Reflection in intercultural learning: examining the international experience through a critical incident approach

McAllister, Lindy; Whiteford, Gail; Hill, Bob; Thomas, Noel; Fitzgerald, Maureen H.

doi:10.1080/14623940600837624

Cited by 78 publications

(62 citation statements)

References 10 publications

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“…Such displacement spaces can be uncomfortable and possibly paralysing, and evidence from previous studies suggests that apparently negative (uncomfortable) experiences can become positive if experienced within a safe, supportive environment that provides time for reflection and discussion (Garmon, 2005;McAllister et. al., 2006;Martin, 2007).…”

Section: Proposing a Way Forward: Study Visit Coursesmentioning

confidence: 99%

“…Graves, in considering materials produced through, for example, North-South partnerships observes that (2007) and Brock et al (2006) point out the need for facilitation or supervision during intercultural experiences. We wish to argue that without such facilitation, or mentoring, it is difficult for participants to critically engage in meta-reflection that will enable them to examine (and readjust) their beliefs, attitudes and dispositions (McAllister, et al, 2006). Indeed, Merryfield (2000) concluded that crucial to a 'decolonisation of the mind' (p.439) was time to reflect and support to deconstruct previously held assumptions about the world; something that was not facilitated for the headteachers in the Hutchings and Smart (2007) study, nor for students in the Hutchinson and Rea (2011) study.…”

Section: Teacher Development Through North-south Study Visitsmentioning

confidence: 99%

“…Finally, there is growing evidence that sufficient preparation and follow-up work on return from a study visit is vital (Fuller, 2007;McAllister et al, 2006).…”

Section: Teacher Development Through North-south Study Visitsmentioning

confidence: 99%

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Power and representation: A postcolonial reading of global partnerships and teacher development through North—South study visits

Martin

Griffiths

2012

British Educational Res J

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Power and representation: A postcolonial reading of global partnerships and teacher development through North-South study visits. AbstractThis paper critically analyses the neoliberal discourse informing global education policy and practice. We use postcolonial theory to deconstruct the contexts for global educational partnerships, highlighting how issues of power and representation are central to their development and the learning that takes place within them. Teacher development through North-South study visits is one way of challenging teachers' worldviews, but these are not always effective. We argue that study visit courses, where learning is facilitated by differently knowledgeable others, have the potential to be more effective, but only if the courses are underpinned by postcolonial theory and informed by socio-cultural pedagogy. The following notice was seen recently, displayed in a prominent position in one of a well-known chain of garden centres:We are trying to raise enough money to sent our old [name of garden centre] uniforms to Gambia. Many Gambians are very poor often dressed in little more than rags. Your generosity is much appreciated. Thank you.

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Section: Proposing a Way Forward: Study Visit Coursesmentioning

confidence: 99%

Section: Teacher Development Through North-south Study Visitsmentioning

confidence: 99%

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Power and representation: A postcolonial reading of global partnerships and teacher development through North—South study visits

Martin

Griffiths

2012

British Educational Res J

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“…This should contribute to develop an ability to analyse and find answers to what Spradley and McCurdy (1972) define as "cultural scenes", and Turner (1974) labels everyday life "social dramas". Such an answer should be an exercise in meaning making and such meaning should be meaningful for all involved actors (McAllister, Whiteford, Hill, Thomas, & Fitzgerald, 2006). In order to explore such "possible worlds" (Sclavi, 2003) it seems necessary to implement a self-reflecting attitude involving active listening and an ability to decentralise oneself as one listen to the "other"s gaze" (Augé, 2008).…”

Section: The Use Of Critical Incidents As Intercultural Learning Toolsmentioning

confidence: 99%

“Becoming” a cooperative learner-teacher. [“Llegar a ser“ un aprendiz-maestro cooperativo]

Surian

Damini

2014

analesps

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Título: "Llegar a ser " un aprendiz-maestro cooperativo. Resumen: Este artículo presenta una visión general de las bases teóricas acerca de los retos que supone para los profesores de Educación Secundaria la implementación del aprendizaje cooperativo, en campos como las técnicas alternativas de evaluación del aprendizaje, la oposición de los estudiantes a las técnicas de colaboración, la planificación y gestión del aula, la formación del profesorado, la promoción y la evaluación. La investigación se basa en los datos recopilados en las regiones italianas de Véneto y Emilia Romagna a través de grupos de discusión con profesores de enseñanza secundaria. El proyecto educativo se centra en el uso de los incidentes críti-cos como la formación y las herramientas educativas, prestando especial atención a los enfoques de aprendizaje cooperativo en las situaciones de transición y en el aprendizaje intercultural. Se examinan diferentes opciones metodológicas y se analizan formas de aplicar el método de incidentes críti-cos para abordar la detección y el desarrollo de la competencia intercultural en entornos educativos de aprendizaje cooperativo. Palabras clave: Aprendizaje cooperativo; incidentes críticos; diversidad cultural; Grupo de Investigación; formación del profesorado Abstract: This paper presents an overview of the theoretical background concerning the challenges for secondary school teachers implementing cooperative learning in areas such as alternative student assessment technique, student's resistance to collaborative techniques, planning and class management, teacher training, advancement, and evaluation. The research is based upon data gathered in the Italian Veneto and Emilia Romagna regions through focus groups with secondary school teachers. The educational project focuses on the use of critical incidents as training and educational tools with particular attention for cooperative learning approaches to transition situations and intercultural learning. It reviews different methodological options and explores ways to apply the critical incidents method in addressing the screening and development of intercultural competence within cooperative learning educational settings.

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“…Geelhoed found that immersion of healthcare students on international health missions in developing countries resulted in high impact learning, with students reporting that dealing with ambiguity stimulated new ways of thinking. McAllister et al (2006) described a novel international interdisciplinary placement in Ho Chi Minh City, Vietnam, which aimed to develop intercultural competence of Occupational Therapy, Physiotherapy and Speech Pathology students, while also assisting with capacity building among Vietnamese staff. Although the current project built upon the knowledge gained by McAllister et al, it differed in its focus, which was on the interprofessional rather than intercultural learning aspects.…”

Section: Introductionmentioning

confidence: 99%

Interprofessional Learning during an International Fieldwork Placement

Strong

Chipchase

Allen

et al. 2014

International Journal of Practice-based Learning in Health and

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The need for competent interprofessional health care professionals is well recognised. Various educational activities have been developed to facilitate the development of interprofessional competence. In this paper we describe an interprofessional, fieldwork experience conducted in a developing country, and the learning gained by the first cohort of students who completed the five week immersion. Eight final year students from Medicine, Occupational Therapy, Physiotherapy and Speech Pathology were interviewed pre-and post-placement by an independent researcher. The transcribed interviews were analysed thematically. Findings indicated that over the placement students gained an appreciation of the skills of the other disciplines and were able to move beyond a textbook definition of what a certain profession did to acquire a real understanding of interprofessional practice. However, students reported that this understanding was predicated on their first clarifying the extent to which they were working in a transdisciplinary or interdisciplinary team, and becoming more confident in their own disciplinary contribution without reliance on formal documentation or standardised assessments. Using daily team discussions, self-reflections and discussions with clinical educators, the students learned to prioritise their busy caseload, share resources and skills, and facilitate team members to achieve therapeutic goals. The interprofessional learning took place in an intercultural context where the students learned to work with children with severe disabilities, with staff with different classroom approaches, and with interpreters, while adjusting emotionally to the level of unmet need of many of the children. Based on the students' experiences, immersion in an intercultural fieldwork experience is a useful way to facilitate interprofessional learning.

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Reflection in intercultural learning: examining the international experience through a critical incident approach

Cited by 78 publications

References 10 publications

Power and representation: A postcolonial reading of global partnerships and teacher development through North—South study visits

Power and representation: A postcolonial reading of global partnerships and teacher development through North—South study visits

“Becoming” a cooperative learner-teacher. [“Llegar a ser“ un aprendiz-maestro cooperativo]

Interprofessional Learning during an International Fieldwork Placement

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