Expanding 'conceptual horizons': a reflexive approach to intercultural pedagogies in higher education

Intercultural pedagogies are increasingly seen as affording opportunities for students to share perspectives, understandings and knowledge. In the shift towards such pedagogies, ways that language is conceptualised and the interrelationship between language, culture and knowing are often underexplor...

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Bibliographic Details
Published in:Language and intercultural communication 2021-09, Vol.21 (5), p.572-587
Main Authors: O'Neill, Fiona, Viljoen, Jeanne-Marie
Format: Article
Language:English
Subjects:
Accentuation
Case Studies
Course Descriptions
Cultural Influences
Culture
dialogism
Dialogs (Language)
Ethnography
Grammar
Higher education
Intercultural
Intercultural Communication
Interpreting
Islam
Language Role
Multicultural Education
Muslims
Perspective Taking
Reflexivity
Second Languages
Self Concept
Teacher Attitudes
Teaching Methods
Translation
Undergraduate Students
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Summary:Intercultural pedagogies are increasingly seen as affording opportunities for students to share perspectives, understandings and knowledge. In the shift towards such pedagogies, ways that language is conceptualised and the interrelationship between language, culture and knowing are often underexplored. This paper reports on an auto-ethnographic study that explores our experience as teachers of extending intercultural pedagogies beyond the context of language learning in higher education. Drawing on Bakhtin's (1981) The dialogic imagination: Four essays notion of dialogism and Derrida's (1997) Of grammatology notion of translation, we describe and explain how our reflexive practice enables us to deepen our focus both on language, culture, and knowing as integral in creating and interpreting meaning, and the self.
ISSN:1470-8477
1747-759X
DOI:10.1080/14708477.2021.1888965