Vertovec (2007) discusses super-diversity with reference to technological developments and increasing migration patterns which increase exposure to cultural diversity. As a consequence, ‘the other’ becomes less predictable and assumptions regarding cultural and linguistic features are less easily made (Blommaert & Backus, 2011, pp. 2–4). This paper examines students and graduates living in Brussels who have obtained significant experience working and studying in foreign countries: the Erasmus generation 2.0. We analyse discourse strategies used by members of the Erasmus generation 2.0 coping with super-diversity. The aim is to give insight into how members manage cultural and linguistic differences in interaction, and how this enables them to achieve unity in diversity. Instead of speaking of a European identity, we introduce the notion of ‘European capacity’, which denotes the ability to manage differences and multiple identities in interaction. European capacity emphasises how communicative competencies allow interlocutors to successfully operate in European multicultural and multilingual groups.
2023. Governing superdiversity: a critical commentary on intercultural understanding. Journal of Multicultural Discourses 18:1 ► pp. 22 ff.
Goldstein, Susan B.
2022. Intercultural Learning through Study Abroad,
Lähdesmäki, Tuuli, Jūratė Baranova, Susanne C. Ylönen, Aino-Kaisa Koistinen, Katja Mäkinen, Vaiva Juškiene & Irena Zaleskiene
2022. Introduction: Cultural Literacy and Creativity. In Learning Cultural Literacy through Creative Practices in Schools, ► pp. 1 ff.
Dias, Gonçalo Paiva, Belem Barbosa, Claudia Amaral Santos, Margarida M. Pinheiro, Dora Simões & Sandra Filipe
2021. Between promises and pitfalls: the impact of mobility on the internationalization of higher education. Journal of Further and Higher Education 45:1 ► pp. 79 ff.
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