CONGRESO INTERNACIONAL, Córdoba, 3-6 junio de 2015“EDUCACIÓN Y COOPERACIÓN AL DESARROLLO”

Indentity, Citizenship and Indentity, Citizenship and Curriculum: Curriculum:

Adopting a critical perspective Adopting a critical perspective towards / for intercultural Educationtowards / for intercultural Education

Richard Fay Richard Fay (Manchester Institute of Education, The University of Manchester)(Manchester Institute of Education, The University of Manchester)

richard.fay@manchester.ac.ukrichard.fay@manchester.ac.uk

Initial Thoughts – The ‘Critical Turn’Initial Thoughts – The ‘Critical Turn’

Adrian Holliday Adrian Holliday (small culture vs culturism)(small culture vs culturism) Ingrid Piller Ingrid Piller (IC - a critical introduction)(IC - a critical introduction) Dasli & Diaz Dasli & Diaz (intercultural pedagogy)(intercultural pedagogy) Fred Derwin Fred Derwin (ICC - alternative approaches/times)(ICC - alternative approaches/times) Uwe Bauer, BAAL IC SIG Uwe Bauer, BAAL IC SIG (closing comments on IC (closing comments on IC

researchers’ critical engagement vs researching the privileged)researchers’ critical engagement vs researching the privileged) Researching Multilingually at the Borders of Researching Multilingually at the Borders of

language, the Body, Law and the State language, the Body, Law and the State (what does it (what does it mean to be languaged and to language in a world of mean to be languaged and to language in a world of vulnerability, discrimination, inequity, trauma?)vulnerability, discrimination, inequity, trauma?)

Critical Pedagogy research theme Critical Pedagogy research theme (what is the (what is the contribution of TESOL and IC to the ‘critical’ in educational contribution of TESOL and IC to the ‘critical’ in educational thinking and purposes?) thinking and purposes?)

the ‘critical’ zeitgeistthe ‘critical’ zeitgeist

My Thinking about CriticalityMy Thinking about Criticality

Professional trajectory: Professional trajectory: refugee ESOL refugee ESOL TESOL TESOL IC IC Ic Education Ic Education advocate for social change re advocate for social change re migration and asylum-seekingmigration and asylum-seeking

MATEMATE (Greece - Multicultural Awareness Through (Greece - Multicultural Awareness Through English)English)

IC Awareness through Encounters with IC Awareness through Encounters with ‘otherness’ ‘otherness’ (Cordoba’s Saharan practicum)(Cordoba’s Saharan practicum)

Helpdesk for Intercultural MaterialsHelpdesk for Intercultural Materials (Bulgaria (Bulgaria Balkans) Balkans)

Tales of Ladino Tales of Ladino (Bulgarian Sephardim – ICC as (Bulgarian Sephardim – ICC as performance of intercultural experience)performance of intercultural experience)

https://talesofladino.wordpress.com/storytellers-by-location/andrey-daniel/

A time for criticalityA time for criticality

UK context UK context - - Scottish referendum + progressive politicalScottish referendum + progressive political

agendaagenda

- - General and local elections May 2015General and local elections May 2015

- - Cameron’s EU membership referendumCameron’s EU membership referendum

- ‘Red’ Manchester (6/6 + 96/96)- ‘Red’ Manchester (6/6 + 96/96)

- ‘Blue’ Essex (10/1)- ‘Blue’ Essex (10/1)

A time for criticalityA time for criticality

UK context UK context - 12m Syrian refugees + EU quotas (187/30k/1.8m)12m Syrian refugees + EU quotas (187/30k/1.8m)

- Michael Gove + British democratic values (Trafalgar)Michael Gove + British democratic values (Trafalgar)

- Lytham Road (English, Urdu, Punjabi, Arabic, Cantonese, Lytham Road (English, Urdu, Punjabi, Arabic, Cantonese, Korean, Spanish, Sikh, Polish …..)Korean, Spanish, Sikh, Polish …..)

““an acceptance that people having different faiths or an acceptance that people having different faiths or beliefs to oneself (or having none) should be accepted and beliefs to oneself (or having none) should be accepted and tolerated, and should not be the cause of prejudicial or tolerated, and should not be the cause of prejudicial or discriminatory behaviour“discriminatory behaviour“

““an understanding of the importance of identifying and an understanding of the importance of identifying and combatting discrimination”combatting discrimination”

Two Primary SchoolsTwo Primary Schools

St James’ CE St James’ CE (Manchester)(Manchester)- Ethos = ‘love their neighbour’ = respect the cultural other- Ethos = ‘love their neighbour’ = respect the cultural other

- 240 pupils, almost 75% ‘ethnic minority’, - 240 pupils, almost 75% ‘ethnic minority’,

- 15 main ethnic groups (largest = Pakistani heritage) …. - 15 main ethnic groups (largest = Pakistani heritage) …. mostly Muslimmostly Muslim

- 40+ languages- 40+ languages

- 50% ‘EAL’ ….. 25% = EMT, 65% multilingual, 10% = EMT - 50% ‘EAL’ ….. 25% = EMT, 65% multilingual, 10% = EMT

Two Primary SchoolsTwo Primary Schools

St Helen’s Catholic St Helen’s Catholic (Essex)(Essex)- Ethos = respect- Ethos = respect

- 210 - 210 420 pupils, 75% ethnic minority 420 pupils, 75% ethnic minority

- Filipino, Polish, Spanish, various - Filipino, Polish, Spanish, various African … mostly CatholicAfrican … mostly Catholic

- 30+ languages- 30+ languages

- 60% ‘EAL’ (parental classification)- 60% ‘EAL’ (parental classification)

Two Issues and a StoryTwo Issues and a Story

British democratic valuesBritish democratic values- via school ethos (respect + Catholicity / Christian-- via school ethos (respect + Catholicity / Christian-

underpinning)underpinning)

The characteristics of The characteristics of

a critically-edged a critically-edged intercultural orientation to intercultural orientation to

education?education?

The Global School – mapping The Global School – mapping

originsorigins

““Prevent” strategy Prevent” strategy (to prevent radicalisation)(to prevent radicalisation)

Critical Applied LinguisticsCritical Applied Linguistics

Pennycook (2010) …. Pennycook (2010) …. CAL is “more than just a critical dimension added on to applied

linguistics; it involves a constant skepticism, a constant questioning of the normative assumptions of AL ….” (p.10)

the constant “problematizing of givens” (p.7-8).

the “constant reciprocal relation between theory and practice” (p.3).

the centrality of “social responsibility and social transformation” (p.6).

Global school and the need to problematise the notion of each child having a cultural identity, a place of origin,

a (heritage) language, etc

Building a Critical Underpinning (1)Building a Critical Underpinning (1)

Culture can be understood not in national- and/or regional-level terms but rather as a small, emergent process (Holliday, 1999; Street, 1993).

Communication can be understood as a process of meaning attribution (Porter & Samovar, 1994)

Intercultural communication can be understood as a process of interpersonal communication between individuals between whom there are significant differences as well as potential similarities in cultural backgrounds, identities, etc;

…. i.e. communication between individuals seen as culturally-complex and culturally-unique (Singer, 1998).

Building a Critical Underpinning (2)Building a Critical Underpinning (2)

The term Intercultural is understood to be different from cross-cultural, transcultural, multicultural, international, global, etc but , as currently used in a more critical paradigm, e.g. Holliday, 2010, 2013; Piller, 2011), has some things in common with intersectionality.

An intercultural stance is concerned with the experience of and perspectives towards differences and similarities within and between individuals connected with (i.e. citizens of) particular societies.

Intercultural education seeks to encourage students to engage with their local, national and international contexts in a spirit of ethnorelativism, curiosity, open-ness, flexibility and tolerance.

A working definition of intercultural A working definition of intercultural educationeducation

IcEd aims to use educational processes, curricula, materials, examinations, teacher education practices, teaching methodological possibilities, etc …

…. to inculcate a critical global-and-local mindedness in students towards (their engagement with) accepted and transmitted knowledge about the world so that …

… both within their complex and emerging national social context(s) and beyond it/them,

… they are able to approach diversity, complexity, and contested aspects (of history, etc) with a habit of mind of considering multiple perspectives (i.e. meaning attribution) on what they are learning.

Bulgaria Helpdesk Case Study Bulgaria = a small-ish (7-8 million) in SE Europe, ‘the Balkans’ Now EU member state, previously part of Soviet Block has a significant (25+ %) ‘ethnic minority’ population, e.g.

Turkish-speaking muslims, Roma, Sephardic Jews, etc),

Bulgaria Helpdesk Case Study educational policy frames a notional, singular

construct of Bulgarian identity (Bulgarian-speaking, Orthodox Christian)

policy devalues the contribution to the cultural richness of Bulgaria (and all those for who do not share that singular, national cultural identity)

Education supports a centralised discriminatory policy vis-à-vis ethnic identity

Helpdesk challenge - exploring the contribution

(or otherwise ) of all officially approved school

texts towards the objectives of Intercultural education.

And beyondAnd beyond

Developing FL pedagogy under siege Developing FL pedagogy under siege conditions conditions (online Teaching Arabic as a Foreign (online Teaching Arabic as a Foreign Language in Gaza)Language in Gaza)

http://researching-multilingually-at-borders.com/

And beyondAnd beyond

MATE MATE (multicultural awareness in Greece where ‘to be (multicultural awareness in Greece where ‘to be Greek, is to be Orthodox)Greek, is to be Orthodox)

Generic Cultural Awareness Generic Cultural Awareness (post TEFL criticality (post TEFL criticality intercultural awareness in Mexico)intercultural awareness in Mexico)

Discourses of Intercultural Communication Discourses of Intercultural Communication and English as a Lingua Francaand English as a Lingua Franca (Thailand and (Thailand and ‘the West’)‘the West’)

the politics of EMI-CLIL the politics of EMI-CLIL (Indonesia)(Indonesia)

CLIL + EAL CLIL + EAL (Manchester and Essex)(Manchester and Essex)

Comments? Questions?Comments? Questions?