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           <title>Intercultural integration; a brief introduction</title>
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           <pubDate>Tue, 23 Nov 2021 22:27:02 +0000</pubDate>
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           <title>Educating responsible citizens   Final for Erziehungskonzeptionen und Praxis</title>
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           <category>2020</category>
           <pubDate>Thu, 26 Aug 2021 18:44:23 +0000</pubDate>
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           <title>En verktygslåda för långsiktigt interkulturellt arbete</title>
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           <category>2020</category>
           <pubDate>Thu, 26 Aug 2021 12:55:43 +0000</pubDate>
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           <title>The problem of scientific education</title>
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           <media:title type="plain">The problem of scientific education</media:title>
           <media:description type="html"><![CDATA[<p>In this essay, I term the dominant educational paradigm of our time as scientific education and subject it to historical analysis in order to bring its tacit racial, colonial and Eurocentric biases into view. I subsume this cluster of problems under the general heading of “the problem of scientific education”, a problem simultaneously submerged deeply in the invisible background of current education and across its foreground inasmuch as it conditions daily educational practices beyond educators’ awareness. The delicate question to be answered is: enclosed as we are within a scientific framing of our educational system, how can we find an alternative way of looking at this educational system that will help us resolve the problem of colonial, racial and cultural subordinations inherent in i</p>
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           <description><![CDATA[<p>In this essay, I term the dominant educational paradigm of our time as scientific education and subject it to historical analysis in order to bring its tacit racial, colonial and Eurocentric biases into view. I subsume this cluster of problems under the general heading of “the problem of scientific education”, a problem simultaneously submerged deeply in the invisible background of current education and across its foreground inasmuch as it conditions daily educational practices beyond educators’ awareness. The delicate question to be answered is: enclosed as we are within a scientific framing of our educational system, how can we find an alternative way of looking at this educational system that will help us resolve the problem of colonial, racial and cultural subordinations inherent in i</p>
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           <author>rasoul@avenyproduction.se (rasoul)</author>
           <category>2020</category>
           <pubDate>Sun, 27 Jun 2021 07:57:03 +0000</pubDate>
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           <title>https://www.youtube.com/watch?v=5_0jmZlqXKE&amp;authuser=0</title>
           <link>https://fid.nu/index.php/sv/publikationer/2020/30-film-barnkonferens-nov-2019?format=html</link>
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           <media:description type="html"><![CDATA[<p>I samband med att barnkonventionen blev svenska lag, höll FID en konferens om barns rättigheter, egenmakt och delaktighet, under titeln "Lika barn lyckas bäst", november 2019. </p>
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           <category>2020</category>
           <pubDate>Fri, 25 Jun 2021 13:28:19 +0000</pubDate>
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           <title>Musik och visionen om vår framtid</title>
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           <category>2020</category>
           <pubDate>Fri, 25 Jun 2021 11:03:01 +0000</pubDate>
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           <title>Culture Exile and Identity</title>
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           <media:description type="html"><![CDATA[<p>This essay concentrates on the cognitive values of being born in a nomadic family, of being an exile and of organizing a music festival, Culture in Exile. I see exile and nomadic thought as the two main inter-connected features of thought in a world characterized by movement and the dissolution of boundaries, where few stable positions can be adopted by the individual. I insist on exile as a creative state of mind that enables a radical critique of the dominant discourse about culture and identity.</p>
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           <description><![CDATA[<p>This essay concentrates on the cognitive values of being born in a nomadic family, of being an exile and of organizing a music festival, Culture in Exile. I see exile and nomadic thought as the two main inter-connected features of thought in a world characterized by movement and the dissolution of boundaries, where few stable positions can be adopted by the individual. I insist on exile as a creative state of mind that enables a radical critique of the dominant discourse about culture and identity.</p>
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           <category>2020</category>
           <pubDate>Fri, 25 Jun 2021 09:58:00 +0000</pubDate>
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           <title>Kartläggning av kulturinsatser i utsatta områden</title>
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           <category>2020</category>
           <pubDate>Wed, 16 Jun 2021 20:03:21 +0000</pubDate>
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           <title>EU funding for cultural work with refugees</title>
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           <media:description type="html"><![CDATA[<p>This in-depth analysis is an overview of publically funded cultural projects<br />with refugees as target group. These projects are analysed in the light of<br />two interconnected challenges in contemporary Europe, the challenge of<br />good governance of cultural diversity and refugees’ aspiration to a good<br />life in Europe. It asks the fundamental question of what it is to live a good<br />life together in Europe today and how cultural interventions can contribute<br />to this aspiration.</p>
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           <description><![CDATA[<p>This in-depth analysis is an overview of publically funded cultural projects<br />with refugees as target group. These projects are analysed in the light of<br />two interconnected challenges in contemporary Europe, the challenge of<br />good governance of cultural diversity and refugees’ aspiration to a good<br />life in Europe. It asks the fundamental question of what it is to live a good<br />life together in Europe today and how cultural interventions can contribute<br />to this aspiration.</p>
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           <author>rasoul@avenyproduction.se (rasoul)</author>
           <category>2020</category>
           <pubDate>Wed, 16 Jun 2021 15:33:08 +0000</pubDate>
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           <title>The Narrative Problem of the Academy</title>
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           <category>2020</category>
           <pubDate>Mon, 14 Jun 2021 10:49:50 +0000</pubDate>
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           <title>Intercultural education in Sweden, Rasoul Nejadmehr</title>
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           <category>2020</category>
           <pubDate>Mon, 14 Jun 2021 10:40:24 +0000</pubDate>
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           <title>Intercultural dialogue; basic conditions</title>
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           <category>2020</category>
           <pubDate>Mon, 14 Jun 2021 10:30:27 +0000</pubDate>
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           <title>Ett Socialt Hållbart Falköping Del 3</title>
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           <author>mirjana@avenyproduction.se (Mirjana)</author>
           <category>2020</category>
           <pubDate>Wed, 08 Apr 2020 13:51:54 +0000</pubDate>
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           <title>Ett Socialt Hållbart Falköping 2</title>
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           <category>2020</category>
           <pubDate>Wed, 08 Apr 2020 13:51:13 +0000</pubDate>
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           <title>Interkulturell Dialog Som Verktyg För Förändringsarbete</title>
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           <pubDate>Wed, 08 Apr 2020 13:49:20 +0000</pubDate>
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           <title>Ett Socialt Hållbart Falköping 2</title>
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           <pubDate>Wed, 08 Apr 2020 13:47:45 +0000</pubDate>
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