Differences that matter: Boundary experiences in student teachers’ intercultural learning

Mesker, Peter; Wassink, Hartger; Akkerman, Sanne

doi:10.1016/j.ijintrel.2018.04.001

Cited by 12 publications

(8 citation statements)

References 41 publications

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“…In terms of the main findings of the reviewed studies, only two of them (Santos et al 2014;O'Brien et al 2019) report an increase of culture-specific knowledge among their main outcomes. Most studies focus on the experiential aspects of intercultural learning, mentioning the value of: 'embodied' experiences (Donelan 2010;Tonkin and Coudray 2016;Frimberger 2016), 'immersion', 'boundary' and'belonging' experiences (Hepple et al 2017;Mesker et al 2018;Dai and Garcia 2019), or even the concrete experience of the 'stigmatised position of the other' (Børhaug and Weyringer 2019). Other experiential and affective aspects were also highlighted: cultural/cognitive dissonance (Allan 2003;Mitchell and Paras 2018), non-essentialist engagement (Holmes et al 2015), enacted understanding of the Other (Gill 2007), and mutual enrichment (Bedeković 2017).…”

Section: Main Methods Used Findings and Considerationsmentioning

confidence: 99%

“…the active external manipulation of the external world (Kolb 2015, 67). This dynamic, dialectical basis of knowledge creation also applies to intercultural learning, which also explains why some authors have characterized it as transformative learning (Martin and Griffiths 2014;Mesker et al 2018;Senyshyn 2018;Dorsett et al 2019). During the process of transformation, which follows reflection, the individual "experiences profound changes in their existing practices", which usually results in "a new role or new identity" (Mesker et al 2018, 56).…”

Section: Ways Of Operationalizing Intercultural Educationmentioning

confidence: 98%

“…In the analyzed sample, cultural self-awareness was studied both as an intra-personal and as an inter-personal process. Examples of studies that adopted the former include Varga-Dobai's ( 2018) study with pre-service teachers applying the 'cultural selfie' technique as a way of exploring their own 'funds of knowledge', and Mesker et al' s (2018) study, again with preservice teachers, where personal biographies and visual metaphors of intra-personal development helped reveal their learning mechanisms of identification, reflection and transformation. When applied in inter-personal contexts, cultural self-awareness can easily be replaced by interpersonal/intercultural awareness and reflexivity.…”

Section: Ways Of Operationalizing Intercultural Educationmentioning

confidence: 99%

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Intercultural Education for the Twenty-First Century: A Comparative Review of Research

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Based on the assumption that globalization should not imply homogenization, it is important for education to promote dialogue and intercultural understanding. The first appearance of the term ‘intercultural education’ in Europe dates back to 1983, when European ministers of education at a conference in Berlin, in a resolution for the schooling of migrant children, highlighted the intercultural dimension of education (Portera in Intercultural Education 19:481–491, 2008). One of the mandates of intercultural education is to promote intercultural dialogue, meaning dialogue that is “open and respectful” and that takes place between individuals or groups “with different ethnic, cultural, religious and linguistic backgrounds and heritage on the basis of mutual understanding and respect” (Council of Europe in White paper on intercultural dialogue: Living together as equals in dignity. Council of Europe, Strasbourg, p. 10, 2008). Such backgrounds and heritages form cultural identities, not limited to ethnic, religious and linguistic ones, as culture is a broader concept including several layers such as “experience, interest, orientation to the world, values, dispositions, sensibilities, social languages, and discourses” (Cope and Kalantzis in Pedagogies: An International Journal 4:173, 2009). As cultural identities are multi-layered, so is cultural diversity, and therefore it becomes a challenge for educators and researchers to address it (Hepple et al. in Teaching and Teacher Education 66:273–281, 2017). Referring to Leclercq (The lessons of thirty years of European co-operation for intercultural education, Steering Committee for Education, Strasbourg, 2002), Hajisoteriou and Angelides (International Journal of Inclusive Education 21:367, 2017) argue that “intercultural education aims to stress the dynamic nature of cultural diversity as an unstable mixture of sameness and otherness.” This challenge relates to the dynamic concept of culture itself, as socially constructed, and continuously shaped and reshaped through communicative interactions (Holmes et al. in Intercultural Education 26:16–30, 2015).

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Section: Main Methods Used Findings and Considerationsmentioning

confidence: 99%

Section: Ways Of Operationalizing Intercultural Educationmentioning

confidence: 98%

Section: Ways Of Operationalizing Intercultural Educationmentioning

confidence: 99%

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“…Due to the different understanding of language and culture in the teaching and learning process, intercultural learning is essential to solving this problem. Intercultural learning is a process where the learner's picture of culture grows more comprehensive, with the help of new information about foreign culture and language, increasing at the same time the consciousness of the unique features of one's own culture and language (Bocanegra-Valle, 2015;Borghetti et al, 2015;Mesker et al, 2018). Furthermore, intercultural learning is a process of widening a learner's cultural scope (Bartel-Radic & Binet, 2020;Migliorini et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…Deeply, getting successful intercultural communication can not be achieved only through native-like fluency and the cultural knowledge of countries where English is the dominant language without intercultural awareness and negotiation skills (Bartel-Radic & Binet, 2020;Bennett, 2009;Jon, 2009;Mesker et al, 2018;Messelink et al, 2015). In intercultural learning, students must also care for intercultural awareness because, based on preliminary observations, some students experience misunderstanding when they learn from language and cultural background differences in the same classroom; namely, they lack intercultural awareness, which affects the learning process.…”

Section: Introductionmentioning

confidence: 99%

Intercultural learning in pandemic era

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This study investigated the students' intercultural learning in online classes during the pandemic era. The purpose of this study was to find out the reflection of intercultural learning in the EFL language of sixth-semester students of the English Study Program at Pasir Pengaraian University. This research was descriptive qualitative. The sample of this study was 30 students. The instruments of collecting data were questionnaires and interviews. This study shows that the students' intercultural learning was reasonable. In the teaching and learning process, there was no misunderstanding about the nature or actions of students from different cultural and language backgrounds in teaching and learning activities. Indeed, the process of teaching and teaching runs well. Each student could communicate well and make a good relationship with other people from different cultures. In short, students could develop a broader understanding of their language and cultural differences in the teaching and learning process during the pandemic era.

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Assessing transformative learning in international education: Critiques and new directions based on a systematic review of literature

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New Dir Adult Contin Educ

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Using a bibliographic approach that employs a systematic literature review, this paper analyzes the state of the field for assessing transformative learning (TL). Assessing TL has always been challenging. Using the field of international education (IE) as a case study, this article leverages findings from the assessment of TL in IE to illustrate overall strengths and limitations of TL assessment instruments and techniques within the larger arc of TL theory. The field of IE exemplifies the challenges of TL assessment generally. This article reinforces distinctions between TL and “good learning,” recommends better alignment between scholarship and the needs of institutional administrators, considers current uses and limitations of instruments grounded in cognitive approaches, and concludes with new directions possible through the inclusion of extra‐rational perspectives in the assessment of TL.

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Differences that matter: Boundary experiences in student teachers’ intercultural learning

Cited by 12 publications

References 41 publications

Intercultural Education for the Twenty-First Century: A Comparative Review of Research

Intercultural Education for the Twenty-First Century: A Comparative Review of Research

Intercultural learning in pandemic era

Assessing transformative learning in international education: Critiques and new directions based on a systematic review of literature

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