Teachers' critical interculturality understandings after an international teaching practicum

Using a critical approach, we studied the intercultural understandings of Canadian teachers who participated in a 3-week international teaching practicum in Kenya, 5-6 years before. Critical interculturality was used as the theoretical lens to explore the impact on teaching, constructions of identit...

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Bibliographic Details
Published in:Critical studies in education 2021-08, Vol.62 (4), p.502-518
Main Authors: Bernardes, Rogerio P., Black, Glenda, Jowi, James Otieno, Wilcox, Kevin
Format: Article
Language:English
Subjects:
critical interculturality
Cultural Awareness
Educational Experience
field experiences
Foreign Countries
Foreign Policy
Identity
Intercultural Communication
International Education
International teaching practicum
Neoliberalism
power relations
Power Structure
Practicums
Professional Identity
Program Descriptions
Self Concept
Teacher Attitudes
Teacher Education Curriculum
Teacher Education Programs
Teacher Improvement
Teaching
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Summary:Using a critical approach, we studied the intercultural understandings of Canadian teachers who participated in a 3-week international teaching practicum in Kenya, 5-6 years before. Critical interculturality was used as the theoretical lens to explore the impact on teaching, constructions of identity, and power relations. We argue that while this international teaching practicum provided an 'awareness' of the Other, it functioned within a neo-liberal, object-based framework that failed to address systems of power, and, in some ways, perpetuated colonial perspectives. Participants in this study were able to question power relations but lacked the support needed to develop a critical understanding of their own positionality and how power works in intercultural encounters. If international teaching practicums are to continue, we suggest that participants and facilitators be supported in developing critical perspectives related to these issues. This will necessarily require the maintenance of long-term equitable relations with host communities. We conclude by offering substantive curriculum and programmatic structure recommendations for international/overseas teacher education programs.
ISSN:1750-8487
1750-8495
DOI:10.1080/17508487.2019.1620817