Module EDUC41830: THEORIES OF IDENTITY AND GLOBALISATION

Department: Education

EDUC41830: THEORIES OF IDENTITY AND GLOBALISATION

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• The key aim of this module is to explore in a critical and research-driven manner the main issues of globalisation for intercultural education.
• The sub aims are:
• To provide learners with an understanding of how realities are socially constructed and how social identities are developed and maintained;
• To enable students to analyse the concept of culture and other concepts they will have met in intercultural studies from such perspectives as third space, non-European paradigms, and other non-essentialist views developed in recent years;
• To understand ideas of tertiary socialisation in language learning and in living and studying abroad;
• To understand the concepts of ‘education for democratic citizenship’ and ‘education for intercultural citizenship’ and the relations between them.

Content

• The module contains four themes:
• Theme 1: What are the key concepts and theory (Knowledge)?
• Theme 2: What are the appropriate attitudes towards otherness in intercultural communication (Attitudes)?
• Theme 3: What are the effective strategies commonly adopted by intercultural communicators in interactions with otherness?
• Theme 4: What intercultural and communication issues arise in living and/or studying in a foreign land (Effective Intercultural Communicator)?

Learning Outcomes

• Students will acquire detailed knowledge of each of the three themes identified in the module content above.
• Students will gain:
• a) an understanding of how realities are socially constructed (socialisation) and how social identities are developed and maintained
• b) the ability to analyse the very concept of culture and other concepts in intercultural studies from critical perspectives such as third space, non-Eurocentric paradigms and other non-essentialist views developed in recent years.
• c) familiarity with notions such as education for intercultural citizenship and tertiary socialisation in language learning and in living and studying abroad.
• d) understanding of the concept of ‘education for democratic citizenship’ and education for intercultural citizenship and the relations between them

• Students will acquire skills in:
• researching otherness;
• critiquing existing literature on training or teaching intercultural communication competence;
• assessing impacts and consequences of globalisation upon educational systems and processes.

• Students will acquire skills in:
• undertaking searches and synthetic reviews of research literature;
• summarising and critiquing academic papers;
• communicating effectively in an intercultural context;
• learning as an independent scholar.

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

• Teaching and learning are through lectures, seminars, and ethnographic fieldwork etc. Each mode is estimated in number, frequency and duration as indicated below:
• Students are expected to spend 300 hours in total on this module. In addition to the taught sessions, students are expected to work independently on each module, on the ideas directly related to the module, the essay and the Key Skills. This ‘out of class’ work will be directed by the tutor and include the provision of tasks such as reading relevant to the next session, preparation for a discussion or research into a related area for instance. In addition to these directed tasks, students are expected to spend time developing their understanding of the ideas in the module and their Key Skills. Preparation for essays and independent reading and research as well as reflection on the ideas from the module support the development of Key Skills.
• This module is taught spread during eight weeks in the second term or the third term depending on how the modules, Intercultural and International Education and Educational Research in Action, are scheduled. The 6-hour library activity is to search for a book or an article for critiquing as required for the essay. Individual conferencing to assist this search is to be scheduled by the tutor.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Presentation (individually or as part of group) of readings on one of the seminar themes. 2. Feedback to essay outlines (all individual students are required to submit an outline for 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