Mosaics of Cultural Identity: Mundializing the Self on the Arena of Education
- 263 Downloads
The advancing process of globalization (mundialization) sets up new conditions for individuals, living in rapidly changing societies, to organize personal perceptions of cultural identity. This exploratory study is based on qualitative questionnaires with 14 young adults either from Senegal or from France and from different educational levels; and on a focus group with three participants linked differently to both national cultures. The aim of the current study is to discover the dialogical processes within the respondents’ self-reflections that coordinate the relations between local and global I-position and the effect school education has on this. It was found that school influences the participants’ perspectives on globalization, particularly the Senegalese’s ones, towards more local awareness and critics of global political structures, like neo-colonialism. In general, young people are aware of globalization influences, but also integrate some elements of different origin in their everyday life, so that these elements become invisible in a coherent mosaic of cultural identity.
KeywordsMundialization Globalization Mosaic Local Senegal France Dialogical self School Neo-colonialism
Earlier version of this chapter was presented at the 9th International Conference on Dialogical Self, Lublin, September 9th, 2016 at the symposium New Voices in the Dialogical Self. The support by the INSIDE Unit of University of Luxembourg is gratefully acknowledged. I thank Jaan Valsiner for his valuable assistance and insights during the whole project.
- Bakhtin, M. M. (1986). The problem of speech genres. In C. Emerson and M. Holquist. Speech genres and other late essays (pp. 60–102). (V. W. McGee Trans.,). Austin: University of Texas Press.Google Scholar
- Baye, J. (2015). [Photography]. Copyright  by Sira & Bandeerabe (Aïcha Awa Ba).Google Scholar
- Cabecinhas, R., & Feijó, J. (2010). Collective memories of Portuguese colonial action in Africa: Representations of the colonial past among Mozambicans and Portuguese youths. International Journal of Conflict and Violence, 4(1), 29.Google Scholar
- Cha, I. S. (2003). Globalization, mundialization and the development of the self. Seoul: Seoul National University.Google Scholar
- Chen, S. X., Benet-Martínez, V., & Bond, M. H. (2008). Bicultural identity, bilingualism, and psychological adjustment in multicultural societies: Immigration-based and globalization-based acculturation. Journal of Personality, 76(4). https://doi.org/10.1111/j.1467-6494.2008.00505.x.
- Culture. Def. 2 & 2.1 (2016). In Oxford English dictionary online, Retrieved from http://www.oxforddictionaries.com/us/definition/english/culture
- Fiala, R., & Lanford, A. G. (1987). Educational ideology and the world educational Retrieved from: http://www.jstor.org/stable/1188568
- Guo, X., Suarez-Morales, L., Schwartz, S. J., & Szapocznik, J. (2009). Some evidence for multidimensional biculturalism: Confirmatory factor analysis and measurement invariance analysis on the bicultural involvement questionnaire–short version. Psychological Assessment, 21(1), 22–31.CrossRefPubMedGoogle Scholar
- Hermans, H. J., & Hermans-Konopka, A. (2010). Dialogical self theory: Positioning and counter-positioning in a globalizing society. Cambridge, MA: Cambridge University Press. Retrieved from https://books.google.de/books?hl=de&lr=&id=0dRsyRQuXk0C&oi=fnd&pg=PR1&dq=dialogical+self+theory+hermans&ots=a-OlQwdtnI&sig=alXuZnPHIgt5yCwobGcucfCLHlE#v=onepage&q=dialogical%20self%20theory%20hermans&f=false.CrossRefGoogle Scholar
- Idle No More. (2016). Retrieved from http://idlenomore.ca/
- McElaney-Johnson, A. (1999). Epistolary friendship: La prise de parole in Mariama Bâ's Une si longue lettre. [Epistolary friendship : Speaking in Mariama Bâ’s a so long letter]. Research in African Literatures, 30(2), 110–121.Google Scholar
- Nielsen, R. (1979). The history and development of wax-printed textiles intended for West Africa and Zaire. In The fabrics of culture: The anthropology of clothing and adornment (pp. 467–498). Berlin: De Gruyter Mouton.Google Scholar
- Przyborski, A., & Riegler, J. (2010). Gruppendiskussion und Fokusgruppe [Group discussion and focus group]. In G. Mey & K. Mruck (Eds.), Handbuch Qualitative Forschung in der Psychologie [Handbook qualitative research in psychology] (pp. 436–448). Wiesbaden: VS: Verl. für Sozialwiss.CrossRefGoogle Scholar
- Schriewer, J. (2005). Wie global ist institutionalisierte Weltbildungsprogrammatik? Neo-institutionalistische Thesen im Licht kulturvergleichender Analysen. [How much global is the institutionalized world education ideology? Neo-institutional theories in the light of cross-cultural analysis] Zeitschrift für Soziologie – Sonderheft Weltgesellschaft S, (pp. 415–444). Retrieved from: https://books.google.lu/books?hl=de&lr=&id=lRPOgX89XEYC&oi=fnd&pg=PA415&ots=KKgLsuJhko&sig=-Chz0Om9xjWpB5sKc7dL4Lw_GH4&redir_esc=y#v=onepage&q&f=false
- Sharpe, J. (2013). Unlearning colonialism: Storytelling and the accord (pp. 264–268). Halifax: Mount Saint Vincent University.Google Scholar
- Valsiner, J. (2003). Missions in history and history through a mission: Inventing better worlds for humankind First Annual Casimir Lecture, Leiden: Leiden University.Google Scholar