The ‘intercultural field’
Interrogating context in intercultural education
Bibliographic Data
| ID | 12701808 |
|---|---|
| Authors | Ulrike Najar (The University of Melbourne, corresponding author) |
| Year | 2015 |
| Volume | 16 |
| Issue | 2 |
| Pages | 148-163 |
| Publication date | 2015-12-10 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Language and Intercultural Communication (JOURNAL) |
| Journal identifiers | ISSN: 1470-8477 • E-ISSN: 1747-759X |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.1080/14708477.2015.1103248 |
| OpenAlex | W2308847879 |
| Language | EN |
| Citations received | 9 |
| References cited | 29 |
Research on the intercultural is challenged by the contextuality of the object of the research. While theories on intercultural learning generally acknowledge that the ‘context’ of the individual learning experience plays an important role for intercultural learning processes, a detailed understanding of what it is we call ‘context’ in the twenty-first century is mostly missing – as are studies that focus particularly on the role of out-of-class learning environments for intercultural encounter. The contextuality of intercultural learning experiences is demonstrated by the role locations play for intercultural learners while forming complex and interwoven networks, involving human actors, practices and objects. As such, the contribution context makes to intercultural practice, often remains unnoticed, with context representing merely a backdrop of the researched activities. In order to make the locality of context and its highly networked, dynamic nature more accessible to research in the intercultural education field, the ‘intercultural field’ metaphor is revisited and discussed on the basis of a mobile methods study and three emerging themes: the role of relationality, the production of the ‘intercultural field’ and the relevance of spatial–global transformations
Context (archaeology · Intercultural communication · Intercultural learning · Intercultural relations · Linguistics · Metaphor · Pedagogy · Sociology · EFL/ESL Teaching and Learning · Global Education and Multiculturalism · International Student and Expatriate Challenges · Psychology
English as a Lingua Franca
Solidarity, uncertainty or fear? Emotional responses to flags and flag-waving at an international youth camp
Banal, civic, and cultural nationalism in the United Arab Emirates
International aid and development
A research trajectory for difficult times
Situating English language teaching in culturally specific contexts
Interculturality and the study abroad experience
The complexities of ‘sticky objects’ and ‘happy objects’ in multilingual universities
Bala ga' lili
Introduction
Literacy as Translingual Practice
Language as a Local Practice
The Sociolinguistics of Globalization
Language and Culture
Modernity at large
Distinction
Space and place
Context and Culture in Language Teaching and Learning
Ingold, Tim. Being Alive, Essays on Movement, Knowledge and Description. 2011. London, Routledge
Discourses in Place
Reflexivity in language and intercultural education
Distinction
Teaching, as Learning, in Practice
Being Alive
A plea for change in research on intercultural discourses
It Depends on the Students Themselves
Learning to live with complexity
Social context and resources for language learning
Narrative Inquiry
Observation from an Ecological Perspective
Chaos/Complexity Science and Second Language Acquisition
Moving stories
Super-diversity and its implications
| Unique citing works | 9 |
|---|---|
| Citations per year | 0.9 |
| Citation span | 2016 - 2025 (10) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 9 |