Jenna Min Shim

TL;DR: In this article, a sociological theoretical framework is used to problematize the psychologically based intercultural education that mainly focuses on benign differences, showing that the barrier to inter-cultural education is not just lack of knowledge about others, but also lack of understanding about others.

TL;DR: The authors analyzes five teachers' beliefs about English language learners' academic challenges using Pierre Bourdieu's concept of habitus and finds that teachers' belief that are linked to their socio-cultural backgrounds can delimit or enhance ELL's academic lives.

TL;DR: This article explored three white male pre-service teachers' emotional experiences inscribed in their responses to the process of engaging in self-reflection and found that the pervasiveness of strong emotional reactions to selfreflection spoke volumes not only about how uncomfortable the participants felt in the face of ambivalence, incommensurability and vulnerability but also about their active resistance against their emotional states to defend their unconscious desire for wholeness that is intensified by the forces of white racial supremacy.

TL;DR: This article argued that progressive change is predicated on uncovering and understanding as fully as possible the social, political, and economic organization of the world, which is always mediated by individual selves who are located within the world in specific ways.

TL;DR: In this article, the contributions psychoanalytic theory, particularly its concepts of transference and counter-transference, can make to our understanding of reflexivity in intercultural education (IE).