Intercultural Competence in education, counselling and psychotherapy

Portera, Agostino

doi:10.1080/14675986.2014.894176

Cited by 29 publications

(14 citation statements)

References 10 publications

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“…La forma de exclusión se materializa en la inferiorización del otro (el sujeto visto como minoría), quien es concebido como un sujeto que posee desviaciones culturales y representa una posible amenaza a la cohesión social (Payet, 2006;Horst y Gitz-Johansen, 2010). Esta realidad exige transformar la formación de los profesores, debido a que como plantea Portera (2014), -Los maestros pueden transmitir sus propios prejuicios, no solo a través de sus propios comentarios y comportamientos, sino también mediante el establecimiento de un clima de intolerancia y etnocentrismo en el aula‖ (p. 166). Entonces, para combatir la intolerancia, el monoculturalismo, el racismo y el etnocentrismo eurocéntrico, un aspecto clave a ser incorporado en la preparación de los profesores es aprender a conocer y comunicarse en contextos sociales y culturales diversos.…”

Section: Educación Monocultural: Condiciones Históricas Y Contemporáneasunclassified

“…En dichos contextos se carece de modelos interculturales reales que favorezcan la oportunidad del encuentro, el diálogo y la interacción (Portera, 2014). Además, un aspecto que destacan Perry y Southwell (2011), y que discute la lógica de los modelos de CCI, es su transferibilidad mediante contextos, debido a que los contextos relacionales y situacionales cambian.…”

Section: Educación Monocultural: Condiciones Históricas Y Contemporáneasunclassified

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Competencia Comunicativa Intercultural: Formación De Profesores en El Contexto Poscolonial Chileno

Quintriqueo

Torres

Sanhueza

et al. 2017

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ResumenEste ensayo analiza los desafíos que plantea el desarrollo de la competencia comunicativa intercultural (CCI) en el marco de la formación de profesores en el contexto poscolonial chileno. A partir de una revisión de antecedentes bibliográficos se reconoce que la preparación de los nuevos educadores (indígenas y no indígenas) no ha logrado implementar de manera transversal el enfoque educativo intercultural. Esto ha permitido conservar la hegemonía de la monoculturalidad eurocéntrica, generando que los profesores en formación mantengan una comprensión insuficiente de las culturas presentes en la sala de clases. Con el propósito de aportar a la discusión crítica, se reflexiona acerca de las posibilidades que entrega la CCI en la búsqueda de nuevas formas de conocer y comunicar que confronten la educación monocultural, para avanzar en la construcción de procesos educativos interculturales, ya sea en territorios indígenas o en los nuevos contextos que surgen por la inmigración.Palabras clave: comunicación intercultural, diversidad cultural, educación intercultural, relaciones interétnicas. AbstractThis paper explores the challenges posed by the development of intercultural communicative competence (ICC) in relation to teacher training in the postcolonial Chilean context. Through a review of bibliographic sources it is recognized that the preparation of new teachers (indigenous and non-indigenous) has failed to transversely implement an intercultural educational approach. This has allowed Chile to keep the hegemony of eurocentric monoculturality, resulting in these teachers' insufficient understanding of the cultures present in the classroom. In order to contribute to this critical discussion in the field, this paper reflects on the possibilities that ICC provides when seeking new ways of knowing and of communicating that confront monocultural education and develop intercultural educational processes, either in indigenous territories or in the new immigration contexts.

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Section: Educación Monocultural: Condiciones Históricas Y Contemporáneasunclassified

Competencia Comunicativa Intercultural: Formación De Profesores en El Contexto Poscolonial Chileno

Quintriqueo

Torres

Sanhueza

et al. 2017

Alpha

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“…anthropology, applied linguistics, communication studies, education, language, psychology and sociology) and worldwide scopes (Jackson, 2012: 1). One of the crucial factors accelerating such a salient development is the interdependence and interconnectedness significantly enlarging in this current age (Portera, 2014). As a result, deploying effective communication strategies among people possessing sundry linguistic and cultural ambience has become a thought-provoking issue (Ciprianová & Vančo, 2010;Baker, 2011Baker, , 2012.…”

Section: Introductionmentioning

confidence: 99%

Social actors in an Intercultural Communication classroom: A discursive lens of intercultural education

Abdullah¹,

Lulita²

2018

Indonesian JELT

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This study focused on how teachers and students as the social actors in an Intercultural Communication (IC) classroom were represented discursively. A video recording transcript of IC classroom activities at a state University in Indonesia was selected as the data source. The data source was rigorously analysed through van Leeuwen’s Socio-semantic inventory of social actors framework (Van Leeuwen, 1996). The main findings show that social actors in IC classroom can be categorised into two main thematic representations, namely positive and negative ones. disclosed that Hamzah as the representative of classroom presenters was represented as victimised, oppressed, intimidated and minoritised actor. Hamzah’s Mathematics teacher was depicted as an intolerant, dehumanising, discriminatory and oppressing actor. Hamzah’s Social Sciences teacher was illustrated as a racial, stereotyping, dominant and provoking actor. The Intercultural Communication teacher was delineated as the actor endeavoring to encourage his students to be tolerant, critical, supportive and open-minded people. Hamzah’s classmates in IC classroom were characterised as sympathetic, supportive, friendly and reactionary actors.

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“…By contrast, the power hierarchies and the paradoxes of the governance of diversity included in the White paper on Intercultural Dialogue (2008) have been revealed with a lexical and semantic analysis conducted by Lähdesmäki and Wagener (2015). competence' (e.g., Barrett, 2011;Bennett, 1993;Byram, 1997;Fantini, 2000;Deardorff, 2006Deardorff, , 2008Deardorff, , 2009Hunter, White & Godbey, 2006;Spitzberg & Changnon, 2009;Bortini & Motamed-Afshari, 2012;Unesco, 2013;Portera, 2014).…”

Section: Introductionmentioning

confidence: 99%

Rethinking the concept of intercultural conflict: Italian returnees’ attitudes towards others during a cultural conflict

Baiutti¹

2016

FLEKS

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The article aims to rethink the concept of intercultural conflict. Specifically, I argue that the use of the adjective “intercultural” within ‘intercultural conflict’ is usually an expression of rhetorical discourse or is not appropriate. Following a semantic analysis I show that a cultural conflict, here conceptualized as incompatibility of cultural values between a minimum of two people belonging to different cultural backgrounds, might be described as an intercultural conflict. This is possible if the interactants, rather than focussing on solutions, adopt an ‘intercultural attitude’ (comity, ethical relativism, critical self-reflection, openness toward a potential change, suspending judgment, reframing meanings, curiosity, respect, and self-decentralization) between them. Existing theoretical concepts are explored through qualitative research examining supposedly interculturally competent high school students’ (after one scholastic year abroad) attitudes towards others during a cultural conflict. The study shows that curiosity and respect towards others might be considered as preconditions for a true dialogue. Two main attitudes emerge from the analysis: the multicultural one and the intercultural one. The former corresponds to respect for the different ideas of others. The second is exemplified by true interaction between interactants who seek a deep understanding of what is behind the point of view held by themselves and others. Adopting an intercultural attitude, they make all possible efforts to truly encounter each other’s otherness.

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Intercultural Competence in education, counselling and psychotherapy

Cited by 29 publications

References 10 publications

Competencia Comunicativa Intercultural: Formación De Profesores en El Contexto Poscolonial Chileno

Competencia Comunicativa Intercultural: Formación De Profesores en El Contexto Poscolonial Chileno

Social actors in an Intercultural Communication classroom: A discursive lens of intercultural education

Rethinking the concept of intercultural conflict: Italian returnees’ attitudes towards others during a cultural conflict

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