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Interculturality
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The relations that exist between the culturally diverse human groups that comprise a
given society are increasingly referred to using the notion of interculturality. While the
term was originally coined to refer to a rather static and reified conception of culture
as the sum of relations between cultures, “interculturality” as it is currently used is
a more complex term that refers to the relations that exist within society between
diverse majority and minority constellations that are defined in terms not only of
culture but also of ethnicity, language, religious denomination, and/or nationality.
Therefore, the empirical referent of each of these constellations is highly contex-
tual: in some societies interculturality is used with reference to migration-induced
diversity, whereas in other societies the same notion is applied to indigenous–settler
interactions.
In broad terms, interculturality is defined and classified in anthropological and social
science literature according to three different but complementary semantical axes:
(1) the distinction between interculturality as a descriptive rather than as a prescrip-
tive concept; (2) the underlying, implicit assumption of a static versus a dynamic
notion of culture; and (3) the rather functionalist application of the concept of
interculturality for analyzing the status quo of a given society versus its critical and
emancipatory application for identifying inherent conflicts and sources of societal
transformations.
These three axes will be defined in the first of the following sections. In the second
section, interculturality is typologically analyzed with regard to the main underlying
social scientific paradigms of inequality, difference, and diversity. Third, the three main
Anglo-Saxon, Continental European, and Latin American sources of the contemporary
debate on interculturality and its adjacent notions will be sketched, before the fourth
section identifies the broader theoretical frame into which these debates are inserted
and which relates back to nationalism, ethnicity, and multiculturalism. The fifth
section sums up the main empirical applications of the notion of interculturality in
both anthropology and related disciplines, as well as in interdisciplinary fields. Finally,
the latest trends in Northern and Southern debates on interculturality are briefly
sketched in the last section.
Latin American interculturality approaches, which still regard culture traits, patterns,
or institutions as “objective” expressions of cultural difference and, accordingly, as the
basis of intercultural relations.
These rather mechanical explanations of interculturality, which frequently fuse
spatial geographic distance, historically divergent evolution, and contemporary
“acculturating” impacts of modernity into a fixed model of intercultural exchanges,
have been problematized and substituted within anthropology by more dynamic and
complex notions of culture. However, other social sciences have enthusiastically and
sometimes acritically inherited these static notions of culture and interculturality.
Both anthropology and cultural studies have moved toward definitions of culture as
symbolical interpretations, as routinized praxis, as collective resources, and so on,
which imply that there is no simple space “between” cultures but rather a complex
articulation of inter-, intra-, and transcultural processes of self-adscription and
external adscription, of identifying, and of othering within society. Therefore, intercul-
turality nowadays relies on a much more hybrid, processual, and contextual notion of
culture.
The kinds of definitions of interculturality that result from the combinations of these
three conceptual axes reveal in their divergences deeply rooted differences with regard
to the anthropological and, broader speaking, the social scientific paradigms as well
as to the visions of society to which each author and his or her academic community
subscribe. In this connection, the uses of interculturality have to be analyzed in their
multilayered dimensions and in close relation to the corresponding vision of contem-
porary society favored by a specific notion of interculturality.
For the purpose of clarity, three paradigms are briefly sketched which may be identi-
fied as implicit logics that in both the global North and the global South shape the notion
of interculturality when it is employed as an analytic tool in debates on multicultural-
ism, identity politics, recognition, integration, and/or autonomy rights. Each of these
paradigms is often used in monocausal explanations by particular authors or commu-
nities, but when they are combined they ensure a much richer, deeper, more nuanced,
and multidimensional analysis of identities and diversities through the combination of
the paradigmatic concepts of inequality, difference, and diversity.
Historically, the paradigm of inequality focuses on a vertical analysis of particular
socioeconomic structurations (as in the case of Marxist theories of classes and class
conflicts) but also includes gendered inequalities (such as in the Northern, dominant
feminist critique of patriarchy) and persistent caste-like, racialized colonial asymme-
tries. Interculturality through the lens of this paradigm has nurtured compensatory and
often assimilationist institutional responses, which identified a given minority’s lacks
and/or handicaps as sources of inequality, in order to make equal the unequal. This
represents a universalist approach, deeply rooted both theoretically and programmat-
ically in a monocultural habitus, which is presented and defended as a transcultural
feature of any given society beyond cultural or ethnic differences. Such a claim is the
classical product of the Western nation-state and its hegemonic way of conceiving the
social sciences.
The paradigm of difference, in contrast, has been formulated, achieved, and spread
both in Northern and in Southern contexts by new social movements and their par-
ticular identity politics. It promotes a horizontal analysis of ethnic, cultural, religious,
gender-based, age, generation, and sexual orientation as well as diverse differences
related to capabilities. This differentiation process is achieved through group-specific,
segregated empowerment strategies for each of the concerned minorities. Intracultural
features and strategic delimitations toward other groups (us vs. them) trigger a politics
of identity which mostly relies on discourse rather than on praxis. The corresponding
approach privileges particularist and multiculturalist responses, which frequently
ignore, invisibilize, or downplay socioeconomic inequalities and broader structural
conditions.
Finally, the diversity paradigm is formulated through the critique of both assimila-
tionist monoculturalism and essentializing multiculturalism. In contrast to the other
two paradigms, this approach starts from the plural, multisituated, contextual, and
therefore necessarily hybrid character of any cultural, ethnic, religious, or class- or
gender-based identity. These diverse identities are articulated both individually and
I N T E R CU L T U R A L I T Y 5
collectively not so much through discourses but through the praxis of interactions
between heterogeneous actors in hybrid, interstitial, shared spaces. Accordingly, the
resulting strategy of analysis tends to be intercultural in the sense of looking for
relational, cross-cutting, and intersectional features of interaction.
In their triadic combination, inequality, difference, and diversity together constitute
the methodological point of departure for an intercultural analysis of constellations
of lifeworld diversities and of their normative diversity treatment or management.
Through this triadic kind of analysis, which is not limited to the observable surface
of intercultural interaction patterns or to the content of collective ethnic identity
discourses, interculturality and diversity become visible and analyzable as complex
phenomena. Including its underlying institutional structurations, the phenomenon of
interculturality is thus to be localized in the very structure of contemporary society
as a contextual and case-specific translation of a shared, underlying “grammar of
diversities” (Dietz 2009).
of ethnic and/or national delimitation nor the cultural differences to which this
delimitation resorts are explainable as immutable essences. However, it has also
become clear that the apparent range of possibilities for “inventing traditions” and
for selecting diacritical cultural features is subject to the multiple power relations that
link a particular group with certain socioeconomic strata and with nation-state power
(see Dietz 2009). In order to address the specific role played by interculturality, the
relationship that exists between the concepts of culture and ethnicity and/or national-
ism has to be specified without falling back into either primordialist reductionisms or
constructivist extremes.
This section considers the different translations that the notion of interculturality is
undergoing in diverse disciplinary and interdisciplinary constellations.
This subdiscipline’s analytic and comparative orientation contrasts not only with
intercultural education’s normative load but also with the often immediate zeal for
pedagogical intervention. As a result, a gradual distancing can be perceived between
the anthropology of education as a subdiscipline of anthropology, on the one hand,
and pedagogical anthropology, on the other, which goes back to María Montessori’s
original “scientific” interest but broadens its questions and thus comes closer to
philosophy and especially to ethics.
In the context of the emerging intercultural pedagogy, a predominantly auxil-
iary interpretation of anthropological knowledge has generated a terminological–
conceptual reductionism, which has had a negative impact on the very strategy of
interculturalizing the educational sphere. Reflecting a deeply rooted tendency in
pedagogy to problematize the existence of cultural diversity in the classroom, basic
concepts from anthropology such as culture, ethnic group, and ethnicity are applied
and operationalized which resorts to nineteenth-century definitions in the best of
cases. Apart from the recurring use of racializations, for example, cultural differences
are often ethnicized by reifying their bearers.
Not only is intergroup difference often essentialized in so-called intercultural
education, but individual and group phenomena are also mixed up: emic and etic
perspectives are indiscriminately mixed. Dissimilar notions as culture, ethnicity,
phenotypic differences, and demographic situations such as being a minority are
confused, and finally the historical stereotypes of the Western other, the topoi of the
“Gypsy,” the “Muslim,” and so on are resorted to. In these kinds of terminological
shortcuts, the practical consequences of the strategy of problematizing cultural
diversity, promoted both by the classic tasks of pedagogy and by differential mul-
ticulturalism, become evident. Once the politics of difference is transferred to the
classroom, otherness becomes a problem and its solution is culturalized by reinter-
preting the socioeconomic, legal, and/or political inequalities as supposed cultural
differences.
In a disencounter with these tendencies in intercultural education, a particularly
anthropological task consists of decoding this kind of culturalist pedagogical discourse
and of deculturalizing its culturalist-biased interpretations. One example is the
aforementioned analysis of school performance by students from migratory and/or
minority contexts. When the school “successes” and “failures” of immigrant students
are contrasted with the school performance of native students, a large part of the
so-called pedagogical problem created by the presence of children from migratory
and/or minority contexts is shown to be explainable in the classic terms of social
stratification.
Intercultural studies
The term “intercultural studies” was coined to designate an emerging field of transdisci-
plinary preoccupations regarding the contacts and relations that, on both the individual
and the collective levels, are articulated in contexts of cultural diversity and heterogene-
ity. This cultural diversity, conceived of as the product of the presence of ethnic and/or
cultural minorities or of the establishment of new migrant communities in the heart of
12 I N T E R CU L T U R A L I T Y
approach that analyzes the organizational cultures that prevail within certain institu-
tions, according to their degree of integration, differentiation, and fragmentation, also
contributes to similar simplifications. This attempt to internationalize or intercultural-
ize the business sciences relativizes the centrality of national cultures, contrasting them
with the influence that different industrial, institutional, and professional cultures have
on the shape of a business or administrative organization as a whole. The intercultural
dimension is, once again, the result of a merely additive notion of the sum of different
cultures that are discernible and classifiable as objectified entities.
the training activity. This becomes evident if we contrast these often artificially har-
monious prototypes of intercultural communication with the models of competence,
interaction, and communication displayed in strongly ethnicized and racialized post-
colonial contexts, such as in the case of communication between “whites” and “blacks”
both in the United States and in Europe. Accordingly, the main problem of this approach
lies in its tendency to personalize and individualize the communicative dimension, thus
underestimating the persistent influence of group ideologies in the very act of commu-
nication between two individuals.
Apart from these disciplinary and interdisciplinary developments, which illustrate the
emergence of subfields of academic specialization, in more general terms the latest
anthropological and social science debates on interculturality reveal once more a persis-
tent division between Northern and Southern academic stances and priorities. Broadly
speaking, whereas in Northern contexts interculturality is increasingly embedded in a
larger constructivist, anti-essentialist, and intersectional notion of diversity, Southern
definitions of interculturality emphasize its close link to subaltern, emancipatory social
movements aiming at decolonizing asymmetrical knowledge systems, memories, and
state–society relations.
Acknowledgments
Parts of this entry have been revised and updated from two earlier publications: Dietz
(2009) and Dietz and Mateos Cortés (2011). A shorter, preliminary version of this article
was published in the journal Perfiles Educativos 39 (156) in 2017.
18 I N T E R CU L T U R A L I T Y
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