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Experiences and Expectations

Intercultural Story-Telling MIEKE BAL ABSTRACT In any given narrative in whatever medium, who does what for whom – who tells a story, who perceives and interprets the events, who listens or ›sees‹ them; and, impor- tantly, who has no access to these functions, or subject positions; in other words, who has no narrative agency? These are the key questions of narrative theory, which for me are also key questions about intercultural communication without a priori hierarchies between partners. The key concept of which I have proposed a revised theory was that of

Intercultural Competence: A Humanistic Perspective Jürgen Straub “The men-eater in New Zeeland and Fenelon, the abject peschery and Newton are creatures of one and the same species“ (Herder 1784/1989: 147).1 “Ah! others! That’s all they have on their lips. Diff erence, alterity, multiculturalism. It’s their dada. […] Why all this cultural busyness, colloquia, interviews, seminars? Just so we can be sure we’re all saying the same thing. About what, then? About alterity. Unanimity on the principel that unanimity is suspect. […] What cultural capitalism has

Assessing the Intercultural Dimension of Language Learning HENNING ROSSA Positioned at the interface of studies in education (Erziehungswissenschaft, Bildungswissenschaften), foreign language pedagogy and applied linguis- tics (Fachdidaktik Englisch), this paper offers an introduction to central is- sues pertaining to the intercultural dimension of language learning. Current conceptualizations of ›culture‹, ›language‹ and ›communica- tion‹ unambiguously confirm that these above domains are »mutually inter- acting […], reinforcing [and] inextricably

347 Christina Foramitti INTERCULTURAL LEARNING IN DIALOGUE WITH MUSIC Everybody is Special – Nigerian Music Project at an Austrian Kindergarten Musical Inspiration: Yorùbá Lullabies Translated by Anne Thomas “Be blessed when you grow up” – this heart’s desire from the Yorùbá lullaby Omo provided the inspiration for the Everybody is special kindergarten project. This desire became the whole project’s central point. The project then served as the basis for the MA dissertation (Foramitti 2007) that I wrote as part of my singing studies. The idea was to prove

Narrated (Hi)Stories in an Intercultural Context How Young People in Germany and Poland Deal with Tensions Between Communicative and Cultural Memory JEANETTE HOFFMANN Narrated “history” and narrated “stories”: this play on words in the title high- lights the narrative connection that exists – not only in an etymological sense – between individual stories and history as a story (Assmann 2001: 118). My con- tribution focuses on “narrated (hi)stories” in the sense of linguistically structured and narratively transmitted memories. It is mainly from

Inter/cultural translations in an international school in China An ethnographic perspective Michal Assa-Inbar Movement of people across the world has become a major characteristic of the current global era, and the figures are growing unprecedentedly. Transportation is cheaper and more accessible, physical borders are less insurmountable, and many people are constantly mobile, either by choice or by force. While carrying their culture in their suitcases, memories, and bodies, immigrants become what Salman Rushdie calls “translated men” (1991, p

Jérôme Bel and Myself: Gender and Intercultural Collaboration SUSAN LEIGH FOSTER In what follows, I stage a three-way conversation between French choreograph- er Jérôme Bel, myself as a feminist scholar writing about a piece he created in collaboration with Thai dancer Pichet Klunchun entitled Pichet Klunchun and Myself (2004), and myself watching the performance of the lecture along with Bel. When I performed this imaginary conversation with Bel at the Dance Con- gress in Hamburg 2009, the two versions of myself shared one microphone at a podium

319 EXPLORING INTERCULTURAL LEARNING: POTENTIAL AND LIMITS OF THE STRUCTURE FORMATION TECHNIQUE DORIS WEIDEMANN Introduction Intercultural experiences of social researchers have been one of the pro- pelling forces behind the development of cross-cultural and cultural psy- chology. In many cases, the insight that exported concepts, methods, and interpretations could not be applied to a foreign setting was the starting point for a lifelong search for alternative psychological theories or com- mitment to cross-cultural research (the life stories of