Towards Post-Intercultural Teacher Education: Analysing "Extreme" Intercultural Dialogue to Reconstruct Interculturality

Autor/in	Dervin, Fred
Titel	Towards Post-Intercultural Teacher Education: Analysing "Extreme" Intercultural Dialogue to Reconstruct Interculturality
Quelle	In: European Journal of Teacher Education, 38 (2015) 1, S.71-86 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2014.902441
Schlagwörter	Multicultural Education; Teacher Education; Course Evaluation; Foreign Countries; Foreign Students; Student Teachers; Documentaries; Conflict; War; Intercultural Communication; Teaching Methods; Educational Practices; Futures (of Society); Student Teacher Attitudes; Violence; Self Concept; Teacher Role; Finland; Israel + Suchen Sie Ihr Suchwort? Multikulturelle Erziehung; Lehrerausbildung; Lehrerbildung; Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Documentary film; Documentary films; Dokumentarfilm; Konflikt; Krieg; Interkulturelle Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Future; Society; Zukunft; Gewalt; Selbstkonzept; Lehrerrolle; Finnland
Abstract	The "intercultural" is now omnipresent in most departments of teacher education in Europe and elsewhere. It can be implemented under the guise of, amongst others, multicultural, transcultural, global and/or development education. In this paper, I problematise post-intercultural teacher education. The context of this study is that of Finnish education. Famed worldwide for its "miraculous" educational system, Finland is rarely talked about for dealing with diversities in education. In this article, I explore the impact of a course on "multicultural education" given to a cohort of "local" and international student teachers studying to become Newly Qualified Teachers. I taught the course myself and decided that since only 8?h would be devoted to the issue of interculturality, the course would have to help the students to learn to develop quickly critical competences towards the many and varied approaches to diversities that are "available on the market". The methodology rests on the use of a documentary on "extreme" intercultural dialogue that the students discussed at the end of the course. Set in Israel, the documentary follows a class in a multicultural school in Tel Aviv during the second Gaza War in 2008-2009. I hypothesise that the documentary, which is often conflictual, would help me to evaluate the students' learning and how they discuss and problematise such a case of "intercultural dialogue" in education and relate it to their future practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10