Teaching and Researching Interculturality in the Middle East and North Africa
Routledge (Verlag)
978-1-032-97852-9 (ISBN)
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Teaching and researching interculturality has received increasing attention from scholars and educators alike in the Middle East and North Africa (MENA) region due to intensified cross-cultural interactions resulting from recent economic and political changes. In the face of these challenges and changes, this edited volume aims to (a) develop an in-depth understanding of how interculturality is processed and taught in different educational settings (middle school, high school, and university) by different actors (students, teachers and curriculum designers, policy makers, etc.) and (b) construct context-sensitive, critical, and nuanced perspectives, theories, and practices for teaching and researching interculturality. While 'interculturality' is an overarching notion in this book, the chapters use different 'labels' to refer to interculturality in education, communication and research, with a particular focus on sociologies of knowledge in seven countries.
This title is essential read for educators, researchers, and policy makers interested in the intersection of language and sociology, as well as intercultural education and communication in the region.
Hamza R’boul is a research assistant professor in the Department of International Education at the Education University of Hong Kong, Hong Kong. His research interests include intercultural education, (higher) education in the Global South, decolonial endeavours in education, cultural politics of language teaching and postcoloniality. His books with Routledge also include Intercultural Communication Education and Research: Reenvisioning Fundamental Notions (Routledge, 2023, with Dervin), and Postcolonial Challenges to Theory and Practice in ELT and TESOL: Geopolitics of Knowledge and Epistemologies of the South (Routledge, 2023).
1. Introduction Hamza R’boul Part 1. Identity and Linguistic Citizenship 2. Embracing the “Pluriversal” through Linguistic Citizenship: Algerian EFL Teachers’ Didactic Engagement with the Instructional Materials and its Implications for Teaching for Global Citizenship 3. Pre-Service English Teachers’ Imagined Communities in Türkiye: Exploring Intersections of Intercultural Communication and National Identity Part 2. (Cross)(Inter)cultural Competence 4. Cross-cultural communicative competence and critical thinking skills in Oman: From perceptions to conceptualization for curriculum development 5. Unlocking the Power of Intercultural Awareness and Competence: Experiential Activities for Tertiary Level Students in the Gulf Part 3. Interculturality in Language Education 6. A Critical Pedagogy Perspective on Interculturality in Morocco: TESOL Textbooks 7. The Intercultural Dimension in the Tunisian Educational Discourse: The Tunisian Education Act and English Language Programs as a case study 8. Intercultural Language Learning and Teaching in the Turkish Context 9. Intercultural Awareness in the Academic English Classroom at a Saudi University: An Investigation into Teachers’ Perspectives and Practices Part 4. Epistemology and Navigating Interculturality 10. Intercultural Communication between Arab Instructors and their "Cultural Other" Students: An Epistemological-Ontological Cultural Discourse 11. Situated Orientations to Interculturality in Video-Mediated Virtual Exchange Interactions
| Erscheint lt. Verlag | 18.2.2025 |
|---|---|
| Reihe/Serie | Southern Studies in Education |
| Zusatzinfo | 7 Tables, black and white; 3 Halftones, black and white; 3 Illustrations, black and white |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 156 x 234 mm |
| Themenwelt | Geisteswissenschaften ► Sprach- / Literaturwissenschaft ► Sprachwissenschaft |
| Sozialwissenschaften ► Kommunikation / Medien ► Kommunikationswissenschaft | |
| Sozialwissenschaften ► Soziologie ► Spezielle Soziologien | |
| ISBN-10 | 1-032-97852-X / 103297852X |
| ISBN-13 | 978-1-032-97852-9 / 9781032978529 |
| Zustand | Neuware |
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