The Receiving End: Namibian Educators' Perceptions of International Student Exchange from the Global North

Autor/in	Klein, Jørgen
Titel	The Receiving End: Namibian Educators' Perceptions of International Student Exchange from the Global North
Quelle	In: International Journal of Development Education and Global Learning, 12 (2020) 1, S.37-51 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-5278
Schlagwörter	International Educational Exchange; Preservice Teachers; Partnerships in Education; Practicums; Cultural Awareness; Cultural Differences; Educational Background; Foreign Countries; Postcolonialism; International Cooperation; Student Attitudes; Elementary Secondary Education; Case Studies; Classroom Techniques; Discipline; Behavior Change; Attitude Change; Outcomes of Education; Teacher Attitudes; Teacher Education Programs; Educational Policy; Foreign Policy; Program Descriptions; Norway; Namibia + Suchen Sie Ihr Suchwort? Internationaler Austausch; Hochschulpartnerschaft; Practicum; Praktikum; Praktika; Cultural identity; Kulturelle Identität; Kultureller Unterschied; Vorbildung; Ausland; Post colonialism; Postkolonialismus; Internationale Kooperation; Internationale Zusammenarbeit; Schülerverhalten; Case study; Fallstudie; Case Study; Klassenführung; Disziplin; Attitudinal change; Einstellungsänderung; Lernleistung; Schulerfolg; Lehrerverhalten; Politics of education; Bildungspolitik; Außenpolitik; Norwegen
Abstract	This article explores Namibian cooperating partners' perceptions of receiving pre-service teachers on international practicums. The article focuses on what they perceive as the main benefits and challenges of receiving the pre-service teachers and the potential for developing intercultural competence and global awareness through such arrangements. The Namibian partners were mostly positive about the Norwegian pre-service teachers, although there were also challenges related to differences in cultural and educational backgrounds. The findings are discussed in light of postcolonial theory. The article concludes that a stronger focus on the school and its place in the local community may make the travelling pre-service teachers more capable of understanding the local realities, and thus open to more nuanced dialogue and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01