Expanding 'Conceptual Horizons': A Reflexive Approach to Intercultural Pedagogies in Higher Education

Autor/inn/en	O'Neill, Fiona; Viljoen, Jeanne-Marie
Titel	Expanding 'Conceptual Horizons': A Reflexive Approach to Intercultural Pedagogies in Higher Education
Quelle	In: Language and Intercultural Communication, 21 (2021) 5, S.572-587 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8477
DOI	10.1080/14708477.2021.1888965
Schlagwörter	Teaching Methods; Intercultural Communication; Dialogs (Language); Multicultural Education; Language Role; Ethnography; Teacher Attitudes; Grammar; Translation; Self Concept; Cultural Influences; Case Studies; Undergraduate Students; Second Languages; Perspective Taking; Islam; Muslims; Course Descriptions + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Interkulturelle Kommunikation; Dialog; Dialogs; Dialogue; Dialogues; Multikulturelle Erziehung; Ethnografie; Lehrerverhalten; Grammatik; Selbstkonzept; Cultural influence; Kultureinfluss; Case study; Fallstudie; Case Study; Second language; Zweitsprache; Zukunftsperspektive; Muslim; Muslimin; Kursstrukturplan
Abstract	Intercultural pedagogies are increasingly seen as affording opportunities for students to share perspectives, understandings and knowledge. In the shift towards such pedagogies, ways that language is conceptualised and the interrelationship between language, culture and knowing are often underexplored. This paper reports on an auto-ethnographic study that explores our experience as teachers of extending intercultural pedagogies beyond the context of language learning in higher education. Drawing on Bakhtin's (1981) "The dialogic imagination: Four essays" notion of dialogism and Derrida's (1997) "Of grammatology" notion of translation, we describe and explain how our reflexive practice enables us to deepen our focus both on language, culture, and knowing as integral in creating and interpreting meaning, and the self. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01