2013
DOI: 10.1080/14708477.2013.804536
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Cosmopolitan imaginings: creativity and responsibility in the language classroom

Abstract: Appreciating difference and combating intolerance are inadequate to effect intercultural transformative experiences in an age of complexity, ambiguities and mobilities. I argue that the tolerance view of intercultural communication is patronising and does not prepare students for future roles in which they can impact upon the world. To realise their 'obligation to others' students need the freedom to imagine themselves in roles where they engage with others in responsible ways. Utilising sympathetic and dialog… Show more

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Cited by 10 publications
(10 citation statements)
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“…For example, the concept of 'being poor' was conveyed in the film by the gestures of Louis de Funès as he referred to a proverb "se serrer la ceinture" (to tighten one's belt) and allowed students to have a context-sensitive grasp of the common French phrases. We believe that exercises like these help to improve 'dialogic imagination' [53], social and emotional intelligences of the group through the realization of individual (perceptual) differences of its participants. Using silent movies as a pedagogical prop (in the context of translanguaging) also supported the students' attempts to shape their own vocabulary in a specific situation without 'interferences' from the teacher.…”
Section: Personally Socially and Technically Scaffolded Learningmentioning
confidence: 99%
“…For example, the concept of 'being poor' was conveyed in the film by the gestures of Louis de Funès as he referred to a proverb "se serrer la ceinture" (to tighten one's belt) and allowed students to have a context-sensitive grasp of the common French phrases. We believe that exercises like these help to improve 'dialogic imagination' [53], social and emotional intelligences of the group through the realization of individual (perceptual) differences of its participants. Using silent movies as a pedagogical prop (in the context of translanguaging) also supported the students' attempts to shape their own vocabulary in a specific situation without 'interferences' from the teacher.…”
Section: Personally Socially and Technically Scaffolded Learningmentioning
confidence: 99%
“…Elsewhere I describe how students engage creatively with this task from a position of justice, equality and respect for one another -how they utilize their cosmopolitan empathy. They do not address an imagined monologic other, but a complex one which necessitates them using multiple voices (Quist, 2013). Their presentations feel authentic and do not employ the bland ready-made style which tends to be found in course books using vocationally-oriented language tasks.…”
Section: Examplementioning
confidence: 99%
“…It hinges on the dual aims of empowering the learner to recognise social meanings and to be able to employ these if needed, but also to allow for human agency to create individual articulations within established discourses. I describe elsewhere (Quist, 2013) how in an oral presentation, one of my students employed both formal conventions and consciously departed from these. She did so by adopting generally an informal tone, in order to ensure her 'audience' , who she had imagined to consist of a range of different people representing hierarchical relations, felt all equally respected and included.…”
Section: Critical Language Awarenessmentioning
confidence: 99%
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