Abstract
![CDATA[Within the field of teacher education, international service-learning (ISL) provides a unique opportunity to help future graduates develop intercultural awareness and competency. This is significant given the diverse range of cultural backgrounds found in many schools, and particularly in many major urban settings. Drawing from extensive fieldwork in the area of ISL, the author’s previous research has revealed the potential danger of these cross-cultural experiences to perpetuate, rather than challenge stereotypes and ethnocentric viewpoints, which accentuates the importance of research that considers not only students’ learning experiences, but also the theoretical underpinnings and pedagogical practices implemented in these programs. This paper reports on a recent case study of Australian pre-service teachers abroad on a short-term ISL and cross-cultural program focused in the area of Teaching English as a Second Official Language (TESOL). The paper discusses students’ learning and critical self-reflection in relation to the themes of challenging cultural stereotypes, becoming more culturally aware, and developing pedagogical understanding. The students’ reflections are analysed with regards to their learning experiences, as well as discourses in the internationalisation of higher education. The analysis uncovers the transformative potential, as well as precariousness of students ‘stepping out of their comfort zone’ in these short-term cross-cultural experiences.]]
Original language | English |
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Title of host publication | The Asian Conference on Education 2015: Official Conference Proceedings, 21-25 October 2015, Kobe, Japan |
Publisher | The International Academic Forum |
Pages | 573-583 |
Number of pages | 11 |
Publication status | Published - 2015 |
Event | Asian Conference on Education - Duration: 13 Oct 2018 → … |
Conference
Conference | Asian Conference on Education |
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Period | 13/10/18 → … |