1st Edition
Un-writing Interculturality in Education and Research
Chapter 1 Lead-in
Fred Dervin and Hamza R’boul
Chapter 2 Unlearning, undoing and unwriting in Western philosophies of intercultural education: Unwriting their Eurocentric claims and ties
Dominic Busch
Chapter 3 Doing meshwork toward the intercultural: Reflections on teaching a course on multicultural Canada
Vander Tavares
Chapter 4 When interculturality becomes insurrectionality
Elatiana Razafimandimbimanana
Chapter 5 Using audio-visuality to un-do and un-write interculturality: World cinema and the filmic motif of Death
Andreas Jacobsson
Chapter 6 Performing the inappropriate/d cultural Other in the third space
Dave Yan, David Bright and Howard Prosser
Chapter 7 (Un-)learning with Utterslev Marsh in Copenhagen, Denmark: Propositions for co-inhabiting more-than-human ecologies
Linda Lapina
Chapter 8 Wriving interculturally
Fred Dervin
Chapter 9 Taku Skan Skan: The Delinking of an Academic through Ecotranslanguaging
Julie S’Esmé Byrd
Biography
Fred Dervin is a renowned scholar in the field of intercultural communication education and research, serving as a Professor of Multicultural Education at the University of Helsinki (Finland). Over his illustrious career, Dervin has contributed significantly to analyse, interrogate and disrupt discourses of interculturality with over 200 articles and 80 books. Recent books published with Routledge include Communicating around Interculturality in Research and Education (2023), The Paradoxes of Interculturality: A Toolbox of Out‑of‑the‑Box Ideas for Intercultural Communication Education (2022), and Flexing Interculturality (with Hamza R’boul; 2023). Dervin is included in the Stanford Elsevier List of the world’s best scientists (Top 2%).
Hamza R’boul is Research Assistant Professor in the Department of International Education at the Education University of Hong Kong. His research interests include intercultural education, (higher) education in the Global South, decolonial endeavours in education and cultural politics of language teaching and postcoloniality.
