MA International Education (Equity, Diversity and Inclusion) / Course details
Year of entry: 2024
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Course unit details:
Intercultural Communication in Education
Unit code | EDUC70621 |
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Credit rating | 15 |
Unit level | FHEQ level 7 – master's degree or fourth year of an integrated master's degree |
Teaching period(s) | Semester 1 |
Available as a free choice unit? | Yes |
Overview
This course unit will introduce the following content areas:
- The key concepts, theories and philosophies of intercultural thinking;
- Latest and original intercultural studies, including: critical approaches to understanding intercultural experience, intercultural personhood development, mindfulness for intercultural communication, and intercultural ethics;
The issues in intercultural knowledge-work, including (but not limited to): epistemic injustice, language as a carrier of power and violence, curriculum internationalisation, and knowledge democracy
Aims
- To develop students' intercultural competence by:
- exploring a critical intercultural understanding in and for education;
- developing an awareness of intercultural ethics and the issue of epistemic injustice in the knowledge-work (e.g. teaching, learning and research) of education.
Teaching and learning methods
12 x 2 hours interactive teaching and learning sessions including:
1 hour lecture
1 hour activities
The weekly topics ranges from micro- to macro- levels of intercultural discussions incorporating the latest intercultural research/debates and the original research from the course leader. Both lecture and individual/group activities are provided in each session in order to support students’ engagement, learning, and development. A flipped classroom approach is also adopted with assigned readings, videos, and/or individual and group activities on Blackboard before class.
Knowledge and understanding
- Demonstrate a critical understanding of the key concepts, theories and philosophies of intercultural thinking in education
- Discuss the latest debates and approaches in intercultural studies
- Explain and analyse key issues and assumptions in intercultural education
- Applycritical intercultural ethics to guide intercultural education and research
- Construct critical intercultural arguments as situated in specific international, local, intercultural contexts
Intellectual skills
- Develop intercultural competence as an important dimension of global citizenship education in and for international education
- Practise critical thinking skills for conceptualising and analysing intercultural topics and make critical judgements on intercultural issues
- Reflect on intercultural experience and intercultural knowledge-work
- Use a critical intercultural thinking to make reasoned arguments for a practical intercultural topic
Practical skills
- Communicate and work with people from diverse cultural backgrounds by applying a critical intercultural thinking and ethics
- Conduct research to identify relevant literature appropriate to classroom activities and assessment
- Interpret practical intercultural debates with a critical intercultural perspective
Transferable skills and personal qualities
- Develop intercultural competence for thinking, learning and working in the increasing interconnected world
- Develop independent skills to select and synthesise materials from various sources and to critical evaluate its significance and relevance
- Collaborate with others in group tasks as a team and recognise and work constructively with other’s views
- Plan and manage tasks in a professional environment within a required timeline
- Make oral presentations by using appropriate media for the target audience
- Use appropriate digital technologies to support and improve individual and group learning
Assessment methods
Method | Weight |
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Project output (not diss/n) | 100% |
Feedback methods
Online via Blackboard
Recommended reading
Al-Issa, A., & Dahan, L. S. (2011). Global English and endangered Arabic in the United Arab Emirates. Global English and Arabic: Issues of language, culture, and identity, 31, 1-22.
Deardorff, D. K. (Ed.). (2009). The SAGE handbook of intercultural competence. London: Sage.
Fricker, M. (2007). Epistemic injustice: Power and the ethics of knowing. Oxford: Oxford University Press.
Green, W., & Whitsed, C. (Eds.). (2015). Critical perspectives on internationalising the curriculum in disciplines: Reflective narrative accounts from business, education and health. New York: Springer.
Heleta, S. (2016). Decolonisation of higher education: Dismantling epistemic violence and Eurocentrism in South Africa. Transformation in Higher Education, 1(1), 1-8.
Holliday, A. (2006). Native-speakerism. ELT journal, 60(4), 385-387.
Holliday, A. (2018). Understanding intercultural communication: Negotiating a grammar of culture. London: Routledge.
Huang, Z. M. (2019). Learning from the ‘right’ ground of mindfulness: some insights for the ‘good’ interculturalist. Language and Intercultural Communication, 1-12.
Kim, Y. Y. (2008). Intercultural personhood: Globalization and a way of being. International journal of intercultural relations, 32(4), 359-368.
Mignolo, W. D. (2011). Geopolitics of sensing and knowing: On (de)co
Study hours
Scheduled activity hours | |
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Lectures | 22 |
Tutorials | 2 |
Independent study hours | |
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Independent study | 56 |
Teaching staff
Staff member | Role |
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Zhuomin Huang | Unit coordinator |