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.
Edited by:
Fred Dervin,
Robyn Moloney,
Ashley Simpson
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions:
Height: 234mm,
Width: 156mm,
Weight: 553g
ISBN: 9780367002381
ISBN 10: 0367002388
Series: Routledge Research in Teacher Education
Pages: 284
Publication Date: 16 April 2020
Audience:
College/higher education
,
Primary
Format: Hardback
Publisher's Status: Active
PART I. CRITIQUING INTERCULTURAL COMPETENCE IN TEACHER EDUCATION Chapter 1: Going forward with Intercultural Competence (IC) in teacher education and training: Beyond the ‘walls built by ghosts’? Fred Dervin, Robyn Moloney and Ashley Simpson Chapter 2: Looking for Intercultural Competences language teacher education in Australia and Finland Robyn Moloney, Maria Lobytsyna and Josephine Moate Chapter 3: ‘I with an[other]’, otherness and discourse: Reconstructing ‘democracy’ through intercultural education Ashley Simpson Chapter 4: Creating and combining models of intercultural competence for teacher education/training: On the need to rethink IC frequently Fred Dervin PART II. EXPLORING CRITICAL INTERCULTURAL COMPETENCES IN TEACHER EDUCATION Chapter 5: From cultural visits to intercultural learning: Experiences of North–South–South collaboration Hanna Posti-Ahokas, Hille Janhonen-Abruquah and Christine Adu-Yeboah Chapter 6: Constructing critical Intercultural Competence and appreciation of diversity: the case of exchange student teachers in Finland Martina Paatela-Nieminen Chapter 7: Intercultural ethics in education Tuija Itkonen Chapter 8: Building Cultural Competence in initial teacher education through international service-learning Sean Kearney and Julie Maakrrun PART III. REFLEXIVITY AND INTERCULTURAL COMPETENCE IN TEACHER EDUCATION Chapter 9: Two teacher educators 're-thinking' practice: intercultural compentences in teacher education pedagogy Robyn Maloney and Tuija Turunen Chapter 10: Leading international teaching experiences: Negotiating tensions, contradictions and discontinuities Jae Major, Jennifer Munday and Matthew Winslade Chapter 11: International student teachers as intercultural experts? Kaisa Hahl and Pia-Maria Niemi Chapter 12: Understanding diversity through collaboration and dialogue: teacher education students learning from their peers Neil Harrison PART IV. INDIGENEITY AND INTERCULTURAL COMPETENCE IN TEACHER EDUCATION Chapter 13: Ways of getting to know: International mobility and Indigenous education John Buchanan and Meeri Hellsten Chapter 14: Fostering Indigenous intercultural ability during and beyond initial teacher education Susan Page, Leanne Holt and Katrina Thorpe Chapter 15: Exploring the limits of transformative potential: Teacher intercultural competences in an Indigenous language education project Mercurius Goldstein Chapter 16: Afterword Lesley Harbon
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.
