Introducing Intercultural Communication Pedagogy and the Question of the Other

Autor/inn/en	Dasli, Maria; Simpson, Ashley
Titel	Introducing Intercultural Communication Pedagogy and the Question of the Other
Quelle	In: Pedagogy, Culture and Society, 31 (2023) 2, S.221-235 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dasli, Maria) ORCID (Simpson, Ashley)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2022.2164339
Schlagwörter	Intercultural Communication; Models; Competence; Cultural Awareness; Social Differences; Multicultural Education + Suchen Sie Ihr Suchwort? Interkulturelle Kommunikation; Analogiemodell; Kompetenz; Cultural identity; Kulturelle Identität; Sozialer Unterschied; Multikulturelle Erziehung
Abstract	This paper constitutes the introduction to the special issue of "Pedagogy, Culture & Society," titled 'Intercultural Communication Pedagogy and the Question of the Other', which emerged from the launch event of the Institute for Language Education at the Moray House School of Education and Sport, University of Edinburgh. It proceeds from the arguments that intercultural communication pedagogy has clung too long to essentialist competency models that erase all differences, and that to counteract their effects one needs to pay greater attention to the most pre-original and non-synthesisable ethical relation between self and other. To do so, the paper draws on debates that have problematised competency models, discussing in depth two interrelated central themes that these debates have tended to overlook. The first theme refers to the possibility of the oppressed turning into oppressors in their efforts to free themselves from the unified notion of culture that competency models support. The second theme refers to the emancipatory mission of critical pedagogy which, despite its best intentions, operates within a normative framework from which self and other become the same. The paper culminates with the questions that drive contributions to this special issue, offering an overview of the papers that it contains. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01