Exploring Intercultural Competence through the Lens of Self-Authorship

Autor/inn/en	Mascadri, Julia; Brownlee, Jo Lunn; Walker, Susan; Alford, Jennifer
Titel	Exploring Intercultural Competence through the Lens of Self-Authorship
Quelle	In: Early Years: An International Journal of Research and Development, 37 (2017) 2, S.217-234 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2016.1174930
Schlagwörter	Foreign Countries; Kindergarten; Preschool Teachers; Interviews; Observation; Cultural Awareness; Standards; Case Studies; Educational Philosophy; Educational Policy; Reflection; Teacher Attitudes; Self Concept; Professional Identity; Cultural Pluralism; Australia + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Interviewing; Interviewtechnik; Beobachtung; Cultural identity; Kulturelle Identität; Standard; Case study; Fallstudie; Case Study; Bildungsphilosophie; Erziehungsphilosophie; Politics of education; Bildungspolitik; Lehrerverhalten; Selbstkonzept; Kulturpluralismus; Australien
Abstract	Intercultural competence among educators has long been recognised as important, especially in contexts characterised by growing and shifting cultural diversity such as Australia. However, the capacity to be interculturally competent has only recently been enshrined in teacher standards in Australia, and research into this field among early childhood educators is fledgling. Through the theoretical lens of self-authorship, this case study integrated a developmental model of intercultural maturity with a compositional model of intercultural competence. Combining these two models allowed for a holistic exploration of the complexities of intercultural experiences in an early childhood educational setting. This new integrated framework is applied to a case study that focuses on Heidi, an early childhood educator in a culturally diverse kindergarten. Data were collected through interviews, classroom observations and analysis of philosophy, policy and observational documents. The findings indicated the importance of critical reflection and internal meaning making, as part of a self-authored identity, in relation to intercultural competence. Implications are discussed with a focus on the potential significance of the integrated framework to explore as well as enhance educators' critical reflection about their intercultural experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01