When difference creates dissonance: understanding the ‘engine’ of intercultural learning in study abroad

Mitchell, Lynne; Paras, Andrea

doi:10.1080/14675986.2018.1436361

Cited by 21 publications

(14 citation statements)

References 28 publications

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“…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). For such experiential or even transformative learning to take place, a disorienting dilemma (Senyshyn 2018), contradiction (Baraldi 2012), or out-of-comfort-zone experiences (Hyett et al 2019) are often necessary, while Martin and Griffiths (2014) stress the value of dialogue and critical reflection on those same experiences.…”

Section: Main Methods Used Findings and Considerationsmentioning

confidence: 99%

“…For such experiential or even transformative learning to take place, a disorienting dilemma (Senyshyn 2018), contradiction (Baraldi 2012), or out-of-comfort-zone experiences (Hyett et al 2019) are often necessary, while Martin and Griffiths (2014) stress the value of dialogue and critical reflection on those same experiences. The teachers' role (Piipponen and Karlsson 2019) and tension/discomfort balance (Grimminger-Seidensticker and Möhwald 2017;Mitchell and Paras 2018) are also reported as essential for successful intercultural learning.…”

Section: Main Methods Used Findings and Considerationsmentioning

confidence: 99%

“…For instance, Hepple et al (2017) describe the critical cultural self-examination and 'multicultural awakening' stimulated by the immersion experience of ten Australian pre-service teachers in Malaysian culture. Mitchell and Paras (2018) describe how the experience of intercultural encounters between Canadian and Indian university students caused the former to shift cultural perspective and to question their values, beliefs, and self-concept. In another study, with secondary school students, Børhaug and Weyringer (2019) describe how European summercamp activities led participants to an indirect experience of the stigmatized position of the other and stimulated critical and empathic reflections on social justice and to greater awareness.…”

Section: Ways Of Operationalizing Intercultural Educationmentioning

confidence: 99%

See 2 more Smart Citations

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

Rapanta

Trovão

2021

Dialogue for Intercultural Understanding

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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: Main Methods Used Findings and Considerationsmentioning

confidence: 99%

Section: Ways Of Operationalizing Intercultural Educationmentioning

confidence: 99%

See 1 more Smart Citation

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

Rapanta

Trovão

2021

Dialogue for Intercultural Understanding

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“…Nonetheless, diversity alone is not enough, and it has been repeatedly pointed out that just bringing people together does not automatically lead to positive outcomes [27,32,33,35]. Indeed, studies have found that intercultural experiences, if not carefully fostered, might potentially even have counterproductive outcomes for some individuals [42,43]. Therefore, it is also important to create an inclusive, open, and supportive environment when striving for sustainable institutional diversity.…”

Section: Institutional Diversitymentioning

confidence: 99%

Education for a Sustainable Future: Strategies for Holistic Global Competence Development at Engineering Institutions

Kjellgren

Arnó-Macià

2021

Sustainability

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Higher education institutions (HEIs) must ensure that their graduates possess not only professional know-how, but also the global competence to address the challenges posed in the UN’s 2030 Agenda. This is especially relevant in engineering education, which plays an important role in sustainable development. These competencies are typically thought to be developed in relation to institutions’ internationalisation efforts, but reports on how this is supposed to happen are often vague or built on wishful thinking. In this article, we describe a mixed-methods investigation into how holistic global competence development as a crucial aspect of sustainable education can be systematically enhanced in higher engineering education. Following a design-based research approach, connecting theoretical and practical insights from experts and stakeholders, we present here four dimensions of such an approach. Firstly, we discuss the setup, contents, and implementation of institutional guidelines as the crucial starting point of any internationalisation strategy aiming at integrating sustainable development education and global competence development. Secondly, we stress the role of institutional diversity, and show how institutions can foster inclusive and welcoming environments. Thirdly, we suggest strategies and approaches for global competence training for students, faculty, and staff, and highlight important background considerations for enabling global competence development. Fourthly, we emphasise the importance of assessing efforts to ensure that they live up to their potential and deliver the desired outcomes. The recommendations based on the investigation summarise key considerations that all HEIs—not just those focused on engineering education—must take into account as they strive for holistic global competence development, which is a key aspect of education for sustainable development.

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“…Some international students find the personal, emotional and social adjustment processes to be demanding, while others adjust in a more straightforward way (Rienties & Tempelaar, 2013). International students can also experience cognitive dissonance when they encounter cultural differences that confound their previously held expectations about culture (Mitchell & Paras, 2016).…”

Section: Cross-cultural Adaptation In Study Placements Abroadmentioning

confidence: 99%

Facilitating Intercultural Encounters with International Students: A Contribution to Inclusion and Social Network Formation

Resch

Amorim

2021

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Higher education has become increasingly mobile and international, with many students taking the opportunity to study abroad during their studies. When they do so, forming and maintaining social networks is fundamental for their development of a sense of social inclusion. According to Coleman’s model of concentric circles, international students can establish networks with students from their own country (inner circle), with other international students (middle circle) and with local students (outer circle). This study explores various formats of organised student encounters in these three circles which contribute to the social inclusion of international students. The article is based on desk research of 15 formats of intercultural student encounters which facilitate social network formation during a study placement abroad in six countries in Europe. The findings show that all the studied formats of organised student encounters facilitate social networks in the middle and outer circles, while those in the inner circle are established by the students themselves and through informal social interaction. Formats embedded in the curriculum are most suited to facilitating social network formation throughout the academic year. Extracurricular formats, in contrast, tend to be single occasion activities without follow‐up. The study shows that universities can facilitate social network formation and assist social inclusion for international students through organised encounters in which international and local students meet. Organising such encounters does, however, require resources, evaluation, and adequate funding.

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When difference creates dissonance: understanding the ‘engine’ of intercultural learning in study abroad

Cited by 21 publications

References 28 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

Education for a Sustainable Future: Strategies for Holistic Global Competence Development at Engineering Institutions

Facilitating Intercultural Encounters with International Students: A Contribution to Inclusion and Social Network Formation

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