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This innovative book problematises the internal relationships
within and between the intercultural and the political in
education. It engages in a critical dialogue with current practices
and discourses, and the focus on 'the political' offers an
alternative trajectory to explore interculturality within
education. Drawing on international research and consolidated with
application of top interdisciplinary theories in the field, Dervin
and Simpson alert us to the current dangers of treating
interculturality loosely in education. The authors engage in a
dialogue to encourage readers to examine the meaning of
interculturality and the state of research in education today,
suggesting that we move beyond merely rehearsing theories, concepts
and methods. More importantly they urge researchers, teachers and
students to question Western-centric ideologies of
interculturality. Intercultural and the Political Within Education
is a must read for those who are dissatisfied with current
intercultural research and education. It will be of great interest
to researchers and students of the philosophy of education and
those interested in the contemporary debates concerning ideologies,
definitions and ownership of interculturality.
This book critiques models of intercultural competence, whilst
suggesting examples of specific alternative approaches that will
successfully foster intercultural competence in teacher education.
Bringing together diverse perspectives from teacher educators and
student teachers, this volume discusses the need to move beyond
essentialism, culturalism and assumptions about an us versus them
perspective and recognises that multiple identities of an
individual are negotiated in interaction with others. Intercultural
Competence in the Work of Teachers is divided into four sections:
critiquing intercultural competence in teacher education; exploring
critical intercultural competences in teacher education;
reflexivity and intercultural competence in teacher education; and
indigeneity and intercultural competence in teacher education,
providing a methodological approach through which to explore this
critical framework further. This book is ideal for teacher
educators or academics of education specialising in global
education who are looking to explore alternative perspectives
towards intercultural competence and wish to gain an insight into
the ways it can be utilised in a more effective and productive
manner.
This innovative book problematises the internal relationships
within and between the intercultural and the political in
education. It engages in a critical dialogue with current practices
and discourses, and the focus on 'the political' offers an
alternative trajectory to explore interculturality within
education. Drawing on international research and consolidated with
application of top interdisciplinary theories in the field, Dervin
and Simpson alert us to the current dangers of treating
interculturality loosely in education. The authors engage in a
dialogue to encourage readers to examine the meaning of
interculturality and the state of research in education today,
suggesting that we move beyond merely rehearsing theories, concepts
and methods. More importantly they urge researchers, teachers and
students to question Western-centric ideologies of
interculturality. Intercultural and the Political Within Education
is a must read for those who are dissatisfied with current
intercultural research and education. It will be of great interest
to researchers and students of the philosophy of education and
those interested in the contemporary debates concerning ideologies,
definitions and ownership of interculturality.
This book explores, and problematizes, what it means to be
'critical' in education research. Drawing together chapters from
diverse global perspectives, this volume aims to stimulate dialogue
about possible meanings of criticality in education research. In
doing so, they question why criticality has become such an
essential part of education, and what researchers expect of it. The
book opens up and contests some of the deficiencies of criticality
in education research: ultimately it is not a global term, but
often creates a false binary between East and West. Offering an
alternative trajectory to educational narratives surrounding
criticality, this book will be of interest and value to scholars of
critical pedagogy and comparative education.
This book explores, and problematizes, what it means to be
'critical' in education research. Drawing together chapters from
diverse global perspectives, this volume aims to stimulate dialogue
about possible meanings of criticality in education research. In
doing so, they question why criticality has become such an
essential part of education, and what researchers expect of it. The
book opens up and contests some of the deficiencies of criticality
in education research: ultimately it is not a global term, but
often creates a false binary between East and West. Offering an
alternative trajectory to educational narratives surrounding
criticality, this book will be of interest and value to scholars of
critical pedagogy and comparative education.
This book critiques models of intercultural competence, whilst
suggesting examples of specific alternative approaches that will
successfully foster intercultural competence in teacher education.
Bringing together diverse perspectives from teacher educators and
student teachers, this volume discusses the need to move beyond
essentialism, culturalism and assumptions about an us versus them
perspective and recognises that multiple identities of an
individual are negotiated in interaction with others. Intercultural
Competence in the Work of Teachers is divided into four sections:
critiquing intercultural competence in teacher education; exploring
critical intercultural competences in teacher education;
reflexivity and intercultural competence in teacher education; and
indigeneity and intercultural competence in teacher education,
providing a methodological approach through which to explore this
critical framework further. This book is ideal for teacher
educators or academics of education specialising in global
education who are looking to explore alternative perspectives
towards intercultural competence and wish to gain an insight into
the ways it can be utilised in a more effective and productive
manner.
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