Cultural Education and Civil Society: How can languages contribute? Expert Seminar The Mercator Research Centre and the Basque Government 27 May 2011 Sustainable linguistic diversity & intercultural responsibility: The road to critical cosmopolitanism Manuela Guilherme Universidade Lusófona de Humanidades e Tecnologias

(a) globalization(s); (b) multiculturalism & interculturality; (c) multilingualism & plurilingualism; (d) ‘glocal’ languages; (d) epistemological ecology; (e) from intercultural competence to intercultural responsibility; (f) critical cosmopolitanism.

‘The Scream’ A. Munch

Four forms of globalization: - globalized localism; - localized globalism; - cosmopolitanism; - common heritage of humankind. Santos, B. de S. (2002)Toward a multicultural conception of human rights. In B. E. Hernández-Truyol & C. Gleason (eds.), A Critical Moral Imperialism Anthology. New York: New York University Press, Maluda Globalization(s)

Multiculturalism / Interculturality Multiculturalism » “the culturally diverse nature of human society” Criticality? Interculturality » the “evolving relations between cultural groups ” Criticality? UNESCO Guidelines on Intercultural Education, 2006: 17

Multilingualism » “the co-existence of different languages in a given society” criticality ? Plurilingualism » “the individual’s knowledge of a number of languages” criticality ? Common European Framework for Languages, Council of Europe (1996) » “the potential or actual ability to use several languages to varying levels of proficiency and for different purposes” » “repertoire of languages” criticality ? Guide for the Development of Language Education Policies in Europe (2007)

The three strands of the EU's multilingualism policy: - encouraging language learning and promoting linguistic diversity in society; - promoting a healthy multilingual economy; - promoting social integration through improved knowledge and acceptance of languages. European languages in the world?

criticality criticality criticality * linguistic diversity » “a source of enrichment but also a source of tension” * ‘personal adoptive language’ * bilateral language-to-language relations The Group of Intellectuals for Intercultural Dialogue [EC] (2008)

»To what extent can a dominant language constitute common ground where different appropriations/productions can dialogue? » And into which the various home cultures of the different speakers (as native, second or foreign language) can be translated? » And, at the same time, make room for other languages to grow? Guilherme, M. (2007) English as a global language and education for cosmopolitan citizenship. In Language and Intercultural Communication, 7:1, 72-79

* are simultaneously global and local; * are used both at global and local levels; * are not lingua francas ; * are used widely as foreign languages as well as by a greater or smaller number of native speakers; * were used in colonial settings and are used by the new states as official languages; (1) Robertson, R., 1995

“Epistemologies of the north versus epistemologies of the south” “diatopic hermeneutics” “knowledge ecology” Santos, B. S. (2007), "Beyond Abyssal Thinking: From Global Lines to Ecologies of Knowledges","Beyond Abyssal Thinking: From Global Lines to Ecologies of Knowledges" Review, XXX, 1, Santos, B. S. (2007), Human Rights as an Emancipatory Script? Cultural and Political Conditions, in B. S. Santos (ed..), Another Knowledge is Possible: Beyond Northern Epistemologies. Londres: Verso, 3-40.

“critical cultural awareness” (Byram, 1997) “intercultural competence(ies)” “intercultural responsibility” Guilherme, M. 2000, 2002, 2010

» “it is the ability to interact effectively with people from cultures that we recognise as being different from our own” (Guilherme, 2000: 297) » The designation has come out as a compression for both communication and interaction across languages and cultures by putting the focus on the readiness to establish fluid relationships at the interstices of different and multiply-shaped identities, with a purpose or task in mind. We must nevertheless keep in mind that neither the idea nor the term has been stable and each lexical component of this expression – Intercultural Competence – is likewise novel and controversial” (Guilherme, 2011) M. Byram (Ed.) (2000/2011). Encyclopaedia of Language Teaching and Learning, London: Routledge

» “may be defined as complex abilities that are required to perform effectively and appropriately when interacting with others who are linguistically and culturally different from oneself” (Fantini, 2009: 458) » “intercultural competence is very much the competence of navigating in the world, both at the micro-level of social interaction in culturally complex settings, and at macro-levels through transnational networks like diasporas and media communications” (Risager, 2009, p. 16) In D. K. Deardoff (ed.) The Sage Handbook of Intercultural Competence. London: Sage

» the idea of “intercultural responsibility” adds a social, relational, civic and ethical component to the conception of “intercultural competence” » it “raises issues concerning the negotiation between the similar and the contrasting aspects of different ethical frameworks, in particular how this negotiation is verbalised and performed” (Guilherme, Keating & Hoppe, 2010: 83).

Language resources also play an important role in the development of intercultural responsibility amongst the members of multicultural groups/teams. In this setting, participants usually share a common language which is, at least for some of them, second or foreign, and speak first languages which are to a lesser or greater extent - but necessarily - different from each other. The simple fact of communicating through a medium which is perhaps not deeply-rooted in all of them may generate some sense of partnership, companionship, or even complicity and solidarity, and therefore also, to some extent, a sense of ‘intercultural responsibility’ for one another.

The notion of cosmopolitanism, once extrinsic to the idea of nationality, has also acquired an intrinsic dimension. Criticality? Globalization creates a world of enhanced connections, but does not itself constitutes the cosmopolitan condition; instead it establishes preconditions for its emergence. (Delanty, 2009: 250) Criticality? From the perspective of critical cosmopolitanism, global ethics can only occur in the plural and in ways that undergo transformation in the process of emergence. (Delanty, 2009: 250) Criticality?

LANGUAGE TEACHER Issues of Power Critical Thinking (Inter)disciplinary Knowledge Ethics Social Action THEORY / PRACTICE

The Bosphorus is the 32 km (20-mi)-long strait which joins the Sea of Marmara with the Black Sea in Istanbul, and separates the continents of Europe and Asia.

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