When Difference Creates Dissonance: Understanding the 'Engine' of Intercultural Learning in Study Abroad

Autor/inn/en	Mitchell, Lynne; Paras, Andrea
Titel	When Difference Creates Dissonance: Understanding the 'Engine' of Intercultural Learning in Study Abroad
Quelle	In: Intercultural Education, 29 (2018) 3, S.321-339 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mitchell, Lynne) ORCID (Paras, Andrea)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2018.1436361
Schlagwörter	Multicultural Education; Study Abroad; Cultural Differences; Transformative Learning; Cultural Awareness; Foreign Countries; Cognitive Processes; Psychological Patterns; Learning Strategies; Self Concept; Reflection; Outcomes of Education; Qualitative Research; India + Suchen Sie Ihr Suchwort? Multikulturelle Erziehung; Studies abroad; Auslandsstudium; Kultureller Unterschied; Pädagogische Transformation; Cultural identity; Kulturelle Identität; Ausland; Cognitive process; Kognitiver Prozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Selbstkonzept; Lernleistung; Schulerfolg; Qualitative Forschung; Indien
Abstract	Why do some study abroad students improve their intercultural skills, while others revert to less sophisticated ways of making sense of cultural difference? Both intercultural competence theory and transformative learning theory attempt to explain why student intercultural learning occurs, but they only provide partial answers. Building on our previous study assessing intercultural competence in a 2015 field school in India, this article applies the concept of cognitive dissonance to explain the process behind intercultural learning. In the context of study abroad, students experience cognitive dissonance when they encounter cultural differences or similarities that confound previously held expectations about culture. Adapting Maertz, Hassan, and Magnusson's cognitive dissonance resolution framework, we employ qualitative analysis of students' written reflections to show how the resolution of cognitive dissonance could act as the 'engine' of intercultural learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01