This book critiques models of intercultural competence, whilst suggesting examples of specific alternative approaches that will successfully foster intercultural competence in teacher education.
Bringing together diverse perspectives from teacher educators and student teachers, this volume discusses the need to move beyond essentialism, culturalism and assumptions about an us versus them perspective and recognises that multiple identities of an individual are negotiated in interaction with others. Intercultural Competence in the Work of Teachers is divided into four sections: critiquing intercultural competence in teacher education; exploring critical intercultural competences in teacher education; reflexivity and intercultural competence in teacher education; and indigeneity and intercultural competence in teacher education, providing a methodological approach through which to explore this critical framework further.
This book is ideal for teacher educators or academics of education specialising in global education who are looking to explore alternative perspectives towards intercultural competence and wish to gain an insight into the ways it can be utilised in a more effective and productive manner.
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viii | |
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PART I Critiquing Intercultural Competence in teacher education |
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1 | (72) |
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1 Going forward with Intercultural Competence (IC) in teacher education and training: beyond the `walls built by ghosts'? |
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3 | (14) |
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2 Looking for Intercultural Competences in language teacher education in Australia and Finland |
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17 | (25) |
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3 `I with an[ other]', otherness and discourse: reconstructing `democracy' through intercultural education? |
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42 | (15) |
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4 Creating and combining models of Intercultural Competence for teacher education/training: on the need to rethink IC frequently |
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57 | (16) |
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PART II Exploring critical Intercultural Competences in teacher education |
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73 | (64) |
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5 From cultural visits to intercultural learning: experiences of North-South-South collaboration |
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75 | (16) |
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6 Constructing critical Intercultural Competence and appreciation of diversity: the case of exchange student teachers in Finland |
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91 | (17) |
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7 Intercultural ethics in education |
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108 | (17) |
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8 Building Cultural Competence in initial teacher education through international service-learning |
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125 | (12) |
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PART III Reflexivity and Intercultural Competence in teacher education |
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137 | (80) |
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9 Two teacher educators `re-thinking' practice: intercultural competences in teacher education pedagogy |
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139 | (18) |
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10 Leading international teaching experiences: negotiating tensions, contradictions and discontinuities |
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157 | (18) |
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11 International student teachers as intercultural experts? |
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175 | (22) |
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12 Understanding diversity through collaboration and dialogue: teacher education students learning from their peers |
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197 | (20) |
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PART IV Indigeneity and Intercultural Competence in teacher education |
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217 | (60) |
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13 Ways of getting to know: international mobility and Indigenous education |
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219 | (18) |
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14 Fostering Indigenous intercultural ability during and beyond initial teacher education |
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237 | (18) |
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15 Exploring the limits of transformative potential: teacher intercultural competences in an Indigenous language education project |
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255 | (16) |
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16 Afterword: urging the post-intercultural disruption forward |
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271 | (6) |
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| Index |
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277 | |
Fred Dervin is Professor of Multicultural Education at the University of Helsinki, Finland.
Robyn Moloney is an Honorary Senior Lecturer in Educational Studies, Macquarie University, Australia, and a consultant in teacher development.
Ashley Simpson is Assistant Professor at the School of Foreign Studies, Shanghai University of Finance and Economics.
