Dialogue in Intercultural Communities -- Editorial page -- Title page -- LCC data -- Table of contents -- Introduction -- Empowering dialogue in intercultural settings -- 1.1 Culture, communication, interaction -- 1.2 Positioning in communication -- 1.3 Cultural change and intercultural communication -- 1.3.1 Cultural change -- 1.3.2 Intercultural communication and transcultural forms -- 1.4 Empowering dialogue, dialogic mediation and conflict management -- 1.4.1 Empowering dialogue -- 1.4.2 Dialogic mediation and conflict management -- 1.5 Education -- 1.5.1 Educational systems today -- 1.5.2 Intercultural education -- 1.6 Promoting participatory processes -- 1.7 Dialogic actions -- 1.8 The passage to empirical observation -- The research project -- 2.1 From theoretical framework to empirical research -- 2.2 An overview of CISV narrative and activities -- 2.2.1 Narrative -- 2.2.2 Activities -- 2.3 The research -- 2.4 The methodology -- 2.5 The research design -- 2.6 The next chapters -- 2.7 The symbols -- The CISV narrative -- 3.1 General features of the CISV narrative -- 3.2 The narrative of diversity and friendship -- 3.3 The narrative of learning, autonomy and active participation -- 3.4 The narrative of conflict and conflict management -- 3.5 The narrative of adults' contributions to empowering dialogue -- 3.6 The narrative of the experience -- 3.7 The influence of cultural variability on CISV narratives -- 3.8 Conclusions -- Organisational meetings 1 -- 4.1 Organisational meetings -- 4.2 Projecting empowering dialogue -- 4.2.1 Inviting clarification questions -- 4.2.2 Asking for support -- 4.3 Projecting normative expectations -- 4.4 Coordination and mediation in decision-making -- 4.4.1 Coordination -- 4.4.2 Mediation -- 4.5 Assessments -- 4.5.1 Educational stances -- 4.5.2 Control and judgement -- 4.5.3 Disclaiming.

4.5.4 Self-positioning as an expert -- 4.6 Conclusions -- Organisational meetings 2 -- 5.1 Conflicts in organisational meetings -- 5.2 Conflict normative resolution -- 5.3 Withdrawal and minimisation -- 5.4 Elusion through diversion -- 5.5 Mitigation and postponement -- 5.6 Coordination and mediation -- 5.7 Conclusions -- Activities 1 -- 6.1 Education and promotion of participation -- 6.2 Monologues: Focusing on tasks and normative expectations -- 6.3 Empowering dialogue -- 6.3.1 Summer camps -- 6.3.2 Villages -- 6.4 Ambivalences -- 6.5 Conclusions -- Activities 2 -- 7.1 Reflection in educational activities -- 7.2 Hierarchical structures -- 7.3 QAA sequences and socio-epistemic claims -- 7.3.1 Use of candidate answers within questions -- 7.3.2 Use of interrogative negative questions -- 7.4 Children's reactions -- 7.4.1 Children's downgrading of their own competence -- 7.4.2 Cooperating in the management of rights and responsibilities -- 7.4.3 Resisting socio-epistemic claims: Non-type conforming answers -- 7.5 Question-Answer-Appreciation sequences -- 7.6 Conclusions -- Activities 3 -- 8.1 Conflicts in educational activities -- 8.2 Conflict avoidance -- 8.3 Conflict normative resolution -- 8.3.1 Villages -- 8.3.2 Summer camps -- 8.4 Requests and assessments of understanding -- 8.5 Ambivalent coordination and mediation -- 8.6 Conclusions -- Activities 4 -- 9.1 Adolescents in the interaction -- 9.2 Coordination as distribution of participation -- 9.3 Coordination as active proposal -- 9.4 Ambivalence and monologues -- 9.5 Conflict management -- 9.5.1 Ballot -- 9.5.2 Withdrawal -- 9.5.3 Diversion -- 9.6 Conclusions -- Activities 5 -- 10.1 The importance of translation -- 10.2 Translations as monologues: Selection of information -- 10.3 Translations as formulations: Gatekeeping and conflict management -- 10.4 Dyadic management of conflicts.

10.5 Dyadic and triadic mediation -- 10.6 Triadic mediation among adolescents -- 10.7 Conclusions -- Conclusions -- 1. A short summary -- 2. The relevance of language in interactions -- 3. Linguistic cues: A summary -- 3.1 Disempowering monologue -- 3.2 Empowering dialogue -- 4. The meanings of dyadic hierarchical interactions -- 4.1 Dyadic education, expectations and participatory processes -- 4.2 Conflict prevention, avoidance and normative resolution -- 4.3 Instrumental translation -- 5. The meanings of dialogic relationships -- 5.1 The importance of empowering dialogue -- 5.2 Prevailing dialogic actions -- 5.3 Coordination and mediation -- 6. Transcultural communication and cosmopolitanism -- 7. Empowering dialogue, personal expressions and successful socialisation -- References -- Index -- The series Dialogue Studies.