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Reflections on the co-construction of an interpretive approach to interculturality for Higher Education in China

Lookup NU author(s): Dr Sara GanassinORCiD

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND).


Abstract

The inclusion of intercultural communication and intercultural competence in English language education in Chinese Higher Education is now firmly established in the ‘National Standards’ (2020). In a post-project reflection, we explore the opportunities and challenges in co-constructing an interpretive (non-essentialist) approach to interculturality and the emergent pedagogic framework (theory, methodology, teaching materials) within a Chinese-European research project. While partners shared an enthusiasm to make the project successful, power relations, academic and professional expertise, and certain theoretical and methodological preferences challenged the co-construction of the framework. Thus, our reflections highlight tensions, challenges, and lessons learned which will inform future international collaborations.


Publication metadata

Author(s): Holmes P, Ganassin S, Song Li

Publication type: Article

Publication status: Published

Journal: Language and Intercultural Communication

Year: 2022

Pages: epub ahead of print

Online publication date: 08/09/2022

Acceptance date: 10/08/2022

Date deposited: 27/09/2022

ISSN (print): 1470-8477

ISSN (electronic): 1747-759X

Publisher: Taylor and Francis

URL: https://doi.org/10.1080/14708477.2022.2114491

DOI: 10.1080/14708477.2022.2114491


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