International student teachers as intercultural experts?

Research output: Chapter in Book/Report/Conference proceedingChapterScientificpeer-review

Abstract

Education should give pupils an understanding of the surroundings one lives in and provide tools for critical reflection and understanding of others (e.g. Sobre, 2017; Hernández-Bravo, Cardona-Moltób, & Hernández-Bravo, 2017). According to the aims of intercultural education, this can be done by taking the diversity of pupils’ linguistic, religious, and other backgrounds into account in teaching and by supporting pupils’ engagement in the local community and global world (Davis, Phyak, & Bui, 2012). The concept of culture is used in critical intercultural studies to describe a combination of various sets of values, worldviews and habits that change over time (Dervin, 2011). Like all social identities, cultural identities are created in certain contexts and they can have a strong impact on people’s lives (Davis, Phyak, & Bui, 2012). Furthermore, these identities are also ‘fluid’ (Bradatan, Popan, & Melton, 2010, p. 176) by nature and uniquely perceived by each individual (Dervin, Paatela-Nieminen, Kuoppala, & Riitaoja, 2012).
Original languageEnglish
Title of host publicationIntercultural Competence in the Work of Teachers : Confronting Ideologies and Practices
EditorsFred Dervin, Robyn Moloney, Ashley Simpson
Number of pages22
Place of PublicationAbingdon, Oxon
PublisherRoutledge
Publication date16 Apr 2020
Pages175-196
ISBN (Print)978-0-367-00238-1
ISBN (Electronic)978-0-429-40102-2
DOIs
Publication statusPublished - 16 Apr 2020
MoE publication typeA3 Book chapter

Fields of Science

  • 516 Educational sciences

Cite this

Hahl, K., & Koirikivi, P. (2020). International student teachers as intercultural experts? In F. Dervin, R. Moloney, & A. Simpson (Eds.), Intercultural Competence in the Work of Teachers: Confronting Ideologies and Practices (pp. 175-196). Abingdon, Oxon: Routledge. https://doi.org/10.4324/9780429401022-14