Introduction: Towards the Simultaneity of Intercultural Competence

Dervin, Fred; Gross, Zehavit

doi:10.1057/978-1-137-58733-6_1

Cited by 27 publications

(33 citation statements)

References 5 publications

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“…In other words, when carelessly wielded, criticism may become an oppressive teaching practice. Dervin and Gross (2016) share a relevant viewpoint that is worth highlighting to our students and embracing in our teaching: failure is a natural part of life. There may be episodes in our unfolding interactions where we simply cannot meet the 'noble objectives' (p. 5) of non-essentialism, no matter how hard we try.…”

Section: Navigating Pedagogical Contradictions: Between Addressing Social Injustice and Being Inclusivementioning

confidence: 99%

From ‘intercultural-washing’ to meaningful intercultural education: Revisiting higher education practice

Sommier

Lahti

Roiha

2021

JPHE

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This is the first special issue that JPHE hosts—and could there be a more suitable forum for an issue dedicated to exploring and encouraging a critical dialogue around transformative intercultural communication teaching practices in higher education (HE)? What has led us to engage with the theme of making intercultural education meaningful is a shared observation that there seems to be an increasing disconnect between recent developments in intercultural communication theory and practice. With so much critique published over the years, we are perplexed as to why traditional notions of culture still prevail not only in mainstream intercultural communication research but also in institutional discourses in HE and in popular discourses as articulated by the people who sit—or have once sat—in our classrooms. In this editorial and Special Issue, we approach intercultural communication from a critical angle, akin to the theorization of interculturality as a discursive and contingent, unstable and contradictory, political and ideological construct. We are thrilled to see this approach gain ground in the field of intercultural communication. However, at the same time, we are worried that the terrain of intercultural communication teaching across HE settings has become quite unruly and is characterized by pedagogical solutions that do not have a stable connection to state-of-the-art theory, and that might lead to naive, simplistic, and essentialist understandings of ‘culture’ and ‘the other’.......

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Section: Navigating Pedagogical Contradictions: Between Addressing Social Injustice and Being Inclusivementioning

confidence: 99%

From ‘intercultural-washing’ to meaningful intercultural education: Revisiting higher education practice

Sommier

Lahti

Roiha

2021

JPHE

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“…Students and teachers may have a narrow and problematic understanding of intercultural competence, which is still often understood as the ability to understand cultural differences, communicate effectively in cross-cultural situations, and to behave appropriately in a variety of cultural contexts (e.g., Bennett & Bennett, 2004). This kind of approach to intercultural competence can be ethnocentric and essentialist, and lack reflexivity (Dervin & Gross, 2016). From the perspective of social justice and equity, intercultural competence (in education) should focus on recognising, critically reflecting on, and addressing unequal attitudes, procedures, and practices (Jokikokko, 2016).…”

Section: Interpersonal Barriersmentioning

confidence: 99%

“…From the perspective of social justice and equity, intercultural competence (in education) should focus on recognising, critically reflecting on, and addressing unequal attitudes, procedures, and practices (Jokikokko, 2016). Furthermore, intercultural competence should help us to question and reflect on our own assumptions and beliefs about the world and the other (Dervin & Gross, 2016). Both students and staff may have limited understanding of specific intersecting structural inequalities (such as ethnicity plus sexuality plus gender plus language), which may advantage or disadvantage individual students in a learning community (Nichols & Stahl, 2019).…”

Section: Interpersonal Barriersmentioning

confidence: 99%

Challenges and possibilities for creating genuinely intercultural higher education learning communities

Jokikokko

2021

JPHE

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This article synthesises and analyses the existing research and literature that has discussed the challenges and possibilities of providing intercultural learning environments for diverse students in the context of higher education. A genuinely intercultural learning community provides equitable learning possibilities for all, is characterised by social justice, and allows all participants to feel a strong sense of belonging. Based on this review, the main challenges in creating equitable learning communities in higher education relate to institutional barriers, such as institutional racism and discrimination, monolingual higher education policies, and neoliberal educational agendas that contradict the principles of social justice. Interpersonal challenges (such as lack of intercultural competence) also exist, as do challenges related to acknowledging intercultural perspectives in curricula and pedagogy. The conditions that the existing literature suggests will create genuinely intercultural learning communities include rethinking the strategies, policies, and curricula of higher education institutions; supporting students’ and staff’s intercultural competences; and developing pedagogical approaches for acknowledging social justice and diverse learners. Based on the literature reviewed for this article, it is obvious that there are no easy tricks that can ‘fix’ the situation and create genuinely intercultural learning communities, but intercultural approaches and aspects ......

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“…While not accepting nihilism, we acknowledge that our own institutional practices are already complex, and this complexity may hide the complexity of the other from our vision. Indeed, according to Dervin and Gross (2016), "we can only reach a practical simplification of intercultural phenomena" (5), and we need to accept and recognize that (6):…”

Section: Developing the Frames For Understanding The Complexity Of Reflexivity In Knowledge-building Communitiesmentioning

confidence: 99%

Knowledge Production Beyond Local and National Blindspots: Remedying Professional Ocularcentrism of Diversity in Music Teacher Education

Westerlund¹,

Karlsen²

2017

ACT

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In this article, we argue that mainstream discourses of diversity in music education are ocularcentric; that is, they provide a one-sided way of understanding diversity that has prevented music educators from seeing our biases. In remedying these local and national professional blindspots, we propose transnational knowledge production, which we explore through our own experiences in an ongoing research project aiming to co-develop intercultural music teacher education through institutional collaboration. We argue for a heterogenous, kaleidoscopic reflexivity towards diversity that takes into account the complexity of intercultural negotiation through knowledge production, including the ethico-political dimensions of such interactions. We believe such reflexivity to be one of the most important goals for music teacher education today.

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Introduction: Towards the Simultaneity of Intercultural Competence

Cited by 27 publications

References 5 publications

From ‘intercultural-washing’ to meaningful intercultural education: Revisiting higher education practice

From ‘intercultural-washing’ to meaningful intercultural education: Revisiting higher education practice

Challenges and possibilities for creating genuinely intercultural higher education learning communities

Knowledge Production Beyond Local and National Blindspots: Remedying Professional Ocularcentrism of Diversity in Music Teacher Education

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