Engaging with the Cultural 'Other': The 'Colonial Signature' and Learning from Intercultural Engagements

Autor/in	Hoult, Simon
Titel	Engaging with the Cultural 'Other': The 'Colonial Signature' and Learning from Intercultural Engagements
Quelle	In: International Journal of Development Education and Global Learning, 12 (2020) 2, S.106-120 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Hoult, Simon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-5278
Schlagwörter	Foreign Policy; Intercultural Communication; Cultural Awareness; Student Teachers; Study Abroad; Travel; Reflection; Student Attitudes; Foreign Countries; Experiential Learning; Teacher Education Programs; Masters Programs; Ethnography; Poverty; Cultural Differences; Psychological Patterns; India; United Kingdom + Suchen Sie Ihr Suchwort? Außenpolitik; Interkulturelle Kommunikation; Cultural identity; Kulturelle Identität; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Studies abroad; Auslandsstudium; Travelling; Reisen; Reise; Schülerverhalten; Ausland; Experiental learning; Erfahrungsorientiertes Lernen; Magister course; Magisterstudiengang; Ethnografie; Armut; Kultureller Unterschied; Indien; Großbritannien
Abstract	In this article, the idea of the 'colonial signature' is advanced as a potentially pivotal response to triggers that deepen or act as barriers to intercultural learning. From a postcolonial positioning, empirical data is then examined to consider the responses to intercultural-learning triggers of 14 UK-based student teachers on a study visit to India specifically through an analysis of their reflective writing and interviews. Participants' responses to varied triggers became significant colonial signatures to their intercultural learning. The learning deepened where responses were reflexive and articulated with reference to the global powerbase that underpins study visits to the Global South. Where responses to triggers provoked more shallow comparisons with home, the colonial signatures resulted in closed-down discussion, thus acting as a barrier to further learning. This has implications not only for study visits, but also, more widely, for the approach to global learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01