Beyond Transformation, Aid and Gratitude: Developing a Mutually Beneficial International Teaching Experience

Autor/in	Major, Jae
Titel	Beyond Transformation, Aid and Gratitude: Developing a Mutually Beneficial International Teaching Experience
Quelle	In: Theory Into Practice, 59 (2020) 3, S.249-258 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Major, Jae)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2020.1739955
Schlagwörter	Teacher Education Programs; International Programs; Stereotypes; Social Bias; Experiential Learning; Consciousness Raising; Transformative Learning; Preservice Teacher Education; Partnerships in Education; Leadership Responsibility; Interpersonal Relationship; Cultural Awareness + Suchen Sie Ihr Suchwort? Klischee; Experiental learning; Erfahrungsorientiertes Lernen; Bewusstseinsbildung; Pädagogische Transformation; Lehramtsstudiengang; Lehrerausbildung; Hochschulpartnerschaft; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Cultural identity; Kulturelle Identität
Abstract	International teaching experiences are increasingly being offered as an option in teacher education programs as a way of addressing goals related to internationalization such as developing intercultural competence and preparing teachers for "super-diversity" in education. However, there has also been some concern expressed that international teaching experiences may simply reinforce stereotypes and contribute to deficit thinking about diversity and difference. This article critically evaluates the literature relating to international teaching experiences, using postcolonial theory to interrogate the dominant discourses in this field. In particular, discourses of transformation, aid, and gratitude are prominent in the literature and their problematic nature and impact on developing equitable partnerships with host schools and institutions, and in terms of challenging and changing student teachers' intercultural competence is discussed. Drawing on studies that have taken a more critical approach, practices that can promote equitable partnerships and mutually beneficial experiences for both hosts and visitors are suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01