“A conceptually power-packed volume that is at once erudite and accessible, expansive and focused, true to sociological traditions yet stimulatingly exploratory. Scholars and students will be served very well by this absorbing, far-reaching enquiry into ethnicity and race.” - Raymond Taras, Tulane University “[W]hat Meer offers with this distinctive new volume is a brief survey of the academic approach to key subjects in this area. For example, the entry titled ‘Racialisation’ opens with the provenance of the subject in the works of W. E. B. Du Bois and Frantz Fanon; then Meer traces debates about whether the concept can be projected back upon history... Meer offers in-depth coverage of 28 concepts, including ‘Citizenship,’ ‘Hybridity,’ ‘Intersectionality,’ ‘Post-colonialism,’ ‘Transnationalism,’ and more… Students wanting a guide into the deeper realms of academic theorizing on race and ethnicity will be well served.” - G. A. Lancaster, Choice This book offers an accessible discussion of both foundational and novel concepts in the study of race and ethnicity. Each account will help readers become familiar with how long standing and contemporary arguments within race and ethnicity studies contribute to our understanding of social and political life more broadly. Providing an excellent starting point with which to understand the contemporary relevance of these concepts, Nasar Meer offers an up-to-date and engaging consideration of everyday examples from around the world. This is an indispensable guide for both students and established researchers interested in the study of race and ethnicity.
Chapter 11: Interculturalism
Interculturalism in the field of race and ethnicity is often understood as a mode of integration, one that stresses the importance of recurring features necessary for successful citizenship. These include communication, individual rights, unity and liberalism. Often these are considered missing in other modes of integration such as multiculturalism.
Interculturalism is a relational term that is often contrasted with (and proposed as a replacement to) multiculturalism (Bouchard, 2011; Cantle, 2012), and is now found in places as diverse as German and Greek education programmes; Belgian commissions on cultural diversity (see below); and Russian teaching on world cultures. A prominent symbolic example could be how 2008 was designated as the European Year of Intercultural Dialogue (EYID). It is worth stepping back, however, to consider what distinguishes ...