Afterword : Beyond the naïve mantra of criticality in education (research)?

In this chapter Chen and Dervin suggest moving beyond a simplistic mantra of criticality, explaining that claiming and performing criticality does not mean one is really critical in (education) research. The authors start by referring to a group of Finnish students’ reflections about interculturality, for whom criticality meant: asking questions, questioning, reconsidering one’s assumptions, and unthinking. Chen and Dervin claim that, for other students, anywhere else in the world or from a different major at the same university, criticality might mean the same or something different. They thus advocate turning one’s attention to the question whose criticality can assess criticality? They also suggest an open-ended perspective whereby educators and researchers must accept contradictions, debates, and the symbolic violence of being questioned, of having their criticality critiqued. For the authors, this also means thinking for oneself to avoid being enslaved by pet theories, gurus and analytical stereotypes (amongst others) and to stop thinking that ‘one’s’ criticality is better than others’.Peer reviewe

Electrochemical and physicochemical degradability evaluation of printed flexible carbon electrodes in seawater

The environmental impact of metals and non-degradable plastics in printed electrodes has highlighted the need of employing sustainable materials in environmental monitoring. In this work, we developed a new sustainable graphite-based paste (G-PE) printed on a bioderived and biodegradable polyhydroxybutyrate polyhydroxyvalerate substrate for tap water and seawater monitoring. We compared its performance against two standard screen-printed electrodes (SPEs) fabricated using commercial silver and carbon pastes (Ag-SPEs and C-SPEs) printed on a polyvinyl chloride substrate. The Ag-SPEs exhibited the lowest sheet resistance (RS = 0.053 Ω/sq), however they were also less reliable as silver oxidised and reacted with ions present in seawater. Meanwhile, the C-SPEs and G-PE presented similar RS (26.9 and 30.1 Ω/sq, respectively), were inert in different media and showed relatively stable response during cyclic bending studies (less than 2.3% relative resistance variation for the C-SPE). Physical and chemical degradation studies of the sustainable G-PE in seawater demonstrated relatively quick ultrasound induced dissolution (less than5 min) while the SPEs did not dissolve even after 30 min of sonication, highlighting the suitability of this new, eco-friendly G-PE for single use or short-term water quality monitoring applications

Chinese overseas doctoral student narratives of intercultural adaptation

This study aims to explore how Chinese overseas doctoral students adjust to a different academic, social and cultural environment, using Giddens’ theoretical framework of self-identity (1991). The findings indicate the participants proactively used various coping strategies in meeting challenges, and adapting to new social environments. Continuity and stability of self-identity were achieved either culturally or academically through self-reflexivity, autonomy, creativity, authenticity, and reliance on an ontological identity. The result is to challenge the grand narrative of essentialised “problematic Chinese learners”

Erasmus Language students in a British University – a case study

Students’ assessment of their academic experience is actively sought by Higher Education institutions, as evidenced in the National Student Survey introduced in 2005. Erasmus students, despite their growing numbers, tend to be excluded from these satisfaction surveys, even though they, too, are primary customers of a University. This study aims to present results from bespoke questionnaires and semi-structured interviews with a sample of Erasmus students studying languages in a British University. These methods allow us insight into the experience of these students and their assessment as a primary customer, with a focus on language learning and teaching, university facilities and student support. It investigates to what extent these factors influence their levels of satisfaction and what costs of adaptation if any, they encounter. Although excellent levels of satisfaction were found, some costs affect their experience. They relate to difficulties in adapting to a learning methodology based on a low number of hours and independent learning and to a guidance and support system seen as too stifling. The results portray this cohort’s British University as a well-equipped and well-meaning but ultimately overbearing institution, which may indicate that minimising costs can eliminate some sources of dissatisfaction

Intercultural ethics: questions of methods in language and intercultural communication

This paper explores how questions of ethics and questions of method are intertwined and unavoidable in any serious study of language and intercultural communication. It argues that the focus on difference and solution orientations to intercultural conflict has been a fundamental driver for theory, data collection and methods in the field. These approaches, the paper argues, have created a considerable consciousness raising industry, with methods, trainings and ‘critical incidents’, which ultimately focus intellectual energy in areas which may be productive in terms of courses and publications but which have a problematic basis in their ethical terrain. Dieser Artikel untersucht wie ethische und methodische Fragen nicht nur ineinander greifen, sondern in keiner ernstzunehmenden Studie ueber Sprache und interkulturelle Kommunikation ausgelassen werden duerfen. Es wird hier argumentiert, dass der Schwerpunkt auf Verschiedenheit und Problemorientierung im interkulturellen Konflikt einen wesentlichen Einfluss auf theoretische Entwicklungen, Datenerhebung und Methoden in diesem Bereich hatte. Dieser Artikel legt auch dar, wie diese Ansaetze eine betraechtliche ‘Bewusstseinsbildungs – Branche' erzeugt haben, mit Methoden, Trainings, und ‘kritischen Interaktionssituationen’, welche letztendlich allen intellektuellen Arbeitseifer auf Bereiche konzentriert hat, die zwar ertragreich sind in Bezug auf Kurse und Publikationen, jedoch eine problematische Grundlage im ethischen Bereich aufweisen

Framing interculturality: a corpus-based analysis of on-line promotional discourse of higher education intercultural communication courses

This paper examines how intercultural communication (ICC) and the notion of culture are framed in on-line promotional discourse of higher education intercultural communication courses. It analyses a specialised corpus comprised of 14,842 words from 43 course websites of master’s programmes in intercultural communication in the UK and the US—internationally, the two largest providers of such programmes. Through combining corpus tools with a ‘situated meaning’ approach, the analysis reveals that while a small number of courses acknowledge cultural ‘complexity’, culture is still very often reduced to an essentialised and static notion, despite growing criticism against such an approach in ICC literature. Intercultural communication is valorised as a combination of desirable skills and knowledge conducive to effective communication of different cultural groups and for those working in international arenas. Significant differences between the UK and US courses are identified with regard to the extent of associations with diversity-related social categories. The lack of interpretive, critical and constructivist positions on culture in promotional discourse is discussed in the context of neoliberal discourse and the current thinking towards professional competences dominant in Britain, North America, and other parts of the world