Introduction

Byram, Michael; Nichols, Adam; Stevens, David A.

doi:10.21832/9781853595356-002

Cited by 110 publications

(114 citation statements)

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“…Murray [52] emphasises the need for teacher training and professional development programmes that foster lecturers' intercultural competence and instils in them-and gives them the wherewithal to instil in their students-'the ability to work well across cultures and to manage and accommodate cultural difference and unfamiliarity, intergroup dynamics, and the tensions and conflicts that can accompany this process' [52] (p. 3). If they are to understand student behaviour in the classroom and serve as intercultural mediators, teachers need to demonstrate attributes described by Byram, Nichols, and Stevens [53] (p. 5) as 'curiosity and openness, readiness to suspend disbelief about other cultures and beliefs about one's own'. This, they say, means .…”

Section: Developing Intercultural Competencementioning

confidence: 99%

Understanding Student Participation in the Internationalised University: Some Issues, Challenges, and Strategies

Murray

2018

Education Sciences

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The globalisation of higher education has resulted in an increasingly culturally and linguistically diverse student demographic and, with it, a number of significant challenges as well as frequently cited benefits. This article looks specifically at the issue of student participation, highlighting, in particular, its culturally contexted nature and the need for pre-and in-service teacher training and development programmes that raise teachers' intercultural awareness and furnish them with the skills and strategies needed to manage the effects of diversity on patterns of participation in the classroom. It offers a number of concrete proposals for dealing effectively with participation-related issues in the classroom.

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Section: Developing Intercultural Competencementioning

confidence: 99%

Understanding Student Participation in the Internationalised University: Some Issues, Challenges, and Strategies

Murray

2018

Education Sciences

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“…Byram (1990, 1997, 2006) further proposed that the ability to act as an intercultural mediator comes about through the development of intercultural competence. According to Byram, Nichols, and Stevens (2001), “[t]he components of intercultural competence are knowledge, skills and attitudes, complemented by the values one holds because of one's belonging to a number of social groups” (p. 5).…”

Section: Intercultural Conflict Mediationmentioning

confidence: 99%

Intercultural Conflict and Mediation: An Intergroup Perspective

Rubenfeld

Clement

2012

Language Learning

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This study investigates the role of components of intercultural competence in the use of intercultural mediation behaviors. Through the use of the Revised Intercultural Mediation Measure, an instrument revised by the authors, 291 Anglophone and 161 Francophone participants in Canada were asked to indicate their likelihood of employing various mediation strategies to reduce a conflict between two linguistic groups. The results demonstrated that involvement as an intercultural mediator is likely to be initiated by individuals who are members of the same linguistic group as the perpetrator. By virtue of their xenophilic representations of the victimized group, these individuals take on the role of mediator to reduce tension. In contrast, participants from both linguistic groups were unlikely to become involved as a mediator when witnessing members of the in-group being victimized. Furthermore, path analyses revealed that the use of mediation strategies when the in-group was being discriminated against was, at most, limited to endorsing fewer avoidant mediation strategies. The findings are interpreted within the context of research on intergroup relations and discrimination.

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“…In reviewing the literature, there is general agreement that it is important for teachers to be made aware of their own cultural conceptions and the implications for education in order for successful intercultural communication to take place (Byram, Nichols and Stevens 2001;Fennes and Hapgood 1997;Goodman 1994;Williams 2001). Teachers should be conscious of the potential misunderstandings and conflict that may arise from different interpretations of events due to cultural differences (Cushner 1994;Furnham and Bochner 1986;Gudykunst 1998;Sercu 1998) and recognize the need to change their self-concept (Sercu 1998).…”

Section: Intercultural Communication In Art and Design Educationmentioning

confidence: 99%

“…There is a lack of empirical research into student learning in art and design (Drew, Bailey and Shreeve 2002), but opinions about art and 'what constitutes art' are culturally bound (Fleming 2006: 55). Thus the challenge of providing an effective art and design education in an era where the world is increasingly interconnected by globalization (Byram, Nichols and Stevens 2001;Fennes and Hapgood 1997) is as much about creating a culture as it is about designing a syllabus (Fleming 2006).…”

Section: Introductionmentioning

confidence: 99%

Intercultural chameleons or the Chinese way? Chinese students in Western art and design education

Radclyffe-Thomas¹

2007

Art, Design &Amp; Communication in Higher Education

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Globalization is dramatically increasing numbers of international students in UK art and design institutions. Education as a primary source of enculturation can play an important part in bridging cultural differences; however, without awareness of the different learning cultures of Western and Confucian Heritage Cultures there is a danger of stereotype, prejudice and barriers to learning. There is a lack of research into intercultural communication in the creative fields; this article considers whether art and design institutions can adopt and adapt bestpractice from other fields of education in order to provide intercultural learning cultures that recognize both differences and common ideas of education and creativity.

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Introduction

Cited by 110 publications

References 0 publications

Understanding Student Participation in the Internationalised University: Some Issues, Challenges, and Strategies

Understanding Student Participation in the Internationalised University: Some Issues, Challenges, and Strategies

Intercultural Conflict and Mediation: An Intergroup Perspective

Intercultural chameleons or the Chinese way? Chinese students in Western art and design education

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