Ulteriori informazioni
This edited volume focuses on the thorny and somewhat controversial issue of teaching (and learning) interculturality in a way that considers the notion from critical and reflexive perspectives when introduced to students.
Comprised of three parts, the book discusses the nuts and bolts of teaching interculturally, considers changes in the teaching of interculturality, and provides pedagogical insights into interculturalising the notion. It studies both teaching im-/explicitly about interculturality and how to incorporate interculturality into teaching practices or into an institution. By sharing varied cases and theoretical reflections on the topic, the editors and contributors from different parts of the world aim to stimulate more initiatives to enrich the field instead of delimiting it, especially in complement to and beyond the 'West' or 'Global North', and also to build up further reflexivity in the way readers engage with interculturality in education.
This will be a must-read for teachers and researchers of intercultural communication education at different educational levels, as well as anyone interested in scholarship on education for interculturality.
Chapter 3 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons 4.0 license.
Sommario
1. Introduction
Part I The Nuts and Bolts of Teaching Interculturally 2. Teaching and learning about interculturality in communication and management 3. Unity in diversity: Exploring intercultural teaching and learning practices in secondary education and teacher training in Austria 4. Teaching in intercultural classrooms: An Italian perspective 5. Teaching through learning about intercultural difference(s): Autoethnographic experiences of a teacher aide in an Australian regional secondary school 6. Interculturalism and the university: The case of Jagdish Gundara and the Institute of Education Centre for Intercultural Education (UK)
Part II. Change in the Teaching of Interculturality 7. Teaching interculturality: Changes in perspective (A story of change) 8. Is there any communication that isn't intercultural? 9. Interculturality-as-altering: Observality as a method for 'silent' reflexivity and criticality
10. Interculturality holding hands with education for emergencies
Part III. Insights into Interculturalising Interculturality 11. Interculturality 'beyond' culture: challenges and future possibilities 12. Interculturalising the teaching of interculturality in Swedish higher education 13. Mediated communication as an entryway into interculturality 14. Teaching interculturality: The ecology of self-reflection as a priority 15. A Finnish approach to promoting intercultural encountering in primary schools 16. Remarks and conclusion: Towards an endless and centerless glissando of interculturality 17. Afterword: Theorizing and teaching interculturality otherwise:
What otherwise?
Info autore
Fred Dervin is Professor of Multicultural Education at the University of Helsinki (Finland). He specialises in intercultural communication education, the sociology of multiculturalism, and international mobilities in education, and has widely published in different languages on identity, interculturality and mobility/migration. Exploring the politics of interculturality within and beyond the 'canon' of intercultural communication education research has been one of his
idées fixes in his works over the past 20 years.
Mei Yuan is Associate Professor at the School of Education, Minzu University of China. Yuan has led many research projects on Minzu and intercultural education and internationalisation, and has been recognised and awarded several times for her contributions to 'minority' education.
Sude is Professor at the School of Education, Minzu University of China and is considered one of the most influential scholars in the field of Chinese Minzu education. His research interests include multicultural education, diversity in teacher education, and intercultural competence in superdiverse institutions.
Riassunto
This edited volume focuses on the thorny and somewhat controversial issue of teaching (and learning) interculturality in a way that considers the notion from critical and reflexive perspectives when introduced to students.
