Entry requirements

Entry requirements at least 120 credits within a professional degree programme in education (teacher education).

Main field

No main field of study

Progression level in relation to degree requirements

No mainfield.

Course contents

The course addresses Global English in relation to interculturality and global citizenship education in a contemporary context characterised by migration, increasing diversity, and global societal challenges. In this context, issues of identity, belonging, power, and inclusion in education are foregrounded.

The course examines migration, diversity, and ambiguity from the perspective of critical interculturality as both an analytical and didactic framework. Furthermore, it explores how English as a school subject can contribute to the development of students’ intercultural competence, as well as their capacity for critical reflection and participation as global citizens.

Through the analysis of film, literature, and various forms of media, including news media, the course addresses how narratives and representations of culture, identity, conflict, mobility, and difference are constructed, reproduced, and challenged. The course also highlights how these resources can be used in teaching to promote dialogue, critical awareness, and an ethical stance.

In addition, the course examines how teaching can be designed based on dialogic and relational pedagogies, with the aim of supporting students’ development as active and reflective participants in a pluralistic and global society.

Learning outcomes

Upon completion of the course, students will be able to:

1. account for and apply key concepts in critical interculturality and global citizenship education,
2. analyse and critically examine representations of migration, identity, and belonging in cultural and media texts,
3. apply critical interculturality in the analysis of texts in educational contexts,
4. design and justify pedagogical approaches that promote dialogue, tolerance of ambiguity, and critical understanding.

Learning activities

The course is based on a variety of teaching and learning methods, including lectures, seminars, and workshops.

Assessment

The course is assessed through an individual reflective portfolio comprising written, oral, and digital components.

The grading criteria will be communicated by the course coordinator at the start of the course.

For all forms of assessment, the basis for assessment must be such that individual performance can be distinguished.

Course literature and other study materials

Benedict, Helen (2022). Map of Hope and Sorrow: Stories of Refugees Trapped in Greece. Boston: Beacon Press. 280 p.

Dervin, Fred (2025). Critical interculturality in language learning: Plurilingualism for problematizing and enriching the notion. I: The Handbook of Plurilingual and Intercultural Language Learning, s. 59–69. 11 p.

El Hosaini, Sally (regi) (2022). The Swimmers. 134 min.

Garrone, Matteo (regi) (2023). Io Capitano (Me Captain). 121 min.

hooks, bell (1994). Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge. 216 p.

Lavrysh, Yuliia, Lytovchenko, Iryna, Lukianenko, Viktoriia & Golub, Tetiana (2025). Teaching during the wartime: Experience from Ukraine. Educational Philosophy and Theory, 57(3), s. 197–204. 8 p.

Mann, Manjeet (2021). The Crossing. London: Penguin. 384 p.

Pashby, Karen. (2018). Global citizenship education as a UNESCO key theme: More of the same or opportunities for thinking ‘otherwise’?. In Global citizenship, common wealth and uncommon citizenships (pp. 159-173). Brill.

Shanks, Kelsey (2025). Why teaching peace isn’t enough: Rethinking the role of education in post-conflict recovery. British Educational Research Association (BERA). ca 5 p.

Stein, Sharon, & Andreotti, Vanessa. (2021). Global citizenship otherwise. In Conversations on global citizenship education (pp. 13-36). Routledge.

Voice of America (2024). The Unseen Costs of TikTok Migration. ca 20 min.

In addition, approximately 200 pages of academic articles, fiction, film, and news media will be assigned in accordance with the instructor’s guidelines.

Course evaluation

Malmö University provides students who participate in, or who have completed a course, with the opportunity to express their opinions and describe their experiences of the course by completing a course evaluation administered by the University. The University will compile and summarise the results of course evaluations. The University will also inform participants of the results and any decisions relating to measures taken in response to the course evaluations. The results will be made available to the students (HF 1:14).

Interim rules

If a course is no longer offered, or has undergone significant changes, the students must be offered two opportunities for re-examination based on the syllabus that applied at the time of registration, for a period of one year after the changes have been implemented. The syllabus is a translation of a Swedish source text.

Additional information

If a student has a Learning support decision, the examiner has the right to provide the student with an adapted test, or to allow the student to take the exam in a different format. The syllabus is a translation of a Swedish source text.