'Korea … It's Not Really Actually an Asian Country': Australian Children's Experiences of an Intercultural School Partnership Programme

Autor/in	Walton, Jessica
Titel	'Korea … It's Not Really Actually an Asian Country': Australian Children's Experiences of an Intercultural School Partnership Programme
Quelle	In: Ethnography and Education, 14 (2019) 3, S.264-278 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Walton, Jessica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745 -7823
DOI	10.1080/17457823.2019.1568274
Schlagwörter	Foreign Countries; Intercultural Programs; Partnerships in Education; Multicultural Education; International Cooperation; Elementary School Students; School Activities; Virtual Classrooms; Cultural Differences; Childrens Attitudes; Racial Differences; Critical Thinking; Ethnic Stereotypes; Videoconferencing; White Students; Korean; Physical Characteristics; Second Language Instruction; Asians; Difficulty Level; South Korea; Australia + Suchen Sie Ihr Suchwort? Ausland; Hochschulpartnerschaft; Multikulturelle Erziehung; Internationale Kooperation; Internationale Zusammenarbeit; Kultureller Unterschied; Rassenunterschied; Kritisches Denken; National stereotype; Nationales Stereotyp; Koreanisch; Körperliche Erscheinung; Fremdsprachenunterricht; Asian; Asiat; Asiatin; Asiaten; Asiate; Schwierigkeitsgrad; Korea; Republik; Australien
Abstract	In Australia, intercultural understanding has been prioritised in education and curriculum documents at both federal and state levels. Alongside this educational priority, schools have also been encouraged to demonstrate 'engagement' with 'Asia', such as through a partnership with another school in the Asia-Pacific region. My research findings are based on an ethnographic study of Year 5 and 6 Australian children's experiences of an intercultural school partnership initiative through on-line classroom exchanges over a two-year period. Through a critical analysis of 'complexity reduction' I draw attention to the processes through which children made sense of perceived racial and cultural differences as part of their involvement in partnership activities and conclude with some reflections on the extent to which educational initiatives such as intercultural school partnership programmes that aim to foster intercultural understanding can do so without reinforcing unequal intercultural relations and stereotypes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01