Selective intercultural sensitivity to different sources of cultural identity

Abstract

Purpose The purpose of this paper is to assess the intercultural sensitivity of students in teacher educational programs at higher education institutes (HEIs) in Georgia. Design/methodology/approach This research explored the intercultural sensitivity among 355 randomly selected students in teacher education programs at higher education institutions in Georgia. A questionnaire based on the Development Model of Intercultural Sensitivity (DMIS) and Cushner et al. (2006) model of sources of cultural identity was developed as a research instrument and adjusted to the Georgian context to measure the students’ intercultural sensitivity. Findings The results showed that a majority of the students were in the ethnocentric phase of intercultural sensitivity, as defined by Bennett (1993); students in teachers’ educational programs were selectively sensitive to different sources of cultural identity; students were selectively tolerant to different groups in the population with the same source of cultural identity and the level of educational attainment, as well as the location of the higher education institution affected students’ level of intercultural sensitivity. Practical implications The findings of this study carry valuable practical importance as they can be used to improve teacher education programs at higher education institutions in Georgia. Originality/value The study has scientific value in that the instrument used to assess intercultural sensitivity was developed for the Georgian context, and students’ intercultural sensitivity to 12 different sources of cultural identity was investigated.

“I did not realize that my teacher had taken away part of my identity”: bilingual preservice teachers’ virtual libraries project

“…Historically, the integration of multicultural education in teacher preparation programs has been a subject of contention (Darling-Hammond et al , 2002; Garcia and Pugh, 1992; Tabatadze and Gorgadze, 2018; Spalding et al , 2007). Arguments related to multicultural education in teacher preparation programs pivot between whether it is a political or educational concept and whether or not it should be taught as educator coursework (Garcia and Pugh, 1992).…”