This edited research volume explores the development of what can be described as the ‘critical turn’ in intercultural communication pedagogy, with a particular focus on modern/foreign language education. The main aim is to trace the realisations of this critical turn against a background of unequal power relations, and to illuminate the role that radical culture educators can play in the making of a more democratic and egalitarian social order.
The volume takes as a starting point the idea that criticality draws on a number of intellectual traditions, which do not always focus on social and political critique, and argues that because ideological hegemony impacts on the meanings that people create and share, intercultural communication pedagogy ought to locate itself within wider socio-political contexts. With reference points drawn from critical and transnational social theory, critical pedagogy and intercultural theory, contributors to this volume provide readers with powerful ways that show how this can be achieved, and together assess the impact that their understanding of criticality can make on modern/foreign language education.
The volume is divided into three major parts, namely: ‘theorising critically’, ‘researching critically’ and ‘teaching critically’.
"At last a book which not only deals with the competing theories of the critical turn in ICC in the same space, but also translates this into a praxis for the language and intercultural communication researcher and educator. The book will be an invaluable resource for academics, language educators, and graduate students in the fields of language and intercultural communication." —John O’Regan, UCL Institute of Education, UK
Prologue Maria Dasli and Adriana Raquel Díaz Part 1: Theorising critically 1. Tracing the ‘critical’ trajectory of language and intercultural communication pedagogy Adriana Raquel Díaz and Maria Dasli 2. Interpretation and critical reflection in intercultural language learning: Consequences of a critical perspective for the teaching and learning of pragmatics Anthony Liddicoat 3. Language and intercultural communication pedagogy: a transnational turn? Karen Risager 4. Critical turns in language and intercultural communication pedagogy: The simple-complex continuum (simplexity) as a new perspective Fred Dervin Part 2: Researching critically 5. Research on intercultural communication: A Critical Realist perspective Karin Zotzmann 6. Navigating languages and interculturality in the research process: The ethics and positionality of the researcher and the researched Prue Holmes 7. A critical turn in knowledge construction in intercultural doctoral pedagogy and communication Catherine Manathunga 8. Criticality, intentionality, and intercultural action Richard Fay and Juup Stelma Part 3: Teaching critically 9. The intercultural foreign language teacher: Challenges and choices Chantal Crozet 10. Cosmopolitanism meets language education: Considering objectives and strategies for a new pedagogy Claire Kennedy, Adriana Raquel Díaz and Maria Dasli 11. Transforming pre-service language teachers’ understanding of teaching critically Robyn Moloney and Susan Oguro 12. Literature for critical cultural awareness Leticia Yulita Epilogue Maria Dasli and Adriana Raquel Díaz
Routledge Studies in Language and Intercultural Communication publishes theoretically informed and empirically grounded research monographs and edited volumes that offer state of the art reviews of and debates in this evolving field. Its aim is to encourage interdisciplinary collaboration and methodological innovations, thereby extending the scope of intercultural communication. Titles in this series also seek to maintain a strong practical and professional interest and inform and influence teaching and learning, business and organizational communication, daily communication, and beyond.