SOe201 Intercultural Pedagogy, Teaching and Learning across cultures

Faculty of Education
Autumn 2025
Extent and Intensity
0/2/0. 5 credit(s). Type of Completion: k (colloquium).
In-person direct teaching
Teacher(s)
Mgr. Zdeněk Janík, M.A., Ph.D. (seminar tutor)
Guaranteed by
Mgr. Zdeněk Janík, M.A., Ph.D.
Department of Social Education – Faculty of Education
Contact Person: Mgr. Zdeněk Janík, M.A., Ph.D.
Supplier department: Department of English Language and Literature – Faculty of Education
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
The course focuses on intercultural pedagogical approaches supporting a process of intercultural development by engaging diversity across the curriculum and teaching content. Students learn to view classroom and other social environs as sites of intercultural learning and identity negotiation. They improve their skills in structuring and facilitating learners and clients' interactions that foster engagement with diversity and support intercultural development. Students use approaches and resources that are culturally inclusive and view learners as assets with valuable and diverse strengths and experiences. Students use their e-portfolio to record and evaluate cross-cultural case studies of intercultural learning opportunities at school and other learning facilities. Drawing on theories of Critical Intercultural Communication Pedagogy (CICP), they work in intercultural teams and create project plans and activities purposefully engaging diversity and inclusion.
Learning outcomes
By the end of the course, students will: - understand the theory of Critical Intercultural Communication Pedagogy (CICP) - develop their intercultural competence, i.e. attitudes, knowledge, and skills to be able to actively engage with diversity of their pupils, curriculum, teaching, and learning contents - be able to apply the principles of CICP in various contexts in and outside the classroom, namely: - demonstrate their capacity for effective and culturally appropriate interaction with pupils of different backgrounds - be able to recognize cultural differences of pupils and view them as assets with valuable and diverse experience - demonstrate how to work with pupils’ different perspectives and deepen their empathy through mindful listening and facilitated reflections - develop their capacity to maximize pupils’ purposeful intercultural interaction by providing them with opportunities for reflection and perspective taking, maximizing pupil’s experiential knowledge, and accommodating pupil’s diverse styles of communication - demonstrate their capacity to suspend judgement and respond to micro-aggressions and biased comments in various situations in and outside classroom - demonstrate their capacity to work with pupils’ anxiety thresholds and discomfort and facilitate pupils’ mindfulness and interculturally appropriate interactions
Syllabus
1) Critical Intercultural Communication Pedagogy (CICP): from multicultural to intercultural education 2) The discourse of special populations 3) Learners' Diversity 4) Non-native international students and the hegemony of English 5) LGBTQ+ Intersectionalities and CICP 6) Engaging diversity: Equity and Inclusion, Group Dynamics and Productive Discomfort 7) CICP method of autoethnography 8) CICP method of empathetic literacy and intercultural storytelling: migrants' perspective 9) CICP method of writing culture: cultural identity and race 10) CICP method of shared music and participatory photography: students in higher education and refugees
Literature
    required literature
  • Sobre, M.S. (2017). Developing the critical intercultural class-space: theoretical implications and pragmatic applications of critical intercultural communication pedagogy. Intercultural Education, 28(1), 39–59.
  • Portera, Agostino (2008). Intercultural education in Europe: epistemological and semantic aspects. Intercultural Education, 19(6), 481–491.
  • Critical intercultural pedagogy for difficult times : conflict, crisis, and creativity. Edited by Prue Holmes - John Corbett. First published. London: Routledge, Taylor & Francis Group, 2023, xviii, 268. ISBN 9780367714130. info
  • The discourse of special populations : critical intercultural communication pedagogy and practice. Edited by Ahmet Atay - Diana Trebing. First issued in paperback. New York: Routledge, Taylor & Francis Group, 2019, vi, 211. ISBN 9780367870935. info
    recommended literature
  • JANÍK, Zdeněk. Negotiation of Identities in Intercultural Communication. JoLaCe Journal of Language and Cultural Education. Berlin: WALTER DE GRUYTER GMBH, 2017, roč. 5, č. 1, s. 160-181. ISSN 1339-4045. doi:10.1515/jolace-2017-0010.
  • Nakayama, T. K., & Halualani, R. T. (Eds.) (2010). The handbook of critical intercultural communication. Wiley-Blackwell.
  • Lee, A., Poch, R., Shaw, M., & Williams, R. D. (2012). Engaging diversity in undergraduate classrooms : a pedagogy for developing intercultural competence. (32 ed.) Jossey-Bass. http://searchworks.stanford.edu/view/9669622
Teaching methods
facilitated group discussions and reflections, reflective reading and writing, guidance on e-portfolio content recording, project-based learning
Assessment methods
active participation and intercultural group work; 80% attendance required
Designing and executing or piloting a project implementing CICP principles;
Reflective paper/report on the project (1500 - 2000 words). NO CHAT GPT!
Only for the students in Education for Diversity and Inclusion: the e-portfolio based reflection(students' observations, critical incidents recording and their reflection)
Language of instruction
English
The course is also listed under the following terms Autumn 2023, Autumn 2024.
  • Enrolment Statistics (recent)
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