Interculturality, Reflexivity and Criticality in Teacher Education

Preparing teachers to work with and for diversity in their classrooms and
beyond is an objective that seems to be globally accepted in pre-service
and in-service teacher education. However what diversity means, what it
entails and how to engage with diverse individuals in educational
contexts can take on multiple shapes in different parts of the world. This
Element suggests that the multifaceted and polysemic notion of
interculturality could be useful to unthink and rethink (ad infinitum)
working with diverse people in education. The book surveys the different
meanings and ideologies attached to the notion, using a multilingual
perspective to do so. Recent research published internationally on the
topic and its companions such as multicultural is also reviewed. The main
addition to the field is a critical and reflexive perspective which is
proposed for teacher educators, (students) teachers and researchers.
The proposal draws from Dervin’s most up-to-date theoretical and
pedagogical work