Intercultural Education in Times of Restricted Travel: Lessons from the Gaza Strip

Autor/in	Imperiale, Maria Grazia
Titel	Intercultural Education in Times of Restricted Travel: Lessons from the Gaza Strip
Quelle	In: Intercultural Communication Education, 4 (2021) 1, S.22-38 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Imperiale, Maria Grazia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2209-1041
Schlagwörter	Intercultural Communication; Cultural Awareness; Travel; Foreign Countries; Computer Mediated Communication; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Conflict; Barriers; Preservice Teachers; Teacher Attitudes; Student Attitudes; Freedom; Models; Communicative Competence (Languages); Teaching Methods; Foreign Policy; Action Research; Participatory Research; Masters Programs; Graduate Students; Applied Linguistics; Teacher Workshops; Cartoons; Mobility; Gaza Strip; Palestine + Suchen Sie Ihr Suchwort? Interkulturelle Kommunikation; Cultural identity; Kulturelle Identität; Travelling; Reisen; Reise; Ausland; Computerkonferenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Konflikt; Lehrerverhalten; Schülerverhalten; Freiheit; Analogiemodell; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Teaching method; Lehrmethode; Unterrichtsmethode; Außenpolitik; Projektforschung; Forschungstätigkeit; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Linguistics; Linguistik; Angewandte Linguistik; Zeichentrickfilm; Mobilität; Mobilitätsförderung; Gaza-Streifen; Palästina
Abstract	This article draws upon a research project on intercultural language education conducted online between 2014 and 2017 with people living in the Gaza Strip (Palestine). Because the Gaza Strip has been under blockade since 2007, people cannot travel in and out freely. This context thus prompts educators and scholars to reflect on intercultural competence from a context of protracted crisis and of forced immobility. This study considers pre-service and in-service English teachers' understandings of intercultural competence and how these educators encourage intercultural communicative competence (ICC) in their classrooms in the Gaza Strip, where neither teachers, nor students, may have travelled abroad or experienced a face-to-face intercultural encounter. Based on this analysis, this article argues that frameworks for intercultural education and ICC need to capture non-movement and the lack of face-to-face intercultural encounters as "agentic" in definitions of interculturality. In other words, ICC should be conceptualised in terms of the actual freedoms and opportunities that individuals have to develop and nurture it. In order to propose such a model, this article connects ICC with the capabilities approach (Nussbaum, 2011; Sen, 1999), the capability of mobility (de Haas, 2010), and with the capacity to aspire (Appadurai, 2004). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01