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The “good” interculturalist in action: “European” and “Chinese” coconstruction of an intercultural pedagogy for internationalisation of universities in “New” China.

Lookup NU author(s): Dr Sara GanassinORCiD



This is the authors' accepted manuscript of a conference proceedings (inc. abstract) published in its final definitive form in 2018. For re-use rights please refer to the publishers terms and conditions.


Combining theories and methodologies for intercultural learning and education—broadly speaking, from Anglo/European and Chinese traditions—to develop a non-essentialist pedagogy for intercultural learning in higher education in China might seem like an aspiration too far. How is it possible to reconcile current European developments on a) “Competences for democratic cultures” and b) PISA 2018 aims to develop a global test for global citizenship with c) the Chinese Ministry of Education’s recent initiatives for intercultural competence development in English language education in higher education! How is it possible for an international collaborative (of “Chinese”, “Anglo”, and “European” researchers) to build a “non-essentialist” intercultural pedagogy for English language teachers in higher education in China in a context of national normative assessment! This presentation describes such an attempt, via the RICH-Ed (Resources for Interculturality in Chinese Higher Education) project1 which aims to develop a “training course” for English language teachers in the context of internationalisation in China. Inspired by Connell’s (2007) “southern theory”, Miike’s (2007) “Asiacentric” turn in intercultural communication theory, and Van Lier’s (2004) ecology of language learning, we discuss the emergent junctures, disconnections, and convergences as we sought to establish a non-essentialist pedagogical framework. Our study has implications for the “good interculturalist” as researchers from diverse backgrounds coconstruct an appropriate pedagogy. Furthermore, our study reveals how ontological and political divergences, misconceptions, and misundertandings can inspire new pedagogies for intercultural communication.

Publication metadata

Author(s): Holmes P, Ganassin S

Publication type: Conference Proceedings (inc. Abstract)

Publication status: Published

Conference Name: IALIC 2018. The 'good' interculturalist yesterday, today and tomorrow: Everyday life-theory-research-policy-practice

Year of Conference: 2018

Print publication date: 24/08/2018

Acceptance date: 11/05/2018

Date deposited: 03/09/2018

Notes: 1, The RICH-Ed project (585733-EPP-1-2017-1-BE-EPPKA2-CBHE-JP) is funded by ERASMUS+ under the key action (KA2): Cooperation for innovation and the exchange of good practices.