Afterword

Book chapter

Holliday, A. 2023. Afterword. in: Sommier, M., Roiha, A. and Lahti, M. (ed.) Critical intercultural education in higher education: putting theory into practice London Routledge. pp. 147-154
AuthorsHolliday, A.
EditorsSommier, M., Roiha, A. and Lahti, M.
Page range147-154
Year2023
Book titleCritical intercultural education in higher education: putting theory into practice
PublisherRoutledge
Output statusPublished
Place of publicationLondon
ISBN9781032345390
Publication dates
Print25 Nov 2022
Publication process dates
Deposited05 Jan 2023
Permalink -

https://repository.canterbury.ac.uk/item/93702/afterword

  • 52
    total views
  • 1
    total downloads
  • 2
    views this month
  • 0
    downloads this month

Export as

Related outputs

Defying grand narratives of ‘being an international student’: finding ‘home’ in the Other
Holliday, A. and Sadoudi, Y 2023. Defying grand narratives of ‘being an international student’: finding ‘home’ in the Other. London Review of Education. 21 (1), pp. 1-11. https://doi.org/10.14324/LRE.21.1.18.
Ethnography: expanding the boundaries in EAP
Holliday, A. and Collins, H. 2022. Ethnography: expanding the boundaries in EAP. in: Ding, A. and Evans, M (ed.) Social Theory for English for Academic Purposes: Foundations and Perspectives London Bloomsbury. pp. 167-197
Using creative non-fiction to pinpoint moments of deCentring in intercultural mediation
Holliday, A. 2022. Using creative non-fiction to pinpoint moments of deCentring in intercultural mediation. in: Busch, D. (ed.) The Routledge Handbook of Intercultural Mediation London pp. 229-236
Contesting grand narratives of the intercultural
Holliday, A. 2022. Contesting grand narratives of the intercultural. Abingdon Routledge.
Searching for a third-space methodology to contest essentialist large-culture blocks
Holliday, A. 2022. Searching for a third-space methodology to contest essentialist large-culture blocks. Language and Intercultural Communication. https://doi.org/10.1080/14708477.2022.2036180
The yin-yang relationship between essentialist and non-essentialist discourses related to the participation of children of migrants, and its implication for how to research
Holliday, A. and Amadasi, S. 2021. The yin-yang relationship between essentialist and non-essentialist discourses related to the participation of children of migrants, and its implication for how to research. Migration Studies - Review of Polish Diaspora. 182 (4), pp. 37-53. https://doi.org/10.4467/25444972SMPP.21.051.14804
Linguaculture, cultural travel, native-speakerism and small culture formation on the go: working up from instances
Holliday, A. 2021. Linguaculture, cultural travel, native-speakerism and small culture formation on the go: working up from instances. in: Rubdy, R, Tupas, R & Saraceni, M (ed.) Bloomsbury world Englishes, volume II, Ideologies London Bloomsbury Academic. pp. 101-113
Recovering unrecognised deCentred experience
Holliday, A. 2021. Recovering unrecognised deCentred experience. in: Kumar, M & Welikala, T. (ed.) Teaching and Learning in Higher Education: The Context of Being, Interculturality and New Knowledge Systems Bingley Emerald. pp. 185–195
Culture, communication, context and power
Holliday, A. 2020. Culture, communication, context and power. in: Routledge Handbook of Language and Intercultural Communication London Routledge.
Cultural threads in primary schools
Driscoll, P. and Holliday, A. 2020. Cultural threads in primary schools. ITL International Journal of Applied Linguistics . (32).
Making sense of the intercultural: finding deCentred threads
Holliday, A. and Amadasi, A. 2020. Making sense of the intercultural: finding deCentred threads. London Routledge.
Understanding intercultural communication: negotiating a grammar of culture
Holliday, A. 2018. Understanding intercultural communication: negotiating a grammar of culture. London Routledge.
Designing a course in intercultural education
Holliday, A. 2018. Designing a course in intercultural education. Intercultural Communication Education. 1 (1), pp. 4-11. https://doi.org/10.29140/ice.v1n1.24
Researching the intercultural: intersubjectivity and the problem with postpositivism
Holliday, A. and MacDonald, M. 2019. Researching the intercultural: intersubjectivity and the problem with postpositivism. Applied Linguistics. https://doi.org/10.1093/applin/amz006
Intercultural communication: an advanced resource book for students
Holliday, A., Kullman, J. and Hyde, M. 2017. Intercultural communication: an advanced resource book for students. Abingdon Routledge.
Block and thread intercultural narratives and positioning: conversations with newly arrived postgraduate students
Amadasi, S. and Holliday, A. 2017. Block and thread intercultural narratives and positioning: conversations with newly arrived postgraduate students. Language and Intercultural Communication. https://doi.org/10.1080/14708477.2016.1276583
‘I already have a culture.’ Negotiating competing grand and personal narratives in interview conversations with new study abroad arrivals
Amadasi, S. and Holliday, A. 2017. ‘I already have a culture.’ Negotiating competing grand and personal narratives in interview conversations with new study abroad arrivals. Language and Intercultural Communication. https://doi.org/10.1080/14708477.2017.1357727
Cultural travel and cultural prejudice
Holliday, A. 2016. Cultural travel and cultural prejudice. in: Aquino, M. and Frota, S. (ed.) Identity: Representations and Practices Lisbon CELGA-ILTEC, University of Lisbon. pp. 25-44
Difference and awareness in cultural travel: negotiating blocks and threads
Holliday, A. 2016. Difference and awareness in cultural travel: negotiating blocks and threads. Language and Intercultural Communication. 16 (3), pp. 318-331. https://doi.org/10.1080/14708477.2016.1168046
Revisiting intercultural competence: small culture formation on the go through threads of experience
Holliday, A. 2016. Revisiting intercultural competence: small culture formation on the go through threads of experience. International Journal of Bias, Identity & Diversities in Education. 1 (2), pp. 1-14. https://doi.org/10.4018/IJBIDE.2016070101
Appropriate methodology: towards a cosmopolitan approach
Holliday, A. 2016. Appropriate methodology: towards a cosmopolitan approach. in: Hall, G. (ed.) Routledge Handbook of English Language Teaching London Routledge. pp. 265-277
Researching discourses of culture and native-speakerism
Armenta Delgado, I. and Holliday, A. 2015. Researching discourses of culture and native-speakerism. in: Swan, A., Aboshiha, P. and Holliday, A. (ed.) (En)countering Native-Speakerism: Global Perspectives Basingstoke Palgrave Macmillan. pp. 26-41
Native-speakerism: taking the concept forward and achieving cultural belief
Holliday, A. 2015. Native-speakerism: taking the concept forward and achieving cultural belief. in: Swan, A., Aboshiha, P. and Holliday, A. (ed.) (En)countering Native-Speakerism: Global Perspectives Basingstoke Palgrave Macmillan.
Doing and writing qualitative research
Holliday, A. 2016. Doing and writing qualitative research. London SAGE.
Studying culture
Holliday, A. 2016. Studying culture. in: Hua, Z. (ed.) Research Methods in Intercultural Communication Chichester Wiley. pp. 23-36
PhD students, interculturality, reflexivity, community and internationalisation
Holliday, A. 2016. PhD students, interculturality, reflexivity, community and internationalisation. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2015.1134554
Exploring the origins of culturism in TESOL
Holliday, A. 2003. Exploring the origins of culturism in TESOL.
Interrogating researcher participation in an interview study of intercultural contribution in the workplace
Holliday, A. 2012. Interrogating researcher participation in an interview study of intercultural contribution in the workplace. Qualitative Inquiry. 18 (6), pp. 504-515. https://doi.org/10.1177/1077800412442811
A narrative of unexpected cultural contribution: a critical cosmopolitan approach to global cultural politics and internationalisation
Holliday, A. 2011. A narrative of unexpected cultural contribution: a critical cosmopolitan approach to global cultural politics and internationalisation. in: Clifford, V. and Montgomery, C. (ed.) Moving Towards Internationalisation of the Curriculum for Global Citizenship in Higher Education Oxford Oxford Centre for Staff and Learning Development, Oxford Brookes University. pp. 121-140
The ownership of English and the politics of international student culture
Holliday, A. 2009. The ownership of English and the politics of international student culture.
A critical cosmopolitan picture of cultural reality and autonomy
Holliday, A. 2009. A critical cosmopolitan picture of cultural reality and autonomy.
The problem with stereotypes
Holliday, A. 2008. The problem with stereotypes.
Avoiding prejudice in dealing with cultural difference: a critical cosmopolitan approach
Holliday, A. 2008. Avoiding prejudice in dealing with cultural difference: a critical cosmopolitan approach.
Disciplines for understanding: avoiding cultural chauvinism
Holliday, A. 2005. Disciplines for understanding: avoiding cultural chauvinism.
A dangerous culturist discourse
Holliday, A. 2004. A dangerous culturist discourse.
Recognising what our students bring with them
Holliday, A. 2004. Recognising what our students bring with them.
The struggle against “us” and “them” conceptualizations in TESOL as the ownership of English changes
Holliday, A. 2002. The struggle against “us” and “them” conceptualizations in TESOL as the ownership of English changes.
Managing subjectivity
Holliday, A. 2001. Managing subjectivity.
Social autonomy: addressing the dangers of culturism in TESOL
Holliday, A. 2003. Social autonomy: addressing the dangers of culturism in TESOL. in: Palfreyman, D. and Smith, R. (ed.) Learner Autonomy Across Cultures Basingstoke Palgrave Macmillan. pp. 110-126
Culture, communication, context and power
Holliday, A. 2011. Culture, communication, context and power. in: Jackson, J. (ed.) Routledge Handbook of Language and Intercultural Communication London Routledge. pp. 37-51
Intercultural communication and ideology
Holliday, A. 2011. Intercultural communication and ideology. London SAGE.
Appreciating cultural description as political cultural acts
Holliday, A. 2008. Appreciating cultural description as political cultural acts.
Cultural complexities in qualitative research
Holliday, A. 2007. Cultural complexities in qualitative research.
Challenges of teaching English as an international language
Holliday, A. 2007. Challenges of teaching English as an international language.
The ownership of English and the politics of international student culture
Holliday, A. 2009. The ownership of English and the politics of international student culture.
A critical qualitative methodology for getting to the bottom of cultural realities
Holliday, A. 2009. A critical qualitative methodology for getting to the bottom of cultural realities.
A critical cosmopolitan picture of cultural reality and autonomy
Holliday, A. 2009. A critical cosmopolitan picture of cultural reality and autonomy.
The house of TESEP and the communicative approach: the special needs of state English language education
Holliday, A. 1994. The house of TESEP and the communicative approach: the special needs of state English language education. English Language Teaching Journal. 48 (1), pp. 3-11. https://doi.org/10.1093/elt/48.1.3
A post-communicative era? Method vs social context
Holliday, A. 1995. A post-communicative era? Method vs social context. TESOL, France. 2 (1).
Student culture and English language education: An international perspective
Holliday, A. 1994. Student culture and English language education: An international perspective. Language, Culture and Curriculum. 7 (2), pp. 125-143. https://doi.org/10.1080/07908319409525172
Report of the English language teaching materials evaluation project - China
Cunningsworth, A., Holliday, A. and Rongxuan, Z. 1996. Report of the English language teaching materials evaluation project - China. London, UK Overseas Development Agency.
Handing over the project: an exercise in restraint
Holliday, A. 1995. Handing over the project: an exercise in restraint. System. 23 (1), pp. 57-68. https://doi.org/10.1016/0346-251X(94)00052-8
Intercompetence: sources of conflict between local and expatriate ELT personnel
Holliday, A. 1992. Intercompetence: sources of conflict between local and expatriate ELT personnel. System. 20 (2), pp. 223-234. https://doi.org/10.1016/0346-251X(92)90027-Z
From materials development to staff development: an informed change in direction in an EFL project
Holliday, A. 1991. From materials development to staff development: an informed change in direction in an EFL project. System. 19 (3), pp. 301-308. https://doi.org/10.1016/0346-251X(91)90054-S
Developing a sociological imagination: expanding ethnography in international English language education
Holliday, A. 1996. Developing a sociological imagination: expanding ethnography in international English language education. Applied Linguistics. 17 (2), pp. 234-255. https://doi.org/10.1093/applin/17.2.234
The politics of participation in international English language education
Holliday, A. 1997. The politics of participation in international English language education. System. 25 (3), pp. 409-423. https://doi.org/10.1016/S0346-251X(97)00032-8
Large and small classes in Egyptian university classrooms: a cultural justification for curriculum change
Holliday, A. 1997. Large and small classes in Egyptian university classrooms: a cultural justification for curriculum change. in: Coleman, H. (ed.) Society and the Language Classroom Cambridge Cambridge University Press. pp. 86-104
Six lessons: cultural continuity in communicative language teaching
Holliday, A. 1997. Six lessons: cultural continuity in communicative language teaching. Language Teaching Research. 1 (3), pp. 212-238. https://doi.org/10.1177/136216889700100303
Evaluating the discourse: the role of applied linguistics in the management of evaluation and innovation
Holliday, A. 1998. Evaluating the discourse: the role of applied linguistics in the management of evaluation and innovation. in: Rea-Dickens, P. and Germaine, K. (ed.) Managing Evaluation and Innovation in Language Teaching Harlow Pearson Education.
Foreword
Holliday, A. 2009. Foreword. in: Feng, A., Byram, M. and Fleming, M. (ed.) Becoming Interculturally Competent through Education and Training Bristol, UK Multilingual Matters.
Intercultural communication: an advanced resource book for students
Holliday, A., Kullman, J. and Hyde, M. 2004. Intercultural communication: an advanced resource book for students. London Routledge.
English in a multilingual and cross-cultural context: exploring opportunities and meeting the challenges
Holliday, A. 2011. English in a multilingual and cross-cultural context: exploring opportunities and meeting the challenges.
Universalities in cultural travel
Holliday, A. 2010. Universalities in cultural travel.
A narrative of unexpected cultural contribution
Holliday, A. 2010. A narrative of unexpected cultural contribution.
The cosmopolitan nature of culture and implications for creative autonomy in English language education
Holliday, A. 2009. The cosmopolitan nature of culture and implications for creative autonomy in English language education.
A critical cosmopolitan approach to developing cultural awareness in an unequal world
Holliday, A. 2007. A critical cosmopolitan approach to developing cultural awareness in an unequal world.
Diversity in language, culture and speakerhood in the context of globalization
Holliday, A. 2007. Diversity in language, culture and speakerhood in the context of globalization.
Submission, emergence and personal knowledge: principles for validity in qualitative research
Holliday, A. 2006. Submission, emergence and personal knowledge: principles for validity in qualitative research.
Addressing the politics of intercultural understanding in TESOL
Holliday, A. 2005. Addressing the politics of intercultural understanding in TESOL.
The dangers of native-speakerism and cultural chauvinism in TESOL
Holliday, A. 2004. The dangers of native-speakerism and cultural chauvinism in TESOL.
'Non-natives' and 'natives'
Holliday, A. 2004. 'Non-natives' and 'natives'.
Exploring the origins of culturism in TESOL [2]
Holliday, A. 2004. Exploring the origins of culturism in TESOL [2].
Teachers, texts and social worlds
Holliday, A. 2001. Teachers, texts and social worlds.
Submission, emergence and personal knowledge: new takes, and principles for validity in decentred qualitative research
Holliday, A. 2010. Submission, emergence and personal knowledge: new takes, and principles for validity in decentred qualitative research. in: Shamim, F. and Qureshi, R. (ed.) Perils, Pitfalls and Reflexivity in Qualitative Research in Education Karachi Oxford University Press Pakistan.
Analysing qualitative data
Holliday, A. 2010. Analysing qualitative data. in: Paltridge, B. and Phakiti, A. (ed.) Continuum Companion to Research Methods in Applied Linguistics London Continuum. pp. 98-110
Avoiding prejudice in dealing with cultural difference: a critical cosmopolitan approach
Holliday, A. 2009. Avoiding prejudice in dealing with cultural difference: a critical cosmopolitan approach. in: Ward, C. (ed.) Language Teaching in a Multilingual World: Challenges and Opportunities Singapore SEAMEO Regional Language Centre.
Interrogating the concept of stereotypes in intercultural communication
Holliday, A. 2009. Interrogating the concept of stereotypes in intercultural communication. in: Hunston, S. and Oakley, D. (ed.) Introducing Applied Linguistics: Concepts and Skills Abingdon Routledge. pp. 134-141
English as a lingua franca: “non-native speakers” and cosmopolitan realities
Holliday, A. 2009. English as a lingua franca: “non-native speakers” and cosmopolitan realities. in: Sharifian, F. (ed.) English as an International Language: Perspectives and Pedagogical Issues Bristol Multilingual Matters. pp. 21-33
What happens between people: who we are and what we do
Holliday, A. 2005. What happens between people: who we are and what we do. in: Gieve, S. and Miller, I. (ed.) Understanding the Language Classroom Basingstoke Palgrave Macmillan. pp. 47-63
Teachers’ and students’ lessons
Holliday, A. 2002. Teachers’ and students’ lessons. in: Zamel, V. and Spack, R. (ed.) Enriching ESOL Pedagogy: Readings and Activities for Engagement, Reflection, and Inquiry New York Lawrence Erlbaum. pp. 17-34
New concepts, new relationships
Holliday, A. 2001. New concepts, new relationships.
Finding social autonomy
Holliday, A. 2001. Finding social autonomy. in: Bodycott, P. and Crew, V. (ed.) Language and cultural immersion: perspectives on short term study and residence abroad Hong Kong Hong Kong Institute of Education.
Culture as constraint or resource
Holliday, A. 2001. Culture as constraint or resource. in: Gray, K., Ansell, M., Cardew, S. and Leedham, M. (ed.) The Japanese Learner: Context, Culture and Classroom Practice Oxford Oxford University Press.
Achieving cultural continuity in curriculum innovation: dealing with dominant discourses
Holliday, A. 2001. Achieving cultural continuity in curriculum innovation: dealing with dominant discourses. in: Hall, D. and Hewings, A. (ed.) Innovation in English Language Teaching: A Reader London Routledge. pp. 169-176
Exploring other worlds: escaping linguistic parochialism
Holliday, A. 2000. Exploring other worlds: escaping linguistic parochialism. in: Davison, J. and Moss, J. (ed.) Issues in English Teaching London Routledge. pp. 131-147
Cultural descriptions as political cultural acts: an exploration
Holliday, A. 2010. Cultural descriptions as political cultural acts: an exploration. Language and Intercultural Communication. 10 (3), pp. 259-272. https://doi.org/10.1080/14708470903348572
Complexity in cultural identity
Holliday, A. 2010. Complexity in cultural identity. Language and Intercultural Communication. 10 (2), pp. 165-177. https://doi.org/10.1080/14708470903267384
Native-speakerism
Holliday, A. 2006. Native-speakerism. ELT Journal. 60 (4), pp. 385-387. https://doi.org/10.1093/elt/ccl030
Issues of validity in progressive paradigms of qualitative research
Holliday, A. 2004. Issues of validity in progressive paradigms of qualitative research. TESOL Quarterly. 38 (4), pp. 731-734.
Distinguishing the voices of researchers and the people they research in writing qualitative research
Holliday, A. 2002. Distinguishing the voices of researchers and the people they research in writing qualitative research. in: Spelman Miller, K. and Thompson, P. (ed.) Unity and Diversity in Language Use London BAAL and Continuum. pp. 125-137
Appropriate methodology in using materials: ideology and artefact
Holliday, A. 2001. Appropriate methodology in using materials: ideology and artefact. Folio: Journal of The Materials Development Association. 6 (2), pp. 4-8.
Small cultures
Holliday, A. 1999. Small cultures. Applied Linguistics. 20 (2), pp. 237-264. https://doi.org/10.1093/applin/20.2.237
Intercultural communication: an advanced resource book for students
Holliday, A., Kullman, J. and Hyde, M. 2010. Intercultural communication: an advanced resource book for students. London Routledge.
Discourse skills in English: a coursebook for students of science and technology
Holliday, A., Jacob, G. and Narkar, M. 1999. Discourse skills in English: a coursebook for students of science and technology. Mumbai Frank Bros. and Co..
Appropriate methodology and social context
Holliday, A. 1994. Appropriate methodology and social context. Cambridge Cambridge University Press.
Response to ELT and the spirit of the times
Holliday, A. 2007. Response to ELT and the spirit of the times. ELT Journal. 61 (4), pp. 360-366. https://doi.org/10.1093/elt/ccm054
Standards of English and politics of inclusion
Holliday, A. 2008. Standards of English and politics of inclusion. Language Teaching. 41 (1), pp. 119-130. https://doi.org/10.1017/S0261444807004776
The role of culture in English language education: key challenges
Holliday, A. 2009. The role of culture in English language education: key challenges. Language and Intercultural Communication. 9 (3), pp. 144-155. https://doi.org/10.1080/14708470902748814
How is it possible to write?
Holliday, A. 2005. How is it possible to write? Journal of Language, Identity & Education. 4 (4), pp. 304-309. https://doi.org/10.1207/s15327701jlie0404_6
Japanese fragments: an exploration in cultural perception and duality
Holliday, A. 2002. Japanese fragments: an exploration in cultural perception and duality. Asia Pacific Journal of Language in Education. 5 (1), pp. 1-28.
The value of reconstruction in revealing hidden or counter cultures
Holliday, A. 2004. The value of reconstruction in revealing hidden or counter cultures. Journal of Applied Linguistics. 1 (3), pp. 273-294. https://doi.org/10.1558/japl.2004.1.3.275
Doing and writing qualitative research
Holliday, A. 2007. Doing and writing qualitative research. SAGE.
The struggle to teach English as an international language
Holliday, A. 2005. The struggle to teach English as an international language. Oxford University Press.
Social and cultural perspectives
Franson, C. and Holliday, A. 2009. Social and cultural perspectives. in: Richards, J. and Burns, A. (ed.) The Cambridge Guide to Second Language Teacher Education Cambridge University Press. pp. 40-46
The denial of ideology in perceptions of "non-native speaker" teachers
Holliday, A. and Aboshiha, P. 2009. The denial of ideology in perceptions of "non-native speaker" teachers. TESOL Quarterly. 43 (4), pp. 669-689.
Tissue rejection and informal orders in ELT projects: collecting the right information
Holliday, A. 1992. Tissue rejection and informal orders in ELT projects: collecting the right information. Applied Linguistics. 13 (4), pp. 403-424. https://doi.org/10.1093/applin/13.4.403
The dangers of matrix thinking in international curriculum project design
Holliday, A. 2007. The dangers of matrix thinking in international curriculum project design. in: Coleman, H. (ed.) Language and Development: Africa and Beyond, Proceedings of the 7th International Language and Development Conference Addis Ababa British Council. pp. 130-137
Assessing language needs within an institutional context: An ethnographic approach
Holliday, A. 1995. Assessing language needs within an institutional context: An ethnographic approach. English for Specific Purposes. 14 (2), pp. 115-126. https://doi.org/10.1016/0889-4906(95)00006-D