 'modern' in Arab lived experience. In bringing together modernity as a philosophical category with the bridging spaces of Arab everyday life, Sabry is offering fresh methods of comprehending the question of what it means to be modern in the Arab world today.