The Routledge Handbook of Critical Interculturality in Communication and Education

1. Auflage 2024
ISBN: 978-1-032-81573-2
Verlag: Taylor & Francis

Buch, Englisch, 568 Seiten, Format (B × H): 170 mm x 244 mm, Gewicht: 1102 g

Reihe: New Perspectives on Teaching Interculturality

This Handbook is the first comprehensive volume to focus entirely on the notion of interculturality, reflecting on what the addition of the adjective 'critical' means for research and teaching in interdisciplinary studies.

The book consists of 35 chapters, including a comprehensive introduction and conclusion. It aims to present current debates on critical interculturality and to help readers make sense of what the label implies and entails in global and local contexts, especially (where possible) beyond dominant scholarship and pedagogical practices. The chapters interrogate the use of terms in different languages to discuss interculturality, drawing on recent literature from as many different parts of the world as possible. Some contributors also problematise their own autobiographical engagement with critical interculturality in their chapters.

The book will be of interest to Master's and PhD students in education, communication, and intercultural studies who wish to develop their knowledge of critical interculturality. Established researchers in these fields will also benefit from this invaluable and original source of essential reading.

Zielgruppe

Academic, Postgraduate, Professional Practice & Development, Undergraduate Advanced, and Undergraduate Core

Autoren/Hrsg.

Dervin, Fred

Fachgebiete

• Sozialwissenschaften Medien- und Kommunikationswissenschaften Kommunikationswissenschaften
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Multikulturelle Pädagogik, Friedenserziehung

Inhaltsverzeichnis

1. Introduction Part I: INTERROGATING AND PROBLEMATIZING CRITICAL AND INTERCULTURALITY 2. What constitutes a critical intercultural communication perspective? The Significance of negation and specification 3. Critical interculturality in a global perspective: A matter of geopolitical position, sociocultural nexus, and existential relevance 4. Epistemological dilemmas in teaching critical interculturality: Ideologies and the ‘pseudo-critical’ 5. What’s in a concept? An exploration of ‘interculturality’ Part II: CRITICAL AND MULTIDISCIPLINARY PERSPECTIVES ON INTERCULTURALITY 6. Critical pedagogy, deconstruction and the promises of interculturality 7. Echoes of critical interculturality: World cinema, polycentric perspectives, and polyvocality 8. Resisting neoliberal influences through a dynamic approach to intercultural education 9. Critical interculturality in tourism communication 10. Stay critiCUL – The imperative for educators to take a critical and reflexive approach to culture, diversity, and interculturality in their classroom practice Part III: LANGUAGE AND CRITICAL INTERCULTURALITY – CRITICAL INTERCULTURALITY IN LANGUAGE 11. Language, meaning potential and bicritical interculturality in healthcare 12. Multilingual practices in higher education for enhancing critical interculturality 13. The role of culture and interculturality in language teacher education: Insights into the educational context of Austria 14. Critical interculturality in an English textbook for higher education in China 15. Critical interculturality in English language education: gaslighting, myths and learning from literature 16. Fostering critical interculturality in foreign language education 17. Intercultural learning as a process in Chinese language education Part IV: RESEARCHING INTERCULTURALITY CRITICALLY 18. Post qualitative inquiry into critical interculturality 19. Getting critical about critical interculturality: Researching international schools critically and empathetically 20. Critical reflexivity through autoethnography: Interculturality and in-between experiences 21. Walking our landscape as interculturality. A visual essay in resonances 22. Queering as an inspiration for (further) critical interculturality Part V: TEACHING CRITICAL INTERCULTURALITY 23. Challenging the dichotomy of (anti)-essentialism: A multi-perspective critical approach to teaching interculturality 24. When interculturality and business meet: A critical turn in Portuguese higher education 25. (Re)thinking critical intercultural communication pedagogy: Teaching and learning in response to shifting cultural contexts 26. Critical interculturality in the Australian school classroom 27. Cultivating criticality: Notions of “critical” applied to teaching and learning about intercultural communication in a higher education setting 28. Teaching critical interculturality to social work students 29. Re-envisioning “the core intercultural communication course” as a critical intercultural communication course Part VI: CRITICAL PERSPECTIVES BEYOND THE ‘WEST’? 30. Whiteness in scholarship on interculturality from the global north/s 31. Reframing discourses of healthcare “helping” in volunteer tourism: Critical interculturality, liberation theology, and Latin America 32. Education for sustainable interculturality 33. Post-secularity: Religion and spirituality for critical intercultural education 34. Perceptions and constructions of ideologies of interculturality 35. Provisional denouement

Über Autor(innen)

Fred Dervin is a Professor of Multicultural Education at the University of Helsinki, Finland. Professor Dervin specialises in intercultural communication education, the sociology of multiculturalism, and student and academic mobility. He is widely published in different languages (over 200 articles and 80 books). Recent books published with Routledge include Communicating around Interculturality in Research and Education (2023), The Paradoxes of Interculturality: A Toolbox of Out-of-the-box Ideas for Intercultural Communication Education (2022), and Flexing Interculturality (with Hamza R’boul; 2023). Over a career of 25 years, Dervin has made substantial contributions to scholarship on interculturality in both communication and education.