This module is intended for final year undergraduate students preparing for imminent employment. It is particularly intended for those students who need practical and theoretical guidance in envisaging their future working possibilities in a transcultural or global context.
In this sense, the module intends to complement other modules in the students' programmes by allowing students to express concepts and practices in a transcultural environment.
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The module is also intended for Exchange and Visiting students, who have indicated that they would like to undertake work at level 6, with a strong practical component. This module aims to help students understand factors and issues in transcultural communication and how this differs from 'intercultural communication': students will be expected to critically analyse sterotyped or essentialist views of culture, whether national, religious or otherwise socio-historically constructed, and move towards an understanding of communication in a constantly fluctuating context where cultural identities are emergent.
It is hoped and expected that participation in this module will bring about cultural and identity shifts, as well as changes in perceptions of culture and language. Identifying issues in transcultural communication, students participate in a goal focussed group communication task and then discuss the interaction and identify personal challenges, success in the task and contributing factors to success or failure of communication.
There will be a discussion of issues and challenges in transcultural communication. Understanding definitions in the field: cross, inter and transcultural communication. Developing awareness of identity, national and cultural identity and the effect of experience on developing and changing identities.
Identifying categories for the assessment of transcultural communication skills in participants: developing a working model of assessment criteria for use on the task. Defining language and analysing the overlap between languages. Considering English as a lingua franca and investigating? Students participate in the formative transcultural communication task and reflect on it with the group members. Phenomena from the formative task: students present?
Developing alternative views of analysing culture: Neo-racism, Cosmopolitanism, Cultural Stereotyping, Othering and Labelling. The oral task will involve students in a transcultural discussion; they will be assessed on their ability to engage sensitively with others and to contribute relevant ideas and knowledge.
One written task will require students to write a critical analysis of the assessed discussion they have participated in; they will be assessed on the richness and relevance of the background literature they have referred to and on the validity and robustness of the analytical tools they have used.
The other written task will require students to reflect critically on their own journey through the teaching weeks of the module, articulating any changes in their culturally-oriented self-perceptions. They will be assessed on their appreciation and awareness of their own culture, related to background reading, and on their level of awareness of the extent to which they have changed in attitude and outlook , or could have changed. According to the concept of transculturalization, individuals and societal groups are part of several fields. Up to now, memory research has focused mainly on remembering within national and regional contexts.
It is rarely reflected that memory as a process in the present is important for future actions, especially when we look at sustainable and cross-border societal learning. The aim of our research group is to broaden the horizons in the fields of media memory research and in transnational and transcultural communication.
Therefore we analyze theoretically and empirically how the media convey and shape social memory regarding transcultural processes. The underlying assumption is that processes of social change are particularly meaningful for achieving collective self-understanding. Hence these processes become essential for collective memory.
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Thus, the past is re- told in alternative or new ways so that these phases of social transformation provide possibilities to generate patterns of transnational and transcultural memory. We observe a series of transformation processes that can no longer be described in a national context: in unified Germany, the former Eastern Bloc, in the countries of Northern Africa, or in Latin American countries formerly ruled by military dictators and, last but not least, in light of our current overall economic crisis.
These and further transformation processes require a transcultural approach. Irene Neverla spokesperson ; Dr. Hans-Ulrich Wagner spokesperson ; Dr. Monika Pater; Judith Lohner, M. Your name:. Your email address:. Send post to email address, comma separated for multiple emails. Does the way societies remember accelerate transcultural developments?