Intercultural competence and the promise of understanding
Abstract In this paper I adopt an interdisciplinary approach in the form of a philosophical investigation into the epistemological assumptions of the concept of competence and the ethical implications for intercultural dialogue. I intend to argue that the notion of culture represents an essentialist trap (Cole and Meadows, 2013) that fails to account for the complexity that characterises intercultural exchanges. Thus, in this paper I shift the focus from culture to the inter of the intercultural, indicating the process of interaction in communication. From this perspective, I illustrate Derridas notion of tolerance (2006) and I introduce the metaphor of the promise of understanding to critique the epistemological underpinnings of the notion of intercultural competence as it is presented in two frameworks that are paradigmatic of current thinking in intercultural research: the pyramid model (Deardorff, 2006, 2009) and the ICOPROMO project (Glaser, Guilherme et al, 2007). Through this critique, I introduce the idea a deferred promise of understanding as a guiding principle for intercultural communication. This notion of promise is complemented by Levinass (1998) formulation of subjectivity which provides an account of the relationship between self and other that informs a dialogic, ethical and open-ended understanding of communication in the form of presence to one another as corporeal, embodied subjects who co-construct meanings. Finally, I sketch an alternative understanding of competence that relies on an idea of communication closely aligned to a Levinasian interpretation of the ethical which is more closely connected to the experiential sphere and the bodily aspects of lived of human subjectivity. I then conclude with a reflection on the (im)possibility of assessment in intercultural communication, challenging current positivist approaches to the field. Authors note Giuliana Ferri is a doctoral candidate at the Institute of Education, University of London. Her recent paper, Ethical Communication and Intercultural Responsibility: a Philosophical Perspective, is published in the Journal of Language and Intercultural Communication. Her current research focuses on the implications of Levinasian ethics and Critical Realism in the conceptualisation of intercultural communication theory. Other research interests are sociolinguistics, language in education and the philosophy of education. Bibliography Cole, D., Meadows, B. (2013). Avoiding the essentialist trap in intercultural education. In Dervin, F. & Liddicoat, A. J. (Eds.), Linguistics for intercultural education (pp.30-47). Amsterdam, Philadelphia: John Benjamins Publishing Company Deardorff, D.K ( 2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education. 10 (3), 241266 Deardorff, D.K (2009). The SAGE handbook of intercultural competence. London:SAGE Derrida, J. (2006). 'Hostipitality'. In L. Thomassen (Ed.), The Derrida-Habermas Reader (pp. 208-230). Edinburgh: Edinburgh University Press Glaser, E.,Guilherme, M., del Carmen Mndez Garca, M. & Mughan, T. (2007). ICOPROMO, intercultural competence for professional mobility. Strasbourg and Graz: Council of Europe Publishing Levinas, E. (1998). Otherwise than being. Pittsburgh: Duquesne University Press