Critical Pedagogy and Intercultural Communication: Creating discourses of diversity, equality, common goals and rational-moral motivation

Shi‐xu,

doi:10.1080/07256860120094000

Cited by 81 publications

(28 citation statements)

References 15 publications

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“…Una de las claves para que la inclusión en la universidad sea posible, es que el profesorado universitario desarrolle la capacidad para atender a la diversidad y alcanzar la competencia intercultural e inclusiva (Alegre y Villar, 2006). Desde el ángulo abierto de la interculturalidad y la inclusividad, los educadores deben considerar que la diversidad y la igualdad han de dejar de ser inapresables y uno de los cambios más importantes que se están necesitando es el de ayudar a crear, elaborar y promover un discurso de la diversidad (Shi-Xu, 2001;Voss y Bufkin, 2011).…”

Section: El Movimiento De Educación Inclusiva En La Universidadunclassified

Las dificultades de adaptación a la enseñanza universitaria de los estudiantes con discapacidad: un análisis desde un enfoque de orientación inclusiva

Pérez

Alegre-de-la-Rosa

Aguilar

2012

RELIEVE

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Article recordAbout authors HTML format Álvarez-Pérez, Pedro-Ricardo (palvarez@ull.es) Alegre-de-la-Rosa, Olga-María (oalegre@ull.es) López-Aguilar, David (dlopez@ull.es) Ficha del artículo Sobre los autoresFormato HTML AbstractThe need for specific attention for the personal, social, academic and professional development of students with disabilities is a challenge that the university is committed to. Although significant progress has been made, promoted by an inclusive educational approach, there are still many difficulties faced by students to intergrate into university education. To advance a deeper understanding of the issues affecting these students, research has been conducted with a sample of 113 students with disabilities from different centers in the University of La Laguna (Spain). The results have highlighted, the lack of guidance and information regarding access to university courses, the need to implement support measures to assist the learning process and also the urgency for improving institutional policies favouring the disabled.

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Section: El Movimiento De Educación Inclusiva En La Universidadunclassified

Las dificultades de adaptación a la enseñanza universitaria de los estudiantes con discapacidad: un análisis desde un enfoque de orientación inclusiva

Pérez

Alegre-de-la-Rosa

Aguilar

2012

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“…Intercultural education still continues to be culturalist: some common cultural characteristics, values, and attitudes of a national community are presented as being the keys to interculturality for the guest (Hoskins and Sallah 2011). In this article, we aim to present a renewed idea of interculturality, which takes place between multifaceted individuals in relation to historicity, intersubjectivity, and interactional contexts (Holliday 2010;Shi-Xu 2001;Dervin 2012). Considering the historical and interactional context of intercultural education, Boaventura de Souza Santo's metaphor of abyssal lines (2007) can help to move away from the dichotomies 'us vs. them' and 'Europe vs. the rest of the world' in intercultural education.…”

Section: Introductionmentioning

confidence: 97%

A guide to interculturality for international and exchange students: an example ofHostipitality?

Dervin

Layne

2013

Journal of Multicultural Discourses

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As in many countries, internationalization and interculturality have become two key concepts in Finnish higher education. As such, several documents (often called 'survival guides') have been published by universities in this context to help international and exchange students to adapt to Finland and Finnish 'ways.' This article examines such a document dedicated to intercultural communication on Finnish campuses. We demonstrate by analyzing two different versions of the document that the constructed discourses contain rather culturalist, judgmental, and ethnocentric discourses about self and other. We argue that it represents a 'defeat of hospitality' or hostipitality. As such, interculturality and hospitality are reduced to 'educating' the students to adjust to certain stereotypical Finnish manners rather than teaching them to negotiate and co-construct new ways of being together. Our approach to interculturality is critical, constructivist, and relies on a pragmatic discursive analysis of two versions of the document.

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“…To encourage students to move away from essentialised or stereotypical notions of the other, it is important to define culture as socially constructed. As individuals engage in meaningful practices (of communication) which engage people of multiple identities, culture becomes shaped and reshaped; solid, monolithic and static notions of a group, a society, give way to historical, local, national, regional, diasporic and global processes that work back and forth, and dynamically, in human society to create complex understandings of culture more generally (Shi-Xu 2001), and the culture of small groups of people (Holliday 1999), in particular.…”

Section: The Theoretical Standpoints Of Intercultural Learningmentioning

confidence: 99%

Developing intercultural understanding for study abroad: students’ and teachers’ perspectives on pre-departure intercultural learning

Holmes

Bavieri

Ganassin

2015

Intercultural Education

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Additional information:Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-pro t purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractThis study reports on students' and teachers' perspectives on a programme designed to develop Erasmus students' intercultural understanding prior to going abroad. We aimed to understand how students and their teachers perceived pre-departure materials in promoting their awareness of key concepts related to interculturality (e.g., essentialism, stereotyping, otherising) during an intercultural education course for mobile students (the IEREST project, 2014). Twenty pre-departure Erasmus undergraduate students from an Italian university, four teachers and one observer participated in the study. Seven hours of audio/video-recordings of classroom discussions and teachers' retrospective narratives were analysed thematically. Although students initially subverted the goals of one of the tasks, they demonstrated foundations of intercultural thinking; followed by movement from self-interest to intercultural awareness of the other; and finally, developing intercultural awareness, supported through opportunities to express emotions/feelings and discussion and application of key concepts of interculturality. Teachers'/observer's perspectives confirmed the quality and flexibility of the materials in developing students' intercultural awareness. The findings suggest that pre-departure materials can help students to recognise variety and complexity in self and other in intercultural encounters. But students' primary needs for practical information should first be satisfied; interactive spaces for expressing emotion and feelings are important for understanding self and other; and scaffolding activities help students to understand intercultural concepts.

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Critical Pedagogy and Intercultural Communication: Creating discourses of diversity, equality, common goals and rational-moral motivation

Cited by 81 publications

References 15 publications

Las dificultades de adaptación a la enseñanza universitaria de los estudiantes con discapacidad: un análisis desde un enfoque de orientación inclusiva

Las dificultades de adaptación a la enseñanza universitaria de los estudiantes con discapacidad: un análisis desde un enfoque de orientación inclusiva

A guide to interculturality for international and exchange students: an example ofHostipitality?

Developing intercultural understanding for study abroad: students’ and teachers’ perspectives on pre-departure intercultural learning

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