Journal•ISSN: 1467-5986
Intercultural Education
Taylor & Francis
About: Intercultural Education is an academic journal published by Taylor & Francis. The journal publishes majorly in the area(s): Multicultural education & Intercultural communication. It has an ISSN identifier of 1467-5986. Over the lifetime, 1017 publications have been published receiving 18690 citations.
Topics: Multicultural education, Intercultural communication, Cultural diversity, Intercultural relations, Teaching method
Papers published on a yearly basis
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TL;DR: In this article, the authors describe a philosophy of decolonizing intercultural education, which is dedicated to dismantling dominant hegemony, hierarchies, and concentrations of power and control in education, and argue that attaining such an education requires not only subtle shifts in practice and personal relationships, but also important shifts of consciousness that prepare us to see and react to the socio-political contexts that so heavily influence education theory and practice.
Abstract: Despite unquestionably good intentions on the part of most people who call themselves intercultural educators, most intercultural education practice supports, rather than challenges, dominant hegemony, prevailing social hierarchies, and inequitable distributions of power and privilege. In this essay I describe a philosophy of decolonizing intercultural education – an intercultural education dedicated, first and foremost, to dismantling dominant hegemony, hierarchies, and concentrations of power and control. I argue that attaining such an intercultural education requires not only subtle shifts in practice and personal relationships, but also important shifts of consciousness that prepare us to see and react to the socio‐political contexts that so heavily influence education theory and practice.
378 citations
TL;DR: In this article, a review article synthesises the research literature about these concepts around three questions: What is intercultural competence? How can it be developed? And how can it can be measured?
Abstract: Researchers from a range of disciplines have been theorising and empirically examining intercultural competence and intercultural education for decades. This review article synthesises the research literature about these concepts around three questions: What is intercultural competence? How can it be developed? And how can it be measured? Our aim is to provide an overview of current theories and empirical findings, as well as to show gaps in the literature.
338 citations
TL;DR: In this article, the authors examined the long-term impact of study abroad on various forms of global engagement, including knowledge production, philanthropy, social entrepreneurship, and voluntary simplicity.
Abstract: This paper reports on the preliminary results of a research project ‘Beyond immediate impact: Study abroad for global engagement (SAGE)’, which examines the long‐term impact of study abroad on various forms of global engagement. The study employs a retrospective tracer study and mixed methods research design. Survey results from 6391 study‐abroad participants reveal that study abroad has had an impact on five dimensions of global engagement (civic engagement, knowledge production, philanthropy, social entrepreneurship and voluntary simplicity) as well as on subsequent educational and career choices. Sixty‐three interviews were also conducted to provide more detailed life stories about the role of study abroad on global engagement, education and career paths. Three of these case studies are presented. Data were also gathered concerning study‐abroad program characteristics and participant characteristics. In future analyses, the relationships among these variables will be examined. Ovaj clanak izvjestava o ...
323 citations
TL;DR: In this article, a case study of using group learning strategies in a Confucian Heritage Cultural context is introduced, which closely examines both educational and cultural issues, revealing a complex web of cultural conflicts and mismatches that are likely to happen when a Western educational methodology is applied in another context without rigorous adaptation to improve compatibility with the host culture.
Abstract: Cultural heritage preservation has become a much‐debated topic in recent decades. This paper contributes to the call for educational approaches that take a society's cultural diversity into account. It also attempts to draw attention to non‐Western societies, where educational theories and practices from elsewhere (the West) have been imported and applied without proper consideration for the host culture's heritage. To illustrate the intricacy of developing such a culturally appropriate pedagogy, a case study of using group learning strategies in a Confucian Heritage Cultural context is introduced, which closely examines both educational and cultural issues. The results of this examination reveal a complex web of cultural conflicts and mismatches that are likely to happen when a Western educational methodology is applied in another context without rigorous adaptation to improve compatibility with the host culture.
288 citations
TL;DR: Based on the recognition that the successful integration of immigrant students into the education system presents a central concern to many countries worldwide, this article analyzed evidence from the PPS and found that the success of integration of immigrants into education systems is a major concern in many countries.
Abstract: Based on the recognition that the successful integration of immigrant students into the education system presents a central concern to many countries worldwide, this report analyses evidence from P...
237 citations