International Service-Learning: Possibilities for Developing Intercultural Competence and Culturally Responsive Pedagogies

Autor/inn/en	Wrench, Alison; Neill, Bec; Diamond, Alexandra
Titel	International Service-Learning: Possibilities for Developing Intercultural Competence and Culturally Responsive Pedagogies
Quelle	In: Asia-Pacific Journal of Teacher Education, 50 (2022) 2, S.215-228 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2021.2010275
Schlagwörter	Foreign Countries; Global Approach; Service Learning; Cultural Awareness; Culturally Relevant Education; Student Diversity; Study Abroad; Preservice Teachers; Rural Areas; Australia; Fiji + Suchen Sie Ihr Suchwort? Ausland; Globales Denken; Service-Learning; Cultural identity; Kulturelle Identität; Studies abroad; Auslandsstudium; Rural area; Ländlicher Raum; Australien; Fidschi
Abstract	Globalisation and human mobility have contributed to increased student diversity in Australian schools and globally. Initial Teacher Education (ITE) programmes are under pressure to prepare pre-service teachers (PST) who can respond to the educational and cultural needs of diverse student cohorts. International study tours and service-learning programs are conceived as means for developing interculturally competent "classroom-ready" teachers. This paper reports on a New Colombo Plan water safety/swimming programme designed and delivered by pre-service teachers in a rural Fijian community. Findings indicate that immersion as "other" was important for building empathy and appreciation of the lived realties of linguistically and culturally diverse Indigenous Fijian and Indo-Fijian children. Additionally, findings reveal various ways by which PST enacted cultural competence in teaching the water safety/swimming program. Where international service learning is not always be an option, we argue for multiple opportunities for PST to work with children within diverse communities and cultural life-worlds. At stake is the potential of ITE programs to enable the development of pedagogical practices for meeting the cultural and educational needs of all children We believe these calls have relevance for ITE educators and their programs in Australia and the broader Asia-Indo-Pacific region. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01