{"title":"Integrating the Soliya Connect Program into a Classroom Course on Critical Intercultural Communication","authors":"Jonathan Mason, Narjess Hachena","doi":"10.1080/09650792.2022.2137821","DOIUrl":null,"url":null,"abstract":"ABSTRACT This paper presents a two-year pedagogical, teacher-as-researcher, action research project at the Faculty of Arts and Humanities, University of Sousse, Tunisia, which investigates how the integration of the Soliya Connect Program, a facilitated dialogic online exchange programme, with a theoretical course on critical intercultural communication helped students develop critical interculturality. Despite some initial concern about the extra time commitment, students were unanimously positive about integrating the two aspects, claiming that the Connect Program helped them to develop criticality in real life, and that the online communication was much more effective because they participated with the critical perspective developed in class. The findings support the integration of theoretical and practical online components in developing students’ critical intercultural communication skills, and the use of action research to inform adjustments to both components in order to improve the outcomes.","PeriodicalId":47325,"journal":{"name":"Educational Action Research","volume":"31 1","pages":"118 - 134"},"PeriodicalIF":0.8000,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Action Research","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/09650792.2022.2137821","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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Abstract
ABSTRACT This paper presents a two-year pedagogical, teacher-as-researcher, action research project at the Faculty of Arts and Humanities, University of Sousse, Tunisia, which investigates how the integration of the Soliya Connect Program, a facilitated dialogic online exchange programme, with a theoretical course on critical intercultural communication helped students develop critical interculturality. Despite some initial concern about the extra time commitment, students were unanimously positive about integrating the two aspects, claiming that the Connect Program helped them to develop criticality in real life, and that the online communication was much more effective because they participated with the critical perspective developed in class. The findings support the integration of theoretical and practical online components in developing students’ critical intercultural communication skills, and the use of action research to inform adjustments to both components in order to improve the outcomes.
期刊介绍：
Educational Action Research is concerned with exploring the dialogue between research and practice in educational settings. The considerable increase in interest in action research in recent years has been accompanied by the development of a number of different approaches: for example, to promote reflective practice; professional development; empowerment; understanding of tacit professional knowledge; curriculum development; individual, institutional and community change; and development of democratic management and administration. Proponents of all these share the common aim of ending the dislocation of research from practice, an aim which links them with those involved in participatory research and action inquiry. This journal publishes accounts of a range of action research and related studies, in education and across the professions, with the aim of making their outcomes widely available and exemplifying the variety of possible styles of reporting. It aims to establish and maintain a review of the literature of action research. It also provides a forum for dialogue on the methodological and epistemological issues, enabling different approaches to be subjected to critical reflection and analysis. The impetus for Educational Action Research came from CARN, the Collaborative Action Research Network, and since its foundation in 1992, EAR has been important in extending and strengthening this international network.
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