Orientation towards otherness in the social and literary spaces of today’s Europe

Arias, Rosario; Bryla, Martyna

doi:10.1057/s41599-018-0070-3

Cited by 4 publications

(4 citation statements)

References 5 publications

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“…A growing body of literature demonstrates the centrality of affects in the formation, circulation, and resistance of anti-immigration stances (e.g., Arias & Bryla, 2018;Nikunen, 2015;Pantti, 2016). This paper contributes to that scholarship a detailed analysis of affective dynamics linked with meaning making in the context of discussions that specifically focus on the threat of violence attached to migrants.…”

Section: Introductionmentioning

confidence: 92%

Affective (re)orientations in online discussions on the threat of violence posed by migrants

Virkki

Venäläinen

2020

Social Identities

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Online discussions are rife with fear-evoking images and meaning making that highlight a perceived threat to the security of European nations and their inhabitants posed by migrants' violence in the wake of increased immigration. This paper examines the role of emotions in shaping anti-immigration views as a response to the threat of violence attached to migrants in online conversations. Using a dataset of Finnish online discussion threads from 2015-2017 that were prompted by extensive media attention paid to various cases of violent crime in which migrants were suspects, we particularly analyse the affective dynamics of interpellation processes wherein discussants are invited to adopt anti-immigration orientations. This analysis demonstrates how emotions such as fear, hate, and love function together in complex ways to constitute and shift meanings constructed during these discussions. These processes afford the construction and adoption of affectively appealing identities that are based on the re-signification of anti-immigration orientations as morally and socially acceptable, such as 'normal citizen' and 'caring parent'. The analysis thus provides insight into processes in which 'ordinary' citizens hear, and respond to the call for xenophobic positions, thereby illustrating how a sense of community and caring for a community is built within these affective processes.

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Section: Introductionmentioning

confidence: 92%

Affective (re)orientations in online discussions on the threat of violence posed by migrants

Virkki

Venäläinen

2020

Social Identities

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“…A widespread culture of disbelief and fear was flamed by media and anti‐refugee discourse (Arvanitis, 2020, p. 12). However, ‘the fear of the other reflects the self’s inner insecurities’ (Arias & Bryla, 2018, p. 3). It is associated with uncertainty and vulnerability as the volatile status of refugeeness is a constant reminder of European’s ‘own condition of uncertainty, brittleness and fragility in the world where political institutions are no guarantee against social and emotional precariousness’ (Arias & Bryla, 2018, p. 3).…”

Section: Intercultural and Reflexive Dialogue In The Context Of Refugee Educationmentioning

confidence: 99%

“…However, ‘the fear of the other reflects the self’s inner insecurities’ (Arias & Bryla, 2018, p. 3). It is associated with uncertainty and vulnerability as the volatile status of refugeeness is a constant reminder of European’s ‘own condition of uncertainty, brittleness and fragility in the world where political institutions are no guarantee against social and emotional precariousness’ (Arias & Bryla, 2018, p. 3). Otherness reappeared as ‘an open‐ended threat’ disturbing European solidity (Arias & Bryla, 2018, p. 2).…”

Section: Intercultural and Reflexive Dialogue In The Context Of Refugee Educationmentioning

confidence: 99%

“…However, extensive migration movements have brought about the mixing of ‘alien’ or ‘exotic’ others with natives, challenging the dominant discourses of self‐identity and its ‘particularities (real or imagined)’ as well as ‘the stereotypes that distinguish the Self from the Other’ (Staszak, 2009, p. 5). Thus, ‘human interdependence and cohabitation’ (Arias & Bryla, 2018, p. 4) cannot be served by inflammatory language in the public space. In the modern cosmopolitanisation era, it is much too complex to justify otherness and discriminatory and exclusionary policies towards ‘others’ on the grounds of binary spatial or discursive constructs, so as ‘to confirm the dominant group’s sense of superiority’ (Staszak, 2009, p. 5).…”

Section: Intercultural and Reflexive Dialogue In The Context Of Refugee Educationmentioning

confidence: 99%

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Educating ‘others’: Drawing on the collective wisdom of intercultural experts

Arvanitis

2021

British Educational Res J

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Forty invited interculturalists (both academics and non‐academics) from nine countries engaged in developing a coherent culture of dialogue and collective action to address the challenge of redefining intercultural education provisions with regard to the needs of refugee children. The method of cooperative inquiry to elicit theoretical and professional expertise from the participants was adopted. This inquiry was based on four dimensions of reflective practice, drawing on experiential, presentational, propositional and practical knowledge. The intercultural experts (seen as ‘co‐researchers’ and/or ‘co‐subjects’) who participated engaged in a rigorous intercultural and reflexive dialogue developed in four distinct phases. The first two phases took place in their own local contexts and the final ones in a forum organised in Greece. During the forum, the participants’ diverse knowledge and experience were renegotiated to ascertain the ‘collective wisdom’ of the group and to address issues of otherness and approaches to refugee education, teachers’ training and mediation. The consensus reached by the participants included the following: the need for local communities to be supported so as to avoid and mitigate any hostility towards refugees; the urgency of a common European asylum policy; the realisation of the ‘other’ as a social construct based on hierarchical connotations and defined by diverse (meta)narratives; the urgency for providing formal/mainstream education to secure a pathway to social citizenship for refugees; the adoption of culturally responsive education practices to empower intercultural learning using refugee children’s own cultural knowledge and collaborating with parents; and the need for systemic intercultural and mediation training for teachers.

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Building a bridge with others: Alternative patterns of the acculturation process through the eyes of immigrants and members of the receiving culture

Malota,

Bogáromi,

László

2024

Int'l Jnl of Cross Cultural Management

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Our study investigated the acculturation process in a new culture from the perspectives of immigrants (interviewees) and members of the receiving culture (interviewers). One hundred and seven semi-structured interviews were carried out with foreigners from 38 countries who lived in Hungary for at least a year. Using a grounded theory approach, the perspectives and feelings of the interviewers were also analysed in addition to the interview texts. The results reveal that the receiving culture shows what we call a ‘two-stage receptive attitude’, which comprises at first, closedness and later, openness towards foreigners. A binary set of attitudes as ‘traveller or guest’ was observed in immigrants; the ‘guest’ makes efforts to take the host as a complementary actor into consideration, integrating the depths of the foreign culture, while the ‘traveller’ tastes the surface of a foreign culture and collects experiences. Based on our analysis, the dual modes of the traveller and the guest are interpreted as two ideal typical role conceptions or role realisations. Our study increases awareness of the complexity of the acculturation process, as the unique design provided insights into the importance of analysing the perspectives – in addition to those of the interviewees – of the reports from members of the receiving society to add to our understanding of cross-cultural encounters. In addition to its methodological novelty, the present study contributes to the literature by providing an in-depth understanding of the “traveller versus guest” typology and, accordingly, proposing ways to investigate how these two types might function in an organisation.

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Orientation towards otherness in the social and literary spaces of today’s Europe

Cited by 4 publications

References 5 publications

Affective (re)orientations in online discussions on the threat of violence posed by migrants

Affective (re)orientations in online discussions on the threat of violence posed by migrants

Educating ‘others’: Drawing on the collective wisdom of intercultural experts

Building a bridge with others: Alternative patterns of the acculturation process through the eyes of immigrants and members of the receiving culture

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