Critical Intercultural Pedagogy for Difficult Times

<p>This collection lends a critical decolonising lens to intercultural communication research, bringing together perspectives on how forms of education embedded in the arts and humanities can open up intercultural understanding among young people in conditions of conflict and protracted crises.</p><p>The book draws on case studies from a range of educational contexts in the Global South which engage in creative arts methodologies to foreground decolonising approaches to intercultural communication in which researchers question their own power in the research process. The volume offers intercultural resources that can be used by researchers and community support groups to foster active intercultural communication, dialogue, participation, and responsibility among young people in these settings and those who may be marginalised from them. The collection also highlights the reflexive accounts of researchers working in a transnational, interdisciplinary, and multilingual research network and the subsequent opportunities and challenges of working in such networks.</p><p>Advocating for intercultural understanding among young people in higher education and a greater focus on social justice in intercultural communication research, this book will be of interest to students and researchers in applied linguistics, language education, intercultural education, and multilingualism.</p> <p>Chapter 1. Introduction: Critical intercultural pedagogy in contexts of conflict and crises</p><p>Prue Holmes and John Corbett</p><p>Part I – The case studies: Examples of critical intercultural pedagogy for language and intercultural communication in contexts of crises</p><p>Chapter 2. Pre-service language teachers as multilingual mediators</p><p>Beatriz Pe<strong>ñ</strong>a Dix</p><p>Chapter 3. Connecting Palestine and Brazil: Towards a critical and creative intercultural pedagogy for online intercultural exchange</p><p><em>Refaat Alreer, Nazmi Al-Masri,</em> <em>Bruno Ferreira di Lima and Janaina Weissheimer</em></p><p>Chapter 4. Hearing the intercultural voices: Shared religio-cultural music and dialogue among Turkish students and Syrian refugee youths</p><p><em>Zeynep Özde Ateşok, Ayşe Zişan Furat and Ubeydullah Sezikli </em></p><p>Chapter 5. To be with the Other on campus: Learning for intercultural understanding through participatory photography</p><p>Filiz Göktuna Yaylacı, Ali Faruk Yaylacı and Kadriye Kobak </p><p>Chapter 6. Participation, understanding, and dialogue: Intercultural learning among students in higher education and refugee youths</p><p>Prue Holmes, Marta Moskal and Taha Rajab</p><p>Part II - Responses from the Global South: Decentering "Western" and "Eurocentric" epistemologies and pedagogies</p><p>Chapter 7. Intercultural responsibility in conditions of conflict and crises: Glocademics in action</p><p>Manuela Guilherme</p><p>Chapter 8. ‘I’m afraid there are no easy fixes’: Reflections on teaching intercultural communication through embracing vulnerability </p><p>Khawla Badwan</p><p>Chapter 9. Intersecting languages, cultures, and identities in decoloniality </p><p>Clarissa Menezes Jordão</p><p>Chapter 10. Interculturality, <em>interculturalidad</em>, and the colonial difference</p><p>Robert Aman</p><p>Part III – Building multilingual intercultural research networks in higher education</p><p>Chapter 11. The establishment, affordances, and impact of an international research network: Building an intercultural pedagogy for higher education in conditions of conflict and protracted crises</p><p>John Corbett</p><p>Chapter 12. An ethic for researching multilingually in transnational, multilingual, multidisciplinary research teams</p><p>Prue Holmes and Taha Rajab</p><p>Afterword</p><p>Prue Holmes and John Corbett</p>