An argument for love in intercultural education for teacher education

This paper proposes rethinking intercultural education in teacher education, arguing that any discussion of student teachers' intercultural education should be connected more explicitly to a theoretical conceptualisation of love. The first part of the paper focuses on identifying discursive bou...

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Bibliographic Details
Published in:Intercultural education (London, England) England), 2017-11, Vol.28 (6), p.557-570
Main Author: Lanas, Maija
Format: Article
Language:English
Subjects:
Affective Objectives
Capacity Building
Controversial Issues (Course Content)
Discourse Communities
education
Educational Objectives
Educational Philosophy
Educational Practices
Emotional Development
emotions
Intercultural education
Intercultural Programs
Intimacy
love
Multicultural Education
Performance Factors
post-structuralism
Student Teacher Attitudes
teacher education
Teacher Education Programs
Teacher Student Relationship
Teaching Methods
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Summary:This paper proposes rethinking intercultural education in teacher education, arguing that any discussion of student teachers' intercultural education should be connected more explicitly to a theoretical conceptualisation of love. The first part of the paper focuses on identifying discursive boundaries in engaging with intercultural education in teacher education. It is argued that if we are to develop intercultural education, we need to consciously move away from some discourses in teacher education, namely instrumentalism, performance orientation, emotionlessness and seeing the relationship between teacher and learner as static. The second half of the paper develops a theoretical alternative by engaging with the concept of love as a basis for intercultural education in pursuing an alternative to the instrumentalist, performance-based, non-emotional fixed-relationship ethos of intercultural education in teacher education.
ISSN:1467-5986
1469-8439
DOI:10.1080/14675986.2017.1389541