BSc Education

The unit will start with an exploration of theories in relation to culture and from here, the inherent topics regarding how different cultures conceptualize, and practice, learning. This will include a focus on culture from the broad to the narrow, involving, for example, the international and the local levels. Content will also involve a focus on linguistic issues such as pragmalinguistic errors and the influence of culture on language which leads to such, though the course unit will also include broader theory related to indigenous knowledge and meaning-making.

• Introduce foundational concepts regarding the theory of culture, including relevant topics such as intra- and inter-cultural understanding and communication
• Make students aware of the implications within an otherwise ‘global village’ of how culture and language are intertwined, and how this can lead to misunderstandings and pragmalinguistic errors within contexts of international communication
• Introduce students to the issues involved with the different ways of conceptualizing, and understanding knowledge transmission within different cultures, such as oral versus written traditions
• Allow students to consider the implications for ‘correct’ communication within the global reach of English, and its manifestations within outer and expanding circle countries

Interactive lectures supported by relevant e-learning tools (e.g. discussion board)

The lectures form the bedrock of the class, with much interactive content consisting of groupwork, and YouTube clips as a means to help make the abstract discussion more concrete. Students are also encouraged to meet one on one to discuss their assessment ideas, as well as attend the writing centre and study skills sessions.

• Develop a detailed understanding of the ways in which culture is realized on many levels, evidenced by a/ class discussion and contributions and/or b/ the actual topics for the essay assessment, which will enable students to discuss culture from a perspective of their choosing
• Develop a detailed understanding of how learning is conceptualized on several levels, such as Higher Education and community learning; again, this will be demonstrated by bringing one’s own perspectives to the classroom discussion and/or the essay assessment topic

• Apply critical reflection to approach culture from a more relativistic approach, in order to find solutions for more effective learning
• Reflect on the role of culture and the ways in which it influences thought and identity, on both a personal and national level
• Understand students’ own learning approaches from a more conscious perspective and in doing so, understand how culture is realized within themselves from potentially multiple perspectives (e.g., national origin, class, ethnicity, and so on)

• Develop more autonomous research skills appropriate for third-year work, reflective of critical thinking and reasoning
• Expand their capabilities in both written and oral communication through class discussion and written assessment
• Develop an understanding of how culture, seen through a very detailed lens, is relevant to future professional careers and vocational contexts

• Present their ideas regarding culture from a nuanced perspective, avoiding Eurocentric views and thus avoiding a potential otherising of cultures viewed as ‘different’
• Develop sensitivity to an increasingly multicultural world and environment, and the ways identities are played out within

Via Turnitin

Banks, J. and Banks, C. (2015). Multicultural education. Oxford: Wiley.

Baratta, A. (2018). The role of world Englishes in the EFL classroom. Online resource.

Kohls, L.R. and Knight, J. (1994). Developing intercultural awareness. London:

     Intercultural Press.

Semali, L. (1999). What is indigenous knowledge? New York: Taylor & Francis.

Tett, L. and Fyfe, I. (2010). Community education, learning and development. Edinburgh:

     Dunedin Academic Press.