Intercultural Competence in the Work of Teachers Confronting Ideologies and Practices

This book critiques models of intercultural competence, whilst suggesting examples of specific alternative approaches that will successfully foster intercultural competence in teacher education.Bringing together diverse perspectives from teacher educators and student teachers, this volume discusses the need to move beyond essentialism, culturalism and assumptions about an us versus them perspective and recognises that multiple identities of an individual are negotiated in interaction with others. Intercultural Competence in the Work of Teachers is divided into four sections: critiquing intercultural competence in teacher education; exploring critical intercultural competences in teacher education; reflexivity and intercultural competence in teacher education; and indigeneity and intercultural competence in teacher education, providing a methodological approach through which to explore this critical framework further. This book is ideal for teacher educators or academics of education specialising in global education who are looking to explore alternative perspectives towards intercultural competence and wish to gain an insight into the ways it can be utilised in a more effective and productive manner.

PART I. CRITIQUING INTERCULTURAL COMPETENCE IN TEACHER EDUCATIONChapter 1: Going forward with Intercultural Competence (IC) in teacher education and training: Beyond the ‘walls built by ghosts’?Fred Dervin, Robyn Moloney and Ashley SimpsonChapter 2: Looking for Intercultural Competences language teacher education in Australia and FinlandRobyn Moloney, Maria Lobytsyna and Josephine MoateChapter 3: ‘I with an[other]’, otherness and discourse: Reconstructing ‘democracy’ through intercultural educationAshley SimpsonChapter 4: Creating and combining models of intercultural competence for teacher education/training: On the need to rethink IC frequentlyFred DervinPART II. EXPLORING CRITICAL INTERCULTURAL COMPETENCES IN TEACHER EDUCATIONChapter 5: From cultural visits to intercultural learning: Experiences of North–South–South collaborationHanna Posti-Ahokas, Hille Janhonen-Abruquah and Christine Adu-YeboahChapter 6: Constructing critical Intercultural Competence and appreciation of diversity: the case of exchange student teachers in FinlandMartina Paatela-NieminenChapter 7: Intercultural ethics in educationTuija ItkonenChapter 8: Building Cultural Competence in initial teacher education through international service-learningSean Kearney and Julie MaakrrunPART III. REFLEXIVITY AND INTERCULTURAL COMPETENCE IN TEACHER EDUCATIONChapter 9: Two teacher educators 're-thinking' practice: intercultural compentences in teacher education pedagogyRobyn Maloney and Tuija TurunenChapter 10: Leading international teaching experiences: Negotiating tensions, contradictions and discontinuitiesJae Major, Jennifer Munday and Matthew WinsladeChapter 11: International student teachers as intercultural experts?Kaisa Hahl and Pia-Maria NiemiChapter 12: Understanding diversity through collaboration and dialogue: teacher education students learning from their peersNeil HarrisonPART IV. INDIGENEITY AND INTERCULTURAL COMPETENCE IN TEACHER EDUCATIONChapter 13: Ways of getting to know: International mobility and Indigenous educationJohn Buchanan and Meeri HellstenChapter 14: Fostering Indigenous intercultural ability during and beyond initial teacher education Susan Page, Leanne Holt and Katrina ThorpeChapter 15: Exploring the limits of transformative potential: Teacher intercultural competences in an Indigenous language education projectMercurius GoldsteinChapter 16: AfterwordLesley Harbon

Fred Dervin is Professor of Multicultural Education at the University of Helsinki, Finland.Robyn Moloney is an Honorary Senior Lecturer in Educational Studies, Macquarie University, Australia, and a consultant in teacher development.Ashley Simpson is Assistant Professor at the School of Foreign Studies, Shanghai University of Finance and Economics.