This edited volume gathers insights into the production of knowledge about interculturality in education and research in the Middle East and North Africa (MENA).
The MENA region is seen in this book as a space with unique circumstances, conditions, and complexities that need to be thoroughly explored and further unpacked. The book defines intercultural communication education and research broadly, but focuses on how teaching and researching interculturality is understood and practiced in MENA formal education classrooms and in various training situations such as business, politics, media and communication. This edited volume aims to (a) navigate representations of intercultural communication in education and research, starting from the premise that interculturality is not only a theory of analysis but also an activism for social and epistemic justice, (b) investigate specific phenomena, challenges, and issues in education and research, including concepts/notions such as acculturation and intercultural understanding/empathy, and (c) explore subfields of knowledge such as sense-making and intercultural pragmatics, and specific contexts of interculturality such as immigrants, exchange programs, and student mobilities.
This book will be valuable read for students, educators, scholars, and policymakers interested in intercultural communication and education in the region, as well as language and sociology more broadly.
This edited volume gathers insights into the production of knowledge about interculturality in education and research in the Middle East and North Africa (MENA).
1. Introduction Part 1: Gender and Feminism in Intercultural
Communication Education
2. Empowering Voices and Building Bridges: The
Intersection of Feminist Critical Pedagogy and Intercultural Communication in
Moroccan Higher Education
3. Empowering Voices: Nurturing Gender Equity
through Intercultural Communication Education in the Arab World Part 2:
Critical Perspectives on Intercultural Communication
4. We are
Algerians...We are Muslims!: EFL Educators Perceptions of Interculturality
in the Algerian Context
5. (Re)locating Türkiyes Intercultural Stance
through Juxtaposing Non-Western and Western Perspectives
6. Reconceptualizing
Intercultural Communication Research for the MENA: A Rereading of the Social
Construction of Reality
7. Promoting Translanguaging in the ESL Classroom: A
Closer Look into Kuwait and the United Arab Emirates Part 3: Diversity and
Diaspora in Interculturality
8. The Role of Host Environment in the
Development of Host Communication Competence among Tunisian Study Abroad
Students
9. Analysis of Culturally Responsive Differentiated Instruction
Practices at the Diaspora ESL/EFL Context: The Inner World of the Immigrant
Child by Cristina Igoa (1995) as a Case study
10. Exploring Teachers'
Attitudes toward Refugee Students in High Schools in Türkiye
11. Arabic
Medium Education Policy and Intercultural Learning
Hamza Rboul is a Research Assistant Professor in the Department of International Education at the Education University of Hong Kong, Hong Kong. His research interests include intercultural education, (higher) education in the Global South, decolonial endeavors in education, cultural politics of language teaching and postcoloniality. His books with Routledge also include Intercultural Communication Education and Research: Reenvisioning Fundamental Notions (Routledge, 2023, with Dervin), and Postcolonial Challenges to Theory and Practice in ELT and TESOL: Geopolitics of Knowledge and Epistemologies of the South (Routledge, 2023).
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