Participation, understanding, and dialogue: Intercultural learning among students in higher education and refugee youths

Holmes, P., Moskal, M. and Rajab, T. (2022) Participation, understanding, and dialogue: Intercultural learning among students in higher education and refugee youths. In: Holmes, P. and Corbett, J. (eds.) Critical Intercultural Pedagogy for Difficult Times. Routledge: New York, pp. 117-137. ISBN 9781003150756 (doi: 10.4324/9781003150756-7)

Abstract

Creative arts, life narratives, and translanguaging were explored as approaches that enable the development of an intercultural pedagogy co-constructed by the researchers/teachers and both groups of participants, and that promote reciprocal intercultural learning. By decentring language as the main form of communication, new materialism creates a space for knowing differently in higher education, not through linguistically based knowledge systems, but performatively and through material embodied experience. In this chapter, the authors have investigated intercultural learning between postgraduate students in higher education in a UK university, and refugee youths of Syrian and Iraqi background who have been excluded from education due to conflict and other forms of protracted crises. Students and refugees’ responses to and experiences of such learning, and the underpinning methodologies, need deeper understanding. A dissemination event, organised with the support of the gatekeeper, would have helped to maintain the links between the university students and refugee youths and their communities.

• Item Type: Book Sections
• Status: Published
• Glasgow Author(s) Enlighten ID: Moskal, Professor Marta and Rajab, Mr Taha
• Authors: Holmes, P., Moskal, M., and Rajab, T.
• College/School: College of Social Sciences > School of Education > Culture, Literacies, Inclusion & Pedagogy
• Publisher: Routledge
• ISBN: 9781003150756
• Published Online: 21 July 2022

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