Interculturality in Education

Dervin, Fred

doi:10.1057/978-1-137-54544-2

Cited by 218 publications

(98 citation statements)

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“…Actually, many of the observed elements in the Thoughts and Virtues textbooks for Chinese basic education share similarities with individual and legal discourses of democracy in other parts of the world. This is an important point: under the seemingly different, similarities often hide (Dervin, 2016). This article remained at the level of discourses found in textbooks and does not aim to generalise a certain understanding of democracy in China.…”

Section: Discussionmentioning

confidence: 99%

“…A form of critical and reflexive interculturality that goes beyond mere differentialism, essentialism and ethnocentrism is needed more than ever (Holliday, 2010;Dervin, 2016). We strongly believe that the "West" could learn with the "Dragon," should it be willing to (and vice-versa).…”

Section: Discussionmentioning

confidence: 99%

“…How is it problematised? Although we do not intend to compare to how democracy is discussed in other educational contexts, we will note potential similarities as is recommended by the critical and reflexive perspective on interculturality that we follow (Dervin, 2016). Our goal is first to problematize the idea of democracy from critical and reflexive intercultural perspectives.…”

Section: Introductionmentioning

confidence: 99%

“…As we only look at discourses in the textbooks (which might reveal shared ideologies about democracy), and not at the reality of what is happening in classrooms and beyond, we do not claim to generalise for Chinese students, China and the Chinese in general -which would be contradictory to our intercultural perspective. Both the selection and analysis of the data were inspired by a specific form of discourse analysis called dialogism (Dervin, 2016). This method allows researchers to examine marks of (inter)subjectivity in the construction of an object of discourse (here: democracy).…”

Section: Introductionmentioning

confidence: 99%

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Interculturality in a different light: Modesty towards democracy in education?

Li¹,

Dervin²

2018

ICE

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This article problematizes interculturality in relation to how the notion of democracy is constructed, especially in education. Discourses of democracy have become more central in "interculturalspeak" (a somewhat uncritical approach to intercultural matters), especially after the mass arrival of asylum seekers and the spread of terrorism around the world. The authors challenge the often Western-centric considerations of the Other's democracy, through a close reading of a Chinese textbook. China seems to represent the Other par excellence when democracy is discussed. The article does not decide "subjectively" which country is better than others at "doing" democracy, especially in education. Neither do the authors wish to accuse anyone of "doing" it wrongly. What is demonstrated is that the topic of "democracy" is indeed found in China's secondary school textbooks. The following questions are asked: Which topics are covered? How is democracy problematized explicitly/implicitly? What potential similarities are to be found with the "Western" understanding of democracy? This rare insight into discourses of democracy (the changing self; relations between self-other; citizenship, rights, duties in the textbooks) from China proposes to rethink how we see self-other in intercultural terms, to develop more intercultural modesty and to learn with each other rather than against or merely from the other.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Interculturality in a different light: Modesty towards democracy in education?

Li¹,

Dervin²

2018

ICE

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“…Here, I like the definition provided by Dervin (2016). It is purposefully tentative in the same way that my grammar of culture is purposefully messy and difficult to understand -because nothing about the intercultural can be or should be defined too closely.…”

Section: Interculturality Social Imagination Third Spaces and Cultmentioning

confidence: 95%

Designing a course in intercultural education

Holliday

2018

ICE

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There are a number of principles to be considered in the design of intercultural education courses. The existing intercultural experience that participants have built from early childhood must be recognised as a major resource. Interculturality is a reflexive awareness of Self and Other in a crossing of boundaries which resonates with C. Wright Mill's "sociological imagination." A critical cosmopolitan notion of the third space concept is employed as an open rather than an intermediary space-a creatively investigative space which enables us to work on finding ourselves as new and even more enriched selves across boundaries, and where all of us are hybrid. The focus should be on self among others rather than the nature of difference between national or other large cultures. This resonates with the radical agenda of cultural studies, where there is critical intervention against structures of prejudice, with particular attention to countering what I refer to as powerful essentialist West as steward and "West versus the rest" discourses of culture. There is therefore a postmodern and constructivist interrogation of ideological constructions of the intercultural that commonly push the recognition of important cultural realities to the margins. These principles are applied along with the need to learn how to avoid essentialist blocks and choose threads from our personal cultural trajectories that draw us together. The paper concludes with suggestions for intercultural education events that apply these principles. This is written in the inclusive third person to signal a final principle that intercultural educators are joining with their participants in working out their own interculturality.

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Defining and preparing for diversity teacherhood—Chinese Minzu (“ethnic”) teacher education as an example

Chen,

Dervin

2023

Future in Educational Research

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This qualitative study examines how teacher educators in Northwest China conceive of teacherhood and teacher preparation for working with diverse “Minzu” (“ethnic”) students. Based on multiple dataset collected among teacher educators, findings reveal that Minzu teacherhood was polysemic and complex. In their descriptions of how they prepare preservice teachers, the teacher educators presented, for example, aspects of learning to respect students, learning to remove prejudice, and focusing on individuality. These elements show some similarities between Minzu teacher education and, for example, (“Western”) multicultural/intercultural (teacher) education. However, because of the socioeconomic–political specificities of the Chinese context, many elements differed. There are clear signs that effective and consistent measures have been invested in and developed by the teacher educators. The authors argue that global scholarship on diversity in teacher education could be inspired by Chinese Minzu teacher education.

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Interculturality in Education

Cited by 218 publications

References 0 publications

Interculturality in a different light: Modesty towards democracy in education?

Interculturality in a different light: Modesty towards democracy in education?

Designing a course in intercultural education

Defining and preparing for diversity teacherhood—Chinese Minzu (“ethnic”) teacher education as an example

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