1st Edition
The Routledge Companion to Intercultural Teacher Education
Chapter 1. Introduction: Interculturality and teacher preparation
Fred Dervin and Danièle Moore
Section I: Contextualising intercultural teacher education
Chapter 2. Intercultural teacher education and training for the diversity of Australian schooling
Lesley Harbon and Robyn Moloney
Chapter 3. Intercultural education as an answer to racism and discrimination? An analysis of Finnish teacher education curricula
Jaana Pesonen and Heidi Layne
Chapter 4. Sociohistorically localizing interculturality: Plurilingual engagement with ‘foreign culture’ in language teacher education in Japan
Daniel Roy Pearce and Mayo Oyama
Chapter 5. Making sense of and operationalising local knowledge in Chinese Minzu teacher education
Xinyang Liu
Chapter 6. Turkish in the corridor, French in the classroom. Critical multilingual awareness within intercultural teacher education
Andrea S. Young
Section II: Pedagogical approaches and teacher development
Chapter 7. Navigating dichotomies in teacher education: Interculturality as a zone of reflection for student teachers
Vander Tavares
Chapter 8. Integrating and assessing transformative learning in intercultural teacher education
Roxanna Senyshyn
Chapter 9. Interculturality in practice: Creating spaces for risk-taking in (and beyond) the classroom
Sarah E. Dietrich
Chapter 10. Fostering reflexivity on diversity in teacher education through classroom observation dialogues
Jasmin Peskoller
Chapter 11. Interculturality and simplexity in an Australia-Sweden early childhood teacher student exchange
Andreas Jacobsson, Valerie Margrain and Mary-Rose McLaren
Section III: Foundational theories and critical frameworks
Chapter 12. A social psychology approach to intercultural teacher education: Identifying core beliefs and orientations
Inkeri Rissanen and Meri Häärä
Chapter 13. Beyond the essentialist/non-essentialist divide: Revisiting the ethical and methodological terrain in intercultural language teacher education research
Yvette Yitong Wang and Troy McConachy
Chapter 14. Intercultural teacher education in/about the Global South(s)
Hamza R’boul and El Mehdi Bellaarabi
Chapter 15. Making space for indigenous voices in French-speaking schools: Decolonizing teachers’ education in the Western Canadian context
Eva Lemaire
Chapter 16. Intercultural music teacher education as political education
Heidi Westerlund and Danielle Shannon Treacy
Chapter 17. Integrating and combining translanguaging and interculturality in/for teacher education
Beñat Etxeberria Illarregi and Fred Dervin
Section IV: Innovative methods, resources and assessment
Chapter 18. Foreign language textbooks as sites of intercultural engagement: Critical perspectives from teacher education
Mélodine Sommier and Anssi Roiha
Chapter 19. Assessing Intercultural Competence (IC) in the Italian school system: Challenges and possibilities for teacher education
Marta Milani, Elena Guerra and Nicoletta Apolito
Chapter 20. Developing language teachers’ intercultural competence: A critical analysis of the inclusion of Linguistic Landscapes in teacher education programs
Mónica Lourenço and Sílvia Melo-Pfeifer
Chapter 21. Dismantling the majority gaze: Student teachers’ intercultural experiences with museum collaborations in teacher education
Thor-André Skrefsrud
Chapter 22. AI and interculturality within/for teacher education
Ning Chen and Fred Dervin
Chapter 23. A critical intercultural vision for teacher education
Danièle Moore and Fred Dervin
Biography
Fred Dervin is a world-renowned interculturalist who has made a strong impact on Intercultural Communication Education and Research over the past 25 years. A Full Professor and PhD supervisor at the University of Helsinki (Finland), Dervin proposes original and refreshing approaches to understanding the politics of global interactions by challenging conventional paradigms and blending interdisciplinary insights.
Danièle Moore is a Distinguished Professor of Education at Simon Fraser University (Canada), located on the unceded territories xʷməθkwəy̓əm, Sḵwx̱wú7mesh Úxwumixw, səlil̓wətaɬ and kʷikʷəƛ̓əm Nations of the Coast Salish peoples and Research Director at Sorbonne University (France). Her work examines plurilingualism, endangered languages, diasporas, language policy and plurilingual education, with particular attention to teacher education.
