Volume 1, Issue 1 August 2018, pp. 4-11
Designing a course in intercultural education
There are a number of principles to be considered in the design of intercultural education courses. The existing intercultural experience that participants have built from early childhood must be recognised as a major resource. Interculturality is a reflexive awareness of Self and Other in a crossing of boundaries which resonates with C. Wright Mill's "sociological imagination." A critical cosmopolitan notion of the third space concept is employed as an open rather than an intermediary space-a creatively investigative space which enables us to work on finding ourselves as new and even more enriched selves across boundaries, and where all of us are hybrid. The focus should be on self among others rather than the nature of difference between national or other large cultures. This resonates with the radical agenda of cultural studies, where there is critical intervention against structures of prejudice, with particular attention to countering what I refer to as powerful essentialist West as steward and "West versus the rest" discourses of culture. There is therefore a postmodern and constructivist interrogation of ideological constructions of the intercultural that commonly push the recognition of important cultural realities to the margins. These principles are applied along with the need to learn how to avoid essentialist blocks and choose threads from our personal cultural trajectories that draw us together. The paper concludes with suggestions for intercultural education events that apply these principles. This is written in the inclusive third person to signal a final principle that intercultural educators are joining with their participants in working out their own interculturality.
© Adrian Holliday
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Adrian Holliday. (2018). Designing a course in intercultural education. Intercultural Communication Education, 1(1), 4-11. https://doi.org/10.29140/ice.v1n1.24
Negotiating intercultural spaces and teacher identity in an internationalised school in Shanghai
Intercultural Communication Education Published: 23 August, 2019, Volume 2(2), pp. 59-70.
(Re)imagining a course in language and intercultural communication for the 21st century
Adriana Raquel Diaz, Paul J. Moore
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), pp. 83-99.
Engagement with technology: Gaming, immersion and sub-optimal experiences
Alastair Henry, Cecilia Thorsen
Technology in Language Teaching & Learning Published: 21 December, 2019, Volume 1(2), pp. 52-67.
Language, diversity and culturally responsive education
Ann E. Lopez
Migration and Language Education Published: 30 April, 2020, Volume 1(1), pp. 3-13.
L2 motivation in ESP and EGP courses: An investigation of L2 motivational selves among learners of English in Saudi Arabia
Aser Nazzal K Altalib
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), pp. 1-16.
The Council of Europe Reference Framework of Competences for Democratic Culture:
Ideological refractions, othering and obedient politics
Ashley Simpson, Fred Dervin
Intercultural Communication Education Published: 20 December, 2019, Volume 2(3), pp. 102-119.
Theory of Mind development and narrative writing: A longitudinal study
Birgitta E. Svensson
Australian Journal of Applied Linguistics Published: 31 December, 2018, Volume 1(3), pp. 118-134.
"I don't want to be stereotypical, but..."
Norwegian EFL learners' awareness of and willingness to challenge visual stereotypes
Cecilie Waallann Brown
Intercultural Communication Education Published: 20 December, 2019, Volume 2(3), pp. 120-141.
Teaching pragmatics: Nonnative-speaker teachers' knowledge, beliefs and reported practices
Christine Savvidou, Maria Economidou-Kogetsidis
Intercultural Communication Education Published: 30 April, 2019, Volume 2(1), pp. 39-58.
Interculturality as collaborative identity management in language education
Intercultural Communication Education Published: 30 April, 2019, Volume 2(1), pp. 20-38.