CERES Briefing No. 1
Voices from the British Studies Classroom
Dr. Maria Dasli has written a new briefing paper for CERES which explores the culture learning processes of international students attending a credit-bearing British Studies module in part completion of a foundation/access programme in the UK. It draws on three sets of in-depth student interviews and 15 classroom observations used to triangulate findings to reveal that the module presents partial representations of Britishness through discussion of factual information that neglects the affective dimension of learning. From this, students are seen to construct generalisations about the host culture which the module fails to address despite claims to the development of intercultural competence.
Download the briefing CERES Briefing No. 1