The conference theme, Diversity and Epistemological Plurality: Thinking interculturality ‘otherwise’, emerges from the belief that it is more than about time to re-imagine our future(s) together, as stated in a recent report from UNESCO (2021), and that diversity as a synonym for our world merits to be addressed through refreshed, multi-faceted epistemologies. The idea of epistemological plurality emphasizes the power of challenging and contesting taken-for-granted assumptions and generalisations, of defying geocultural, systemic, structural and symbolic invisibilizations of diversity, to name but a few, in order to think interculturality ‘otherwise’. It also acknowledges the power of voice and empowered dialogue to build new intersectionalities, such as in political and social events where minority and discriminated groups have used their voice to make themselves heard. In other words, the power to re-locate, re-construct/reshape, and re-create discourses and actions, to construct ‘other’ I-/We-positions, and thus to generate new spaces of belonging and symbolic representations of identity, according to which categories of inclusion and exclusion are problematized and redefined.

 

In this context, the principles, role and place of education are also worthy of disruptive, disturbing debate and multivocality, by bringing together diverse communities (scholars, researchers, practitioners, local authorities, entities of the civic society…) from different locations or geographies to discuss (our own) pedagogy and social practices, dominant discourse practices and ideologies regarding diversity, language and communication, interculturality, and place. Ultimately, the conference stands as an opportunity to bring pedagogy to a discomfort, questioning zone; to adopt counterhegemonic views, and to question and render more explicit how the different historical, social and cultural forces and facets of education are shaping/producing who people (are asked to) become.

Additionally, engaging with epistemological plurality towards diversity and interculturality also makes way to multi-/interdisciplinary, creative theorisations, which may question mainstream public policies and social, communicative practices, and thus contribute to a greater balance in the ecology of knowledges (Sousa Santos, 2007). Finally, it may reinforce agency, deliberation, resistance, and social justice, particularly by raising awareness that there are as much as diverse interpretations of such concepts as different positions about how to operationalise them in contemporary societies.

 

The IALIC 2022 conference is therefore a springboard to welcome a radical re-appraising of epistemological approaches to the study of diversity and interculturality. Following the motto for this event, the committee is currently calling for abstracts from IALIC members and other interested scholars/researchers in the wider community, critically addressing diversity and interculturality in, among other possible topics:

 

• Diverse theoretical perspectives.

• Different levels of formal education (from preschool to higher education).

• Teacher education and professional development.

• Digital communication and education.

• Arts-based movements and practices.

• Non-formal education and communitarian initiatives.

• Mediation and sociocultural pedagogies.

• Research approaches and methodologies.

• Linguistic citizenship and social justice perspectives.

• Different types of partnerships and networks.

• ...

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