Reflections on the co-construction of an interpretive approach to interculturality for higher education in China

Holmes, Prue; Ganassin, Sara; Li, Song

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.

Citation

Holmes, P., Ganassin, S., & Li, S. (2022). Reflections on the co-construction of an interpretive approach to interculturality for higher education in China. Language and Intercultural Communication, 22(5), 503-518. https://doi.org/10.1080/14708477.2022.2114491

• Journal Article Type: Article
• Online Publication Date: Sep 8, 2022
• Publication Date: 2022
• Deposit Date: Oct 21, 2022
• Publicly Available Date: Oct 24, 2022
• Journal: Language and Intercultural Communication
• Print ISSN: 1470-8477
• Electronic ISSN: 1747-759X
• Publisher: Taylor and Francis Group
• Peer Reviewed: Peer Reviewed
• Volume: 22
• Issue: 5
• Pages: 503-518
• DOI: https://doi.org/10.1080/14708477.2022.2114491
• Public URL: https://durham-repository.worktribe.com/output/1188261