'If I'm going to teach about the world, I need to know the world': developing Australian pre-service teachers' intercultural competence through international trips

Ninetta Santoro

Research output: Contribution to journalArticle

24 Citations (Scopus)

Abstract

As classrooms have increasingly become diverse and complex, developing culturally responsive pedagogies is a professional imperative for teachers. However, considerable international research suggests that meeting the needs of diverse pupil cohorts is challenging for many teachers. In this article, we highlight how curriculum and teaching practices reflect hegemonic values and cultural practices, and can potentially marginalise minority ethnic students. We draw on data from a study conducted in a culturally diverse lower secondary
school in Austria where mandatory swimming classes are a source of tension between Muslim female students and their teachers. Our analysis of the intersection of student resistance and teacher authority raises issues of power, compliance and the construction of cultural difference as problematic. We suggest that scenario-based learning and in particular, the analysis of examples of student resistance and teacher response may facilitate teachers’ reflexivity about the values and beliefs that underpin their practice.
LanguageEnglish
Pages429-444
Number of pages16
JournalRace Ethnicity and Education
Volume17
Issue number3
Early online date7 Nov 2013
DOIs
Publication statusPublished - 2014

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teacher
student
reflexivity
female student
Austria
teaching practice
cultural difference
national minority
Values
pupil
Muslim
scenario
curriculum
classroom
learning

Keywords

  • international programmes
  • etpostcolonialismhnicity
  • culturally responsive teachers
  • teacher education
  • postcolonialism

Cite this

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