Fred Dervin is Professor of Multicultural Education at the University of Helsinki (Finland). He specialises in intercultural communication education, the sociology of multiculturalism, and international mobilities in education, and has widely published in different languages on identity, interculturality and mobility/migration. Exploring the politics of interculturality within and beyond the ‘canon’ of intercultural communication education research has been one of his idées fixes in his works over the past 20 years.Mei Yuan is Associate Professor at the School of Education, Minzu University of China. Yuan has led many research projects on Minzu and intercultural education and internationalisation, and has been recognised and awarded several times for her contributions to ‘minority’ education.Sude is Professor at the School of Education, Minzu University of China and is considered one of the most influential scholars in the field of Chinese Minzu education. His research interests include multicultural education, diversity in teacher education, and intercultural competence in superdiverse institutions.

“The edited volume represents a major conceptual breakthrough in engaging with the phenomenon of interculturality through critical, ‘otherwise’ perspectives. It has done a brilliant job in problematising many dominant and ‘tired’ views towards culture(s) and, at the same time, making a convincing case for the significant role of interculturality in education, society and decolonising knowledge. It is a must-read for anyone interested in intercultural learning.”Zhu Hua, Director of International Centre of Intercultural Studies, IOE, University College London, UK“Teaching Interculturality ‘Otherwise’ sheds much needed light¡¡on different ways of conceptualising interculturality that is grounded in actual experiences of teachers, teacher educators and researchers who teach about this concept, implicitly or explicitly. The result is a splendid mosaic of insights from different teaching contexts (levels and geographical) which makes visible the complexity of teaching for and through interculturality. It convincingly shows the importance of letting the concept live, adapt and be questioned as it meets the challenges of dealing with difference in teaching practices, as well as in producing theory.”Chantal Crozet, RMIT, Australia“‘Teaching Interculturality Otherwise’ will make you think differently about what you do and how you do it in your culturally-diverse classroom. It is a critical reflection of interculturality leading to the thought-provoking notion of intercultural education being intercultural, per se. For all of us working in the field across contexts, disciplines, and countries, interculturalising intercultural education adds on the debate about the ways to decolonise intercultural policies and practice.”Christina Hajisoteriou, Associate Professor in Intercultural Education, University of Nicosia, Cyprus

• 1. Introduction Part I The Nuts and Bolts of Teaching Interculturally 2. Teaching and learning about interculturality in communication and management 3. Unity in diversity: Exploring intercultural teaching and learning practices in secondary education and teacher training in Austria 4. Teaching in intercultural classrooms: An Italian perspective 5. Teaching through learning about intercultural difference(s): Autoethnographic experiences of a teacher aide in an Australian regional secondary school 6. Interculturalism and the university: The case of Jagdish Gundara and the Institute of Education Centre for Intercultural Education (UK) Part II. Change in the Teaching of Interculturality 7. Teaching interculturality: Changes in perspective (A story of change) 8. Is there any communication that isn’t intercultural? 9. Interculturality-as-altering: Observality as a method for ‘silent’ reflexivity and criticality 10. Interculturality holding hands with education for emergencies Part III. Insights into Interculturalising Interculturality 11. Interculturality ‘beyond’ culture: challenges and future possibilities 12. Interculturalising the teaching of interculturality in Swedish higher education 13. Mediated communication as an entryway into interculturality 14. Teaching interculturality: The ecology of self-reflection as a priority 15. A Finnish approach to promoting intercultural encountering in primary schools 16. Remarks and conclusion: Towards an endless and centerless glissando of interculturality 17. Afterword: Theorizing and teaching interculturality otherwise: What otherwise?

Fred Dervin is Professor of Multicultural Education at the University of Helsinki (Finland). He specialises in intercultural communication education, the sociology of multiculturalism, and international mobilities in education, and has widely published in different languages on identity, interculturality and mobility/migration. Exploring the politics of interculturality within and beyond the ‘canon’ of intercultural communication education research has been one of his idées fixes in his works over the past 20 years.Mei Yuan is Associate Professor at the School of Education, Minzu University of China. Yuan has led many research projects on Minzu and intercultural education and internationalisation, and has been recognised and awarded several times for her contributions to ‘minority’ education.Sude is Professor at the School of Education, Minzu University of China and is considered one of the most influential scholars in the field of Chinese Minzu education. His research interests include multicultural education, diversity in teacher education, and intercultural competence in superdiverse institutions.

“The edited volume represents a major conceptual breakthrough in engaging with the phenomenon of interculturality through critical, ‘otherwise’ perspectives. It has done a brilliant job in problematising many dominant and ‘tired’ views towards culture(s) and, at the same time, making a convincing case for the significant role of interculturality in education, society and decolonising knowledge. It is a must-read for anyone interested in intercultural learning.”Zhu Hua, Director of International Centre of Intercultural Studies, IOE, University College London, UK“Teaching Interculturality ‘Otherwise’ sheds much needed light¡¡on different ways of conceptualising interculturality that is grounded in actual experiences of teachers, teacher educators and researchers who teach about this concept, implicitly or explicitly. The result is a splendid mosaic of insights from different teaching contexts (levels and geographical) which makes visible the complexity of teaching for and through interculturality. It convincingly shows the importance of letting the concept live, adapt and be questioned as it meets the challenges of dealing with difference in teaching practices, as well as in producing theory.”Chantal Crozet, RMIT, Australia“‘Teaching Interculturality Otherwise’ will make you think differently about what you do and how you do it in your culturally-diverse classroom. It is a critical reflection of interculturality leading to the thought-provoking notion of intercultural education being intercultural, per se. For all of us working in the field across contexts, disciplines, and countries, interculturalising intercultural education adds on the debate about the ways to decolonise intercultural policies and practice.”Christina Hajisoteriou, Associate Professor in Intercultural Education, University of Nicosia, Cyprus

• 1. Introduction Part I The Nuts and Bolts of Teaching Interculturally 2. Teaching and learning about interculturality in communication and management 3. Unity in diversity: Exploring intercultural teaching and learning practices in secondary education and teacher training in Austria 4. Teaching in intercultural classrooms: An Italian perspective 5. Teaching through learning about intercultural difference(s): Autoethnographic experiences of a teacher aide in an Australian regional secondary school 6. Interculturalism and the university: The case of Jagdish Gundara and the Institute of Education Centre for Intercultural Education (UK) Part II. Change in the Teaching of Interculturality 7. Teaching interculturality: Changes in perspective (A story of change) 8. Is there any communication that isn’t intercultural? 9. Interculturality-as-altering: Observality as a method for ‘silent’ reflexivity and criticality 10. Interculturality holding hands with education for emergencies Part III. Insights into Interculturalising Interculturality 11. Interculturality ‘beyond’ culture: challenges and future possibilities 12. Interculturalising the teaching of interculturality in Swedish higher education 13. Mediated communication as an entryway into interculturality 14. Teaching interculturality: The ecology of self-reflection as a priority 15. A Finnish approach to promoting intercultural encountering in primary schools 16. Remarks and conclusion: Towards an endless and centerless glissando of interculturality 17. Afterword: Theorizing and teaching interculturality otherwise: What otherwise?

Fred Dervin is Professor of Multicultural Education at the University of Helsinki (Finland). He specialises in intercultural communication education, the sociology of multiculturalism, and international mobilities in education, and has widely published in different languages on identity, interculturality and mobility/migration. Exploring the politics of interculturality within and beyond the ‘canon’ of intercultural communication education research has been one of his idées fixes in his works over the past 20 years.Mei Yuan is Associate Professor at the School of Education, Minzu University of China. Yuan has led many research projects on Minzu and intercultural education and internationalisation, and has been recognised and awarded several times for her contributions to ‘minority’ education.Sude is Professor at the School of Education, Minzu University of China and is considered one of the most influential scholars in the field of Chinese Minzu education. His research interests include multicultural education, diversity in teacher education, and intercultural competence in superdiverse institutions.

“The edited volume represents a major conceptual breakthrough in engaging with the phenomenon of interculturality through critical, ‘otherwise’ perspectives. It has done a brilliant job in problematising many dominant and ‘tired’ views towards culture(s) and, at the same time, making a convincing case for the significant role of interculturality in education, society and decolonising knowledge. It is a must-read for anyone interested in intercultural learning.”Zhu Hua, Director of International Centre of Intercultural Studies, IOE, University College London, UK“Teaching Interculturality ‘Otherwise’ sheds much needed light¡¡on different ways of conceptualising interculturality that is grounded in actual experiences of teachers, teacher educators and researchers who teach about this concept, implicitly or explicitly. The result is a splendid mosaic of insights from different teaching contexts (levels and geographical) which makes visible the complexity of teaching for and through interculturality. It convincingly shows the importance of letting the concept live, adapt and be questioned as it meets the challenges of dealing with difference in teaching practices, as well as in producing theory.”Chantal Crozet, RMIT, Australia“‘Teaching Interculturality Otherwise’ will make you think differently about what you do and how you do it in your culturally-diverse classroom. It is a critical reflection of interculturality leading to the thought-provoking notion of intercultural education being intercultural, per se. For all of us working in the field across contexts, disciplines, and countries, interculturalising intercultural education adds on the debate about the ways to decolonise intercultural policies and practice.”Christina Hajisoteriou, Associate Professor in Intercultural Education, University of Nicosia, Cyprus

• 1. Introduction Part I The Nuts and Bolts of Teaching Interculturally 2. Teaching and learning about interculturality in communication and management 3. Unity in diversity: Exploring intercultural teaching and learning practices in secondary education and teacher training in Austria 4. Teaching in intercultural classrooms: An Italian perspective 5. Teaching through learning about intercultural difference(s): Autoethnographic experiences of a teacher aide in an Australian regional secondary school 6. Interculturalism and the university: The case of Jagdish Gundara and the Institute of Education Centre for Intercultural Education (UK) Part II. Change in the Teaching of Interculturality 7. Teaching interculturality: Changes in perspective (A story of change) 8. Is there any communication that isn’t intercultural? 9. Interculturality-as-altering: Observality as a method for ‘silent’ reflexivity and criticality 10. Interculturality holding hands with education for emergencies Part III. Insights into Interculturalising Interculturality 11. Interculturality ‘beyond’ culture: challenges and future possibilities 12. Interculturalising the teaching of interculturality in Swedish higher education 13. Mediated communication as an entryway into interculturality 14. Teaching interculturality: The ecology of self-reflection as a priority 15. A Finnish approach to promoting intercultural encountering in primary schools 16. Remarks and conclusion: Towards an endless and centerless glissando of interculturality 17. Afterword: Theorizing and teaching interculturality otherwise: What otherwise?