Titlebook: Change and Exchange in Global Education; Learning with Chines Mei Yuan,Fred Dervin,Ning Chen Book 2022 The Editor(s) (if applicable) and Th

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Interim Conclusions,objective today. Reflecting back on the cooperation with his co-authors, he explains that the ‘Chinese stories of interculturality’ that have been ‘unwrapped’ for and with the readers in this book are in fact also ‘global stories of interculturality’.

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,‘Doing’ Interculturality Together,e centre of attention of the discourse instruments here, with . (difference-similitude) and ‘.’ (‘diversity’) as essential components of interculturality. Considering the polysemy of these elements, the readers are urged to negotiate their meanings and connotations again and again and to refrain fro

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Making Interculturality Work Together, as Group/Community Members,evels were identified from the national to the global: for example, Minzu unity, solidarity and harmony; the Chinese nation is pluralistic and unified (national context) and The One Belt One Road (glocal initiative). Many of the discourse instruments from the chapter also help us unthink and rethink

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,Learning to ‘Do’ Interculturality: ,ce’ before talking and acting interculturally. The important Confucian figure of the 君子 (Jūnz??), a ‘Man (sic) of virtue’, a ‘person of noble character’ who shows benevolence, love and care for others, is first introduced. Other discourse instruments—some similar to instruments from around the world

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Pondering over Language and Interculturality,s by reminding the reader of the limits of language and of how it can be misused in communication. Some instruments from the chapter also provide guidance for speaking with the other. These serve as simple reminders of the simplexity of speaking, reading, listening to people and interacting. Althoug