Going forward with Intercultural Competence (IC) in teacher education and training

Dervin, Fred; Moloney, Robyn; Simpson, Ashley

doi:10.4324/9780429401022-2

Cited by 15 publications

(16 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Teaching alongside or together with peers brings to the fore many learnings that otherwise might remain unnoticed or unattended to, generating an “ awareness of competence,” both one’s own and that of others (Brøske-Danielsen, 2013, p. 310, emphasis added). An important aspect of developing such awareness, or intercultural cocompetence (Dervin et al, 2020), is the opportunity that teaching in a group or team provides for seeing oneself mirrored in the actions of other student teachers. As part of the process of learning to collaborate and build partnerships in unfamiliar conditions, student teachers are also required to regulate their own participation in group settings to allow for the varying competences in the group to be engaged and further developed.…”

Section: Resultsmentioning

confidence: 99%

Interrogating intercultural competence through a “pedagogy of interruption”: A metasynthesis of intercultural outreach projects in music teacher education

Westerlund

Kallio

Karlsen

2021

Research Studies in Music Education

View full text Add to dashboard Cite

Highlighting the need for teacher education programs to respond to rapidly diversifying societies, this article reports a qualitative metasynthesis of intercultural outreach projects in music teacher education, conceptualizing these projects as a “pedagogy of interruption.” Results show that such outreach projects interrupt the individualistic frame of music teacher education, the known difference, the logic of teaching, and the understanding of what intercultural teacher competence is, rather moving toward letting the context teach. The complex relational work involved in intercultural outreach projects can be seen to establish spaces for framing learning within professional self-reflexivity, embracing uncertainty and trusting relational becomings through an investment in the political and moral aspects of teacher education and intercultural theorization. The article argues that intercultural outreach projects and theorization can be taken as a healthy test for contemporary music teacher education to rethink what competence and its own education is for in the 21st Century.

show abstract

Section: Resultsmentioning

confidence: 99%

Interrogating intercultural competence through a “pedagogy of interruption”: A metasynthesis of intercultural outreach projects in music teacher education

Westerlund

Kallio

Karlsen

2021

Research Studies in Music Education

View full text Add to dashboard Cite

show abstract

“…While this approach has several strengths, critical scholars have raised concerns about White, Western centrism reflected in the map's structure and terminology (e.g., Dervin et al, 2020). Dervin et al (2020) note that the cultural groupings essentialize the people within each country in ways that recreate colonialist discourses. However, we consider it an appropriate analytical tool for the purposes of this study, and the essentialism critique is mitigated by our ability to analyze both within and between culture variability.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

“…Finally, we used the Inglehart-Welzel cultural map to group nations into cultures. While this approach has several strengths, critical scholars have raised concerns about White, Western centrism reflected in the map's structure and terminology (e.g., Dervin et al, 2020). Dervin et al (2020) note that the cultural groupings essentialize the people within each country in ways that recreate colonialist discourses.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

Belief in Luck and Precognition Around the World

Harris

Milfont

Hornsey

2022

Journal of Cross-Cultural Psychology

View full text Add to dashboard Cite

Although magical beliefs (such as belief in luck and precognition) are presumably universal, the extent to which such beliefs are embraced likely varies across cultures. We assessed the effect of culture on luck and precognition beliefs in two large-scale multinational studies (Study 1: k = 16, N = 17,664; Study 2: k = 25, N = 4,024). Over and above the effects of demographic factors, culture was a significant predictor of luck and precognition beliefs in both studies. Indeed, when culture was added to demographic models, the variance accounted for in luck and precognition beliefs approximately doubled. Belief in luck and precognition was highest in Latvia and Russia (Study 1) and South Asia (Study 2), and lowest in Protestant Europe (Studies 1 and 2). Thus, beyond the effects of age, gender, education, and religiosity, culture is a significant factor in explaining variance in people’s belief in luck and precognition. Follow-up analyses found a relatively consistent effect of socio-economic development, such that belief in luck and precognition were more prevalent in countries with lower scores on the Human Development Index. There was also some evidence that these beliefs were stronger in more collectivist cultures, but this effect was inconsistent. We discuss the possibility that there are culturally specific historical factors that contribute to relative openness to such beliefs in Russia, Latvia, and South Asia.

show abstract

“…In the domain of practice, academic courses developed for enhancing students' intercultural skills have been on the increase (Collins, 2018;Zotzman, 2011). In recent years, there has been some detailed critical work regarding the 'intercultural' concept (e.g., Dervin et al, 2020;Ferri, 2018;Holmes et al, 2022;López-Rocha, 2021;R'boul, 2022). However, the term 'interculturality' (used hereafter as its noun form) has still been employed by many as a hollow buzzword for its instrumental value (e.g., Bassani & Buchem, 2019;Collins, 2018;De Hei et al, 2020;Liang & Schartner, 2022).…”

Section: Introductionmentioning

confidence: 99%

Negotiating interculturality in internationalising higher education: a multi-voiced exploration

Zhou

Penman

et al. 2023

JPHE

View full text Add to dashboard Cite

In this article, we examine an oft-observed ‘interaction problem’ in the internationalising classroom for adding some reflections on universities’ internationalisation-interculturality praxis. Drawing on existing research and examples, we scrutinise the ‘path’ (multicultural interaction) and the ‘goal’ (intercultural learning) entailed in the ‘problem’ through the theoretical lenses of dialogicality, space and boundary. Our exploration suggests that the ‘interaction problem’ is possibly rooted in educators’ discursive construction and runs the risk of promoting an interculturality premised on closure. Students’ experiences show that they may indeed engage with organic processes of intercultural learning whilst interacting with cultural Others, but the knowledge they consciously take away may remain confined to givens. For intercultural learning to be transformative, we suggest that it is crucial for educators to recognise themselves as intercultural actors (rather than experts) and reflexively engage with situated knowledge about interculturality emerging from local practices.

show abstract

Going forward with Intercultural Competence (IC) in teacher education and training

Cited by 15 publications

References 8 publications

Interrogating intercultural competence through a “pedagogy of interruption”: A metasynthesis of intercultural outreach projects in music teacher education

Interrogating intercultural competence through a “pedagogy of interruption”: A metasynthesis of intercultural outreach projects in music teacher education

Belief in Luck and Precognition Around the World

Negotiating interculturality in internationalising higher education: a multi-voiced exploration

Contact Info

Product

Resources

About