The Role of Reflexive Thought in the Achievement of Intercultural Competence

Autor/in	Matthews, Blair
Titel	The Role of Reflexive Thought in the Achievement of Intercultural Competence
Quelle	In: Intercultural Education, 31 (2020) 3, S.330-344 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Matthews, Blair)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2020.1728093
Schlagwörter	Role; Cultural Awareness; Intercultural Communication; Acculturation; Cultural Differences; Teaching Methods; Student Attitudes; Semantics; Graduate Students; Foreign Students; Reflection; Learning Experience; Thinking Skills; Abstract Reasoning; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Rollen; Cultural identity; Kulturelle Identität; Interkulturelle Kommunikation; Akkulturation; Kultureller Unterschied; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Semantik; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lernerfahrung; Denkfähigkeit; Abstraktes Denken; Denken; Ausland; Großbritannien
Abstract	Reflexivity refers to the capacity for individuals to understand the cultural system and manage their own position within it. Reflexivity is a key concept in the understanding of intercultural communication, particularly in recognising the ability for individuals to understand and adapt to new cultural contexts. However, the prevailing methods used in intercultural communication (namely that of intercultural competencies) do not place a great emphasis on the role of reflexivity in achieving cultural adaptation. In this paper, I argue for the central positioning of the concept of reflexivity in intercultural education as a mechanism which mediates between intercultural experiences and individual behaviour. I present evidence of the reflexive sequence (subject-object-subject) from the reflections of a cohort of students (n = 19). Finally, I suggest a pedagogical instrument (a heuristic) for empirically exploring reflexivity in intercultural communication. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01