No other issue in our times of globalization has aroused such passionate debate as the increasingly complex transborder movements of people of all ethnicities, with the self-perceived “from-heres” often struggling to maintain the illusion of separateness from intruding “come-heres.” The paradigm of transculturality offers prospects to rethink, demystify and represent cultural unity and difference, assimilation and alterity, in a manner that acknowledges the fissures and the fictions in traditional cultural dichotomies such as the melodramatically instrumentalized “national” vs. “foreign.” The interdisciplinary essays compiled in Transculturality and Perceptions of the Immigrant Other focus on the ways in which new diasporic and migrational patterns arouse ill will and conflict, but also negotiation and transcultural impulses, resulting in transformed meso-structures in media, schooling, and business. Investigating regional immigrant groups in the states of Virginia and North Rhine-Westphalia as well as the discourses and images in public media, films, literature, and cultural events, the studies both document the contest for geographical, work, and community space and place it in larger theoretical and specific historical contexts. Arising from an international project undertaken by senior and junior scholars from the fields of cultural studies, history, and sociology at Norfolk State University in Virginia and University of Siegen in Germany, these essays suggest that cultural citizenship can embody dynamic expressions of belonging and strategies of empowerment which shape political and economic communities, engendering in the process innovative forms of constantly negotiated, hybrid identity and transmigratory affiliation.

Grounded in both theory and practice, with implications for both, this book is about children’s perspectives on the borders that society erects, and their actual, symbolic, ideational and metaphorical movement across those borders. Based on extensive ethnographic data on children of immigrants (mostly from Mexico, Central America and the Philippines) as they interact with undergraduate students from diverse linguistic, cultural and racial/ethnic backgrounds in the context of an urban play-based after-school program, it probes how children navigate a multilingual space that involves playing with language and literacy in a variety of forms. Immigrant Children in Transcultural Spaces speaks to critical social issues and debates about education, immigration, multilingualism and multiculturalism in an historical moment in which borders are being built up, torn down, debated and recreated, in both real and symbolic terms; raises questions about the values that drive educational practice and decision-making; and suggests alternatives to the status quo. At its heart, it is a book about how love can serve as a driving force to connect people with each other across all kinds of borders, and to motivate children to engage powerfully with learning and life.

This study provides a glimpse of the "diversity within diversity" of the engagement of Australians with multiculturalism, their senses of identity and belonging, the ways in which they engage with others of different backgrounds, and their uses of media in a multicultural society.

Transcultural Cities uses a framework of transcultural placemaking, cross-disciplinary inquiry and transnational focus to examine a collection of case studies around the world, presented by a multidisciplinary group of scholars and activists in architecture, urban planning, urban studies, art, environmental psychology, geography, political science, and social work. The book addresses the intercultural exchanges as well as the cultural trans-formation that takes place in urban spaces. In doing so, it views cultures not in isolation from each other in today’s diverse urban environments, but as mutually influenced, constituted and transformed. In cities and regions around the globe, migrations of people have continued to shape the makeup and making of neighborhoods, districts, and communities. For instance, in North America, new immigrants have revitalized many of the decaying urban landscapes, creating renewed cultural ambiance and economic networks that transcend borders. In Richmond, BC Canada, an Asian night market has become a major cultural event that draws visitors throughout the region and across the US and Canadian border. Across the Pacific, foreign domestic workers in Hong Kong transform the deserted office district in Central on weekends into a carnivalesque site. While contributing to the multicultural vibes in cities, migration and movements have also resulted in tensions, competition, and clashes of cultures between different ethnic communities, old-timers, newcomers, employees and employers, individuals and institutions. In Transcultural Cities Jeffrey Hou and a cross-disciplinary team of authors argue for a more critical and open approach that sees today’s cities, urban places, and placemaking as vehicles for cross-cultural understanding.

Discrimination, stigmatization, xenophobia, heightened securitization – fear and blaming of "aliens within" – characterize the world infected by COVID-19. Such fears have a long cultural history, however, particularly in connecting pathology with race, poverty, and migration. This volume explores theory and narratives of disease, danger, and displacement through the lenses of cultural, literary, and film studies, historical representation, ethnics studies, sociology and cultural geography, classics, music, and linguistics. Investigations range from, for example, illness discourse in the ancient classics to images of perilous intruders in the Age of Trump, from the Haitian Revolution and subsequent zombie stereotypes to current, problematic refugee resettlement in the US South and Greek islands, from the urban underworld in nineteenth-century sensation novels to ethnic women "on the stroll" in coronavirus times. The collection is organized into three thematically intertwined parts: Stigmatizing the Racialized Underclass; Pathologizing the Other; Constructing and Countering Collapse. It examines changing or recurrent aporias in tropes of belonging and exclusion, as well as the birthing of new forms of identity, agency, and countercultural expression.

The global networking promoted by technology, globalization and migration that are occurring at a large scale, requires school systems that develop in the students new types of skills, based on the ability to understand the world and its problems and instill a sense of responsibility and cooperation to enhance the resolution of the great problems of mankind. Rethinking education is essential in a global, transcultural, changing and communicated world. Throughout the book Rethinking Education for a Global, Transcultural World is argued and analyzed how to build relationships between the school and society, and the possibilities of transcending the barriers in different national contexts: Chile, Israel, Mexico, Morocco, Poland, and Spain. The main goal we want to achieve with the contributions made in the book is to know how education systems and schools in different countries respond to the social changes caused by globalization, migration and new communication technologies. The authors are professors of different scientific disciplines and different faiths, cultures and points of view, living the realities described in the chapters and thinking from these realities how to improve and how should be the education in a global, challenging and ever-changing world. We stress the importance of this book and its implications in the education of children and youth and in the preparation of teachers. For this reason, this is a book designed for teachers of primary and secondary schools, parents, principals, supervisors, university teachers who prepare school teachers, university students and those who want to know and think about education in a global and intercultural world and new forms of communication to face learning, whether at local or at world level. The mission of all is continue building education, and to facilitate this work in this book are presented contributions and recommendations of professionals around the world that will allow the reader to know, analyze, understand and appreciate the importance of education to prepare students to function with open and critical thinking in a global world. The chapters do not offer a panacea, but offer many ideas on how, through education, prepare citizens for a global and transcultural society.

Transatlantic, Transcultural, and Transnational Dialogues on Identity, Culture, and Migration analyzes the diasporic experiences of migratory and postcolonial subjects through the lenses of cultural studies, critical race theory, narrative theory, and border studies. These narratives cover the United States, the U.S.-Mexico border, the Hispanophone Caribbean, and the Iberian Peninsula and illustrate a shared diasporic experience across the Atlantic. Through a transatlantic, transcultural, and transnational lens, this volume brings together essays on literature, film, and music from disparate geographic areas: Spain, Cuba and Jamaica, the U.S.-Mexico border, and Colombia. Throughout the volume, the contributors explore intertextual transatlantic dialogues, and migratory experiences of diasporic subjects and queer subjectivities. The chapters also examine the use of language to preserve Latinx culture, colonial and Spanish cultural exchanges, border identities, and race, gender, identity, and cultural production. In turn, these diasporic experiences result from transatlantic, transcultural, and transnational phenomena that converge in a globalized society and aid in questioning the artificial boundaries of nation states.