Module EDUC40530: INTERCULTURAL AND INTERNATIONAL EDUCATION

Department: Education

EDUC40530: INTERCULTURAL AND INTERNATIONAL EDUCATION

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• Students will gain a critical understanding of the organisation of education with respect to intercultural and international education.

Content

• Strand A :
• Culture, Curriculum and education in nation states into the 21st Century (Curriculum as socialisation, national curricula and national cultures and identities)
• analysis of disciplines with an international dimension (Foreign Languages, Geography, RE...) and interdisciplinary approaches.
• factors in the 'internationalisation' of the curriculum (the 'European dimension' from the EU, 'education for European citizenship' from the Council of Europe, internationalisation of the curriculum in Japan)
• Strand B:
• The nature of stereotypes and prejudice, and the processes of inter-group relations.
• The psychology and sociology of 'the stranger' and the experience of living between cultures.
• The nature of cross-cultural communication and intercultural competence.
• Strand C:
• Education for democratic, international citizenship and the development of appropriate curricula (cultural studies in Foreign Languages, Citizenship Education, role of visits, exchanges, contacts).

Learning Outcomes

• Through their experience on the course students will acquire
• a critical understanding of the context and factors relating to intercultural communication in the 21st century
• a critical understanding of current theories and practices developed from the impact of globalisation on education

• evaluating scholarly research (empirical and conceptual) within the field of intercultural communication;
• identifying and solving problems inherent within the internationalisation of education and intercultural communication;
• communicating effectively, orally and in writing, within an intercultural setting.

• Through their essays students will demonstrate the ability to:
• undertake a search and synthetic review of research literature,
• summarise and critique research-based literatures;
• communicate ideas effectively, both orally and in writing, to an advanced level;
• learn independently.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Through lectures and seminar teaching supported by Study Guide resources. The Study Guide includes preparation for and follow up to teaching activities. This directed independent work is an important part of the module. Lectures enable the ideas of the module to be considered. Seminar work enables students to develop their understanding of the ideas and consider them in a range of professionally relevant contexts. Activities in seminars include a variety of active learning approaches including discussion, group work, presentations, question and answer sessions, individual tasks. A Bulletin Board on DUO enables staff and students to continue their interaction between teaching sessions. Preparation for the essay involves students in wide reading and critical reflection on ideas of the module.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Verbal feedback is given to students' contribution during class teaching sessions. Staff can be contacted for individual help. Written formative feedback is provided for the academic outline of the essay.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University