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E-raamat: Teaching and Researching Interculturality in the Middle East and North Africa

Edited by (The Education University of Hong Kong, Hong Kong)
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Focusing on the emerging intercultural encounters in the Middle East and North Africa (MENA) region, this book brings together diverse perspectives from the region to explore understandings and practices of interculturality in different educational environments.



Focusing on the emerging intercultural encounters in the Middle East and North Africa (MENA) region, this book brings together diverse perspectives from the region to explore understandings and practices of interculturality in different educational environments.

Teaching and researching interculturality has received increasing attention from scholars and educators alike in the Middle East and North Africa (MENA) region due to intensified cross-cultural interactions resulting from recent economic and political changes. In the face of these challenges and changes, this edited volume aims to (a) develop an in-depth understanding of how interculturality is processed and taught in different educational settings (middle school, high school, and university) by different actors (students, teachers and curriculum designers, policy makers, etc.) and (b) construct context-sensitive, critical, and nuanced perspectives, theories, and practices for teaching and researching interculturality. While 'interculturality' is an overarching notion in this book, the chapters use different 'labels' to refer to interculturality in education, communication and research, with a particular focus on sociologies of knowledge in seven countries.

This title is essential read for educators, researchers, and policy makers interested in the intersection of language and sociology, as well as intercultural education and communication in the region.

1. Introduction Hamza Rboul Part
1. Identity and Linguistic Citizenship
2. Embracing the Pluriversal through Linguistic Citizenship: Algerian EFL
Teachers Didactic Engagement with the Instructional Materials and its
Implications for Teaching for Global Citizenship
3. Pre-Service English
Teachers Imagined Communities in Türkiye: Exploring Intersections of
Intercultural Communication and National Identity Part
2.
(Cross)(Inter)cultural Competence
4. Cross-cultural communicative competence
and critical thinking skills in Oman: From perceptions to conceptualization
for curriculum development
5. Unlocking the Power of Intercultural Awareness
and Competence: Experiential Activities for Tertiary Level Students in the
Gulf Part
3. Interculturality in Language Education
6. A Critical Pedagogy
Perspective on Interculturality in Morocco: TESOL Textbooks
7. The
Intercultural Dimension in the Tunisian Educational Discourse: The Tunisian
Education Act and English Language Programs as a case study
8. Intercultural
Language Learning and Teaching in the Turkish Context
9. Intercultural
Awareness in the Academic English Classroom at a Saudi University: An
Investigation into Teachers Perspectives and Practices Part
4. Epistemology
and Navigating Interculturality
10. Intercultural Communication between Arab
Instructors and their "Cultural Other" Students: An
Epistemological-Ontological Cultural Discourse
11. Situated Orientations to
Interculturality in Video-Mediated Virtual Exchange Interactions
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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