Intercultural Competence in the Work of Teachers : Confronting Ideologies and Practices book cover
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Intercultural Competence in the Work of Teachers
Confronting Ideologies and Practices




ISBN 9780367002381
Published April 14, 2020 by Routledge
296 Pages 6 B/W Illustrations

 
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Book Description

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.

Table of Contents

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

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Editor(s)

Biography

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.