Culture is one of the biggest concepts both in academia and on everyone's lips in our daily life. For most of us, it has been taken-for-granted that cultures are divided by clear-cut Us-Them boundaries between countries, regions, religions, generations, among many others, manifesting a stark but ideologically imagined "boundary fetishism" (Pieterse, 2004, p. 224) that polarizes human beings between us/in-group and them/out-group. Interculturality is therefore confused with cross-national comparisons, for instance. This book Interculturality Between East and West: Unthink, Dialogue and Rethink urges us to question this taken-for-grantedness when we conceptualize culture and interculturality. By starting with a musician metaphor and some wellknown idioms, especially, the "众盲摸象 (The blind touching an elephant)" (Dervin et al., 2022, p. 5) encourages readers to ponder upon the nature of multiplicity of flavors (i.e., the underlying but hidden ideologies of ways of thinking) to open up pluri-perspectival discussions of interculturality in the beginning of this book. Overall, this book, like its title, is one of the very few works that are intercultural in nature by engaging the authors and their students into reciprocal and honest dialogues throughout the writing process when power relations are constantly (re)balanced in intercultural encounters. To challenge the long-held, dominant and (post-)modern paradigms of interculturality/intercultural research exclusively from the West, no rigid definitions of culture or of interculturality are given throughout the whole book; a posteriori logic is therefore favored. It is also important to note that, like many other critical scholars in intercultural fields (e.g., Holliday, 2011), the main idea of this book is neither to demonize nor to blow up West/Westernization but to develop readers' critical awareness of essentialist Othering/Otherization between superior Center and inferior Periphery when West and East meet each other; unquestioned and solid West-East binaries in this book are merely vivid cases for deepening and even reshaping our understandings

Purpose This paper aims to examine the participation experiences of a sample of Chinese teacher trainees and their Finnish teacher trainer on an in-service teacher training program exported from Finland to Beijing, China. Design/Approach/Methods Six science teachers from Beijing and their Finnish teacher trainer participated in semi-structured interviews. From the ideological perspective of international education, a total of eight semi-structured interviews were analyzed through qualitative content analysis. Findings The results show that all interviewees were highly motivated to learn from the Other's education system and culture. Some participants benefited from a broader understanding of the Self's and the Other's education system, while others did not. The interviewees also described some participation challenges, such as language barriers and practices that readopted learner-centered teaching approaches in Beijing schools. Furthermore, the interviewees mentioned future expectations of more in-depth communication between Finland and China. Originality/Value Some recommendations for better training outcomes, improving the quality of participation experiences, and reaching more mutual understandings were discussed at the end of this study.

This critical voice essay draws attention to rethinking intercultural learning for international students. Teaching cultural differences is unsustainable but reinforces stereotypes.