跨⽂化交际教育的对话法

Translated title of the contribution: A dialogical approach for intercultural communication education

Ashley Simpson*, Ouyang Na, Liu Pengkang

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract / Description of output

This conceptual paper argues for the reconfiguring of Intercultural Communication (ICE) through a dialogical approach. The paper argues that the field of ICE is predominantly characterised by normative conceptualisations of knowledge which function as truth (e.g., characterised by fixed or ‘objective’ interpretations of language and culture) or hyper-relativist post-truth conceptualisations (e.g., non-essentialist approaches to ICE). This conceptual paper, therefore, addresses the following research question: To what extent can a dialogical approach address and redress epistemic power imbalances in ICE? The paper conceptually argues in moving beyond the binary of normative and post-truth interpretations in ICE through dialogism. The paper serves at an important juncture amidst calls that the field of ICE is characterised by epistemic violence and epistemic power imbalances. The proposed dialogical approach to truth in ICE aims to redress epistemic imbalances in the field. Towards the end of the paper implications for Intercultural Communication Education in China are discussed.
Translated title of the contributionA dialogical approach for intercultural communication education
Original languageChinese (Simplified)
Pages (from-to)1-20
Number of pages19
JournalIntercultural Studies Forum
Volume10
Publication statusAccepted/In press - 11 Apr 2024

Keywords / Materials (for Non-textual outputs)

  • intercultural communication education
  • truth
  • post-truth
  • knowledge
  • epistemology
  • power

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