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"International Perspectives on Intercultural Education" offers a
comprehensive analysis of intercultural education activity as it is
practiced in the countries of Australia, New Zealand, Malaysia, the
Netherlands, Romania, Spain, England, South Africa, Ghana, Nigeria,
the United States, Canada, and Mexico. Chapters by key scholars and
practitioners from these nations inform the reader of current
educational practice related to diversity. Each author, responding
to a common series of guiding questions, presents:
*a brief description of the national educational system in her or
his country;
*descriptive data on demographics in these countries, including
data on various subgroups and subcultures and their experiences
with the mainstream educational system;
* a discussion of the perceived obstacles to addressing
intercultural issues in schools and solutions to overcoming these
obstacles; and
*a comprehensive analysis of intercultural information on how
teacher preparation institutions address intercultural education at
the present time.
An overall concern of each chapter author is how intercultural
approaches can be employed to solve the difficulties faced by both
individuals and schools while maintaining the cultural integrity of
the child.
The essence of this second edition, under the revised title Teacher
as Traveler: Enhancing the Intercultural Development of Teachers
and Students, is to examine the development of intercultural
competence through various dimensions of student travel, study
abroad and intercultural encounters. Cushner, who has traveled with
students and teachers to all seven continents for more than 40
years, uses his firsthand experiences as the foundation to
introduce essential concepts related to cross-cultural
communication and intercultural interaction and to point out
strategies educators can employ to enhance intercultural learning.
This second edition reflects the considerable research that has
occurred in recent years that has helped us better understand the
impact and design of international travel experiences that have the
potential to enhance intercultural development. In addition to
updated research, the chapters examine new study abroad initiatives
while looking closely at the critical role that guided teacher-led
experience plays in facilitating intercultural growth and
development.
The essence of this second edition, under the revised title Teacher
as Traveler: Enhancing the Intercultural Development of Teachers
and Students, is to examine the development of intercultural
competence through various dimensions of student travel, study
abroad and intercultural encounters. Cushner, who has traveled with
students and teachers to all seven continents for more than 40
years, uses his firsthand experiences as the foundation to
introduce essential concepts related to cross-cultural
communication and intercultural interaction and to point out
strategies educators can employ to enhance intercultural learning.
This second edition reflects the considerable research that has
occurred in recent years that has helped us better understand the
impact and design of international travel experiences that have the
potential to enhance intercultural development. In addition to
updated research, the chapters examine new study abroad initiatives
while looking closely at the critical role that guided teacher-led
experience plays in facilitating intercultural growth and
development.
In response to the changing global climate and the growing
recognition of the professional associations in the teacher
education community, universities around the country are beginning
to recognize the need to add a global dimension to their education
programs. One way to prepare teachers to address the challenges
associated with teaching children in a global age is through
carefully structured, international and intercultural field
experiences where candidates are immersed in another culture. Since
student teaching requires candidates to show they can translate
theory into practice over a sustained period of time, it is ideally
suited for strengthening candidates' intercultural understanding.
Intercultural Student Teaching demonstrates examples of these
successful programs and provides documented experience from
professionals currently engaged in intercultural teaching practice.
Readers will learn from the contributor's experiences through
carefully crafted chapters that focus on major elements of program
implementation and delivery. The contributors report how they have
created, organized, and maintained programs in their purview and
address program features such as selection, orientation and
supervision of participating candidates, interaction with host
families and communities, and strategies for enhancing
understanding of global and domestic diversity.
This book presents the work from a selection of contributors who
aim to provide educators with hands-on activities to encourage
reflection, awareness, and dialogue related to social justice
issues. Highlighting the need for teachers to intentionally create
spaces where students from all backgrounds can work together and
appreciate their differences, teachers and teacher educators
showcase hands-on literacy strategies that all educators can adapt
and use in their own classrooms to enhance social justice
awareness.
This book presents the work from a selection of contributors who
aim to provide educators with hands-on activities to encourage
reflection, awareness, and dialogue related to social justice
issues. Highlighting the need for teachers to intentionally create
spaces where students from all backgrounds can work together and
appreciate their differences, teachers and teacher educators
showcase hands-on literacy strategies that all educators can adapt
and use in their own classrooms to enhance social justice
awareness.
Understanding and addressing social justice concerns has become a
central focus in an increasing number of schools as well as teacher
education programs. The activities in this book are grounded in the
recognition that personal experience and engagement is essential
for meaningful intercultural learning and social justice awareness
to occur. The authors of these activities, themselves teachers and
teacher educators representing a wide range of disciplines, share
their favorite and most engaging strategies they have found to be
effective at helping students acquire a level of comfort and
insight in what can oftentimes be contentious, challenging and
sensitive issues. These hands-on activities actively engage
preservice and practicing teachers in real-life and simulated
experiences, raising awareness and providing a foundation for
introspection, reflection and discussion around these critically
important issues in the safety of the classroom setting.
Understanding and addressing social justice concerns has become a
central focus in an increasing number of schools as well as teacher
education programs. The activities in this book are grounded in the
recognition that personal experience and engagement is essential
for meaningful intercultural learning and social justice awareness
to occur. The authors of these activities, themselves teachers and
teacher educators representing a wide range of disciplines, share
their favorite and most engaging strategies they have found to be
effective at helping students acquire a level of comfort and
insight in what can oftentimes be contentious, challenging and
sensitive issues. These hands-on activities actively engage
pre-service and practicing teachers in real-life and simulated
experiences, raising awareness and providing a foundation for
introspection, reflection and discussion around these critically
important issues in the safety of the classroom setting.
In response to the changing global climate and the growing
recognition of the professional associations in the teacher
education community, universities around the country are beginning
to recognize the need to add a global dimension to their education
programs. One way to prepare teachers to address the challenges
associated with teaching children in a global age is through
carefully structured, international and intercultural field
experiences where candidates are immersed in another culture. Since
student teaching requires candidates to show they can translate
theory into practice over a sustained period of time, it is ideally
suited for strengthening candidates' intercultural understanding.
Intercultural Student Teaching demonstrates examples of these
successful programs and provides documented experience from
professionals currently engaged in intercultural teaching practice.
Readers will learn from the contributor's experiences through
carefully crafted chapters that focus on major elements of program
implementation and delivery. The contributors report how they have
created, organized, and maintained programs in their purview and
address program features such as selection, orientation and
supervision of participating candidates, interaction with host
families and communities, and strategies for enhancing
understanding of global and domestic diversity.
If young people are to be adequately prepared for a complex and
interdependent global society, educational experiences must
consider the broader world in which teachers and their students
live. Teachers can be central to the process of intercultural
development, and must encourage and model an intercultural
orientation for their young students as well as for their
communities. A critical dimension of achieving intercultural
understanding and competence is personal experience. In Beyond
Tourism, Kenneth Cushner examines the development of intercultural
competence through various dimensions of student travel and
intercultural encounters, both for the classroom teacher conducting
group travel as well as individuals embarking upon student exchange
programs, intensive summer experiences, and international student
teaching. The author examines: aspects of cross-cultural
orientation, trip planning and preparation, intercultural
adjustment, in-country experience and post-experience impact
through his experiences of organizing and leading international and
intercultural educational programs for children, pre-service, and
in-service teachers on all seven continents. Cushner integrates
current research on the intercultural experience and relates it to
his personal travel experiences while providing guidelines to
enable educators to integrate reflective travel as an active part
of the educational experience of young people. Multicultural,
social studies, and foreign language teachers, international
educators and study abroad officers, and those interested in
experiential education will find this book invaluable.
"International Perspectives on Intercultural Education" offers a
comprehensive analysis of intercultural education activity as it is
practiced in the countries of Australia, New Zealand, Malaysia, the
Netherlands, Romania, Spain, England, South Africa, Ghana, Nigeria,
the United States, Canada, and Mexico. Chapters by key scholars and
practitioners from these nations inform the reader of current
educational practice related to diversity. Each author, responding
to a common series of guiding questions, presents:
*a brief description of the national educational system in her or
his country;
*descriptive data on demographics in these countries, including
data on various subgroups and subcultures and their experiences
with the mainstream educational system;
* a discussion of the perceived obstacles to addressing
intercultural issues in schools and solutions to overcoming these
obstacles; and
*a comprehensive analysis of intercultural information on how
teacher preparation institutions address intercultural education at
the present time.
An overall concern of each chapter author is how intercultural
approaches can be employed to solve the difficulties faced by both
individuals and schools while maintaining the cultural integrity of
the child.
This new edition of Human Diversity in Education provides coverage
of current events and relevant legislation is incorporated
throughout the book to ensure students are educated on the most
critical issues teachers are faced with in today's classroom. It
prepares new teachers for the certainty of change as well as the
challenge of new thinking that is required for young people to take
their place as responsible, reflective, and active citizens in an
increasingly interdependent society. Case Studies in each chapter
present students with situations they may encounter in the
workplace, and accompanying questions ask them to determine how
they would react when faced with the same situation.
Develop a unique counseling approach for training clients, students, and target populations with Improving Intercultural Interactions, a pragmatic text that deals with concerns specific to intercultural experiences in counseling. Intended as a companion to the first volume by Brislin and Yoshida, this new book works from an educational model for counseling and presents training modules that are relevant for varying clusters of circumstances, from the world of business to the field of education. It builds upon the first book and deals with issues including ethics, ethnocultural identification, conflict and mediation across cultures, as well as empathy and cross-cultural communication. In addition, this practical text is full of exercises, activities, and self-assessment questions that promote growth and cultural awareness. By defining culture inclusively and broadly, the editors have compiled a unique collection of training modules that will be essential to professionals and researchers in a broad range of fields, including clinical/counseling psychology, educational psychology, social work, psychology, gender studies, sociology, cultural studies, ethnic studies, and management.
The first edition of Intercultural Interactions pioneered the 18-theme "culture-general" framework that has become the basis of work and research with a diverse array of populations, from interpreters for the deaf to helping professionals in multicultural settings and businesspeople around the world. Even more comprehensive in its scope and now with a practical new user's guide, the second edition expands coverage to draw the reader in--with more vivid scenarios and examples reflecting changing world events and social milieu. Updated essays integrate these critical incidents, incorporating the most current developments in the field of cross-cultural training. A special chapter, the user's guide provides practical, time-saving suggestions for using the book in a variety of training programs as well as preparing for the cross-cultural experience. Across the spectrum of professional, educational, and personal settings, the second edition of Intercultural Interactions offers a key framework for living, interpreting, and assimilating cross-cultural experiences. This book is integral for use in culture-centered training and research programs, college coursework in psychology and global management, programs for overseas business people and study abroad students, and multicultural health care and mental health settings. [all the quotes here are:] Praise for the first edition . . . "Brislin and his coauthors have developed a most interesting training device designed to aid sojourners, executives, teachers, and others during the inevitable adjustment period they will face whenever they go to another culture or country. The book will primarily be seen as a helpful aid to anyone who is interested in training and evaluating those who are preparing for 'close encounters of the other-culture kind.' However, it will also be welcomed by many academicians as a useful way in which to discuss certain social psychological principles, such as attribution processes or dimensions of interpersonal attraction." --from the Preface by Walter J. Lonner & John W. Berry "The appearance of Intercultural Interactions is a major event for researchers and trainers in the field of cross-cultural communication. The critical incidents and essays presented are intensely practical in their orientation, broad in their coverage of the main problem areas, and deep in the insights they provide." --Geert Hofstede, University of Limburg at Maastricht, The Netherlands "This admirable volume is addressed to the lay person. The purpose of the educational materials in this book is to assist people when they must adjust to life in another country, or to assist them when they are to interact extensively with people from other cultural backgrounds." --Contributions to Indian Sociology "The authors carefully describe the process they used to develop the training materials, giving convincing empirical evidence of their validity. Those who prepare sojourners will find the result of their work to be a highly useful resource." --Review and Expositor
The first edition of Intercultural Interactions pioneered the 18-theme "culture-general" framework that has become the basis of work and research with a diverse array of populations, from interpreters for the deaf to helping professionals in multicultural settings and businesspeople around the world. Even more comprehensive in its scope and now with a practical new user's guide, the second edition expands coverage to draw the reader in--with more vivid scenarios and examples reflecting changing world events and social milieu. Updated essays integrate these critical incidents, incorporating the most current developments in the field of cross-cultural training. A special chapter, the user's guide provides practical, time-saving suggestions for using the book in a variety of training programs as well as preparing for the cross-cultural experience. Across the spectrum of professional, educational, and personal settings, the second edition of Intercultural Interactions offers a key framework for living, interpreting, and assimilating cross-cultural experiences. This book is integral for use in culture-centered training and research programs, college coursework in psychology and global management, programs for overseas business people and study abroad students, and multicultural health care and mental health settings. [all the quotes here are:] Praise for the first edition . . . "Brislin and his coauthors have developed a most interesting training device designed to aid sojourners, executives, teachers, and others during the inevitable adjustment period they will face whenever they go to another culture or country. The book will primarily be seen as a helpful aid to anyone who is interested in training and evaluating those who are preparing for 'close encounters of the other-culture kind.' However, it will also be welcomed by many academicians as a useful way in which to discuss certain social psychological principles, such as attribution processes or dimensions of interpersonal attraction." --from the Preface by Walter J. Lonner & John W. Berry "The appearance of Intercultural Interactions is a major event for researchers and trainers in the field of cross-cultural communication. The critical incidents and essays presented are intensely practical in their orientation, broad in their coverage of the main problem areas, and deep in the insights they provide." --Geert Hofstede, University of Limburg at Maastricht, The Netherlands "This admirable volume is addressed to the lay person. The purpose of the educational materials in this book is to assist people when they must adjust to life in another country, or to assist them when they are to interact extensively with people from other cultural backgrounds." --Contributions to Indian Sociology "The authors carefully describe the process they used to develop the training materials, giving convincing empirical evidence of their validity. Those who prepare sojourners will find the result of their work to be a highly useful resource." --Review and Expositor
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