Fred Dervin – författare

This book critiques models of intercultural competence, whilst suggesting examples of specific alternative approaches that will successfully foster intercultural competence in teacher education.

Bringing together diverse perspectives from teacher educators and student teachers, this volume discusses the need to move beyond essentialism, culturalism and assumptions about an us versus them perspective and recognises that multiple identities of an individual are negotiated in interaction with others. Intercultural Competence in the Work of Teachers is divided into four sections: critiquing intercultural competence in teacher education; exploring critical intercultural competences in teacher education; reflexivity and intercultural competence in teacher education; and indigeneity and intercultural competence in teacher education, providing a methodological approach through which to explore this critical framework further.

This book is ideal for teacher educators or academics of education specialising in global education who are looking to explore alternative perspectives towards intercultural competence and wish to gain an insight into the ways it can be utilised in a more effective and productive manner.

This book critiques models of intercultural competence, whilst suggesting examples of specific alternative approaches that will successfully foster intercultural competence in teacher education.

Bringing together diverse perspectives from teacher educators and student teachers, this volume discusses the need to move beyond essentialism, culturalism and assumptions about an us versus them perspective and recognises that multiple identities of an individual are negotiated in interaction with others. Intercultural Competence in the Work of Teachers is divided into four sections: critiquing intercultural competence in teacher education; exploring critical intercultural competences in teacher education; reflexivity and intercultural competence in teacher education; and indigeneity and intercultural competence in teacher education, providing a methodological approach through which to explore this critical framework further.

This book is ideal for teacher educators or academics of education specialising in global education who are looking to explore alternative perspectives towards intercultural competence and wish to gain an insight into the ways it can be utilised in a more effective and productive manner.

This innovative book problematises the internal relationships within and between the intercultural and the political in education. It engages in a critical dialogue with current practices and discourses, and the focus on ‘the political’ offers an alternative trajectory to explore interculturality within education.

Drawing on international research and consolidated with application of top interdisciplinary theories in the field, Dervin and Simpson alert us to the current dangers of treating interculturality loosely in education. The authors engage in a dialogue to encourage readers to examine the meaning of interculturality and the state of research in education today, suggesting that we move beyond merely rehearsing theories, concepts and methods. More importantly they urge researchers, teachers and students to question Western-centric ideologies of interculturality.

Intercultural and the Political Within Education is a must read for those who are dissatisfied with current intercultural research and education. It will be of great interest to researchers and students of the philosophy of education and those interested in the contemporary debates concerning ideologies, definitions and ownership of interculturality.

This innovative book problematises the internal relationships within and between the intercultural and the political in education. It engages in a critical dialogue with current practices and discourses, and the focus on ‘the political’ offers an alternative trajectory to explore interculturality within education.

Drawing on international research and consolidated with application of top interdisciplinary theories in the field, Dervin and Simpson alert us to the current dangers of treating interculturality loosely in education. The authors engage in a dialogue to encourage readers to examine the meaning of interculturality and the state of research in education today, suggesting that we move beyond merely rehearsing theories, concepts and methods. More importantly they urge researchers, teachers and students to question Western-centric ideologies of interculturality.

Intercultural and the Political Within Education is a must read for those who are dissatisfied with current intercultural research and education. It will be of great interest to researchers and students of the philosophy of education and those interested in the contemporary debates concerning ideologies, definitions and ownership of interculturality.

Since China proposed its “Belt and Road Initiative” in 2013 to boost its influence on international affairs and “cultivate international contacts who are friendly toward China”, the number of foreign students in China has surge exponentially. Yet global political changes have added tensions and challenges to the education of international students.

This book is one of the first works to discuss the educational experiences of international students in China. Using survey research and qualitative studies to study participants in degree-bearing and language programmes at regular universities and Sino-foreign universities located in different parts of the country, the book covers a variety of topics across education, including international students’ intercultural experience, teacher–student classroom interaction, learning and teaching Chinese as a foreign language, academic adaptation and identity formation in higher educational contexts.

This book is essential for researchers, practitioners and policy-makers of international student education in China. It can also benefit prospective international students considering pursuing higher education in China.

Since China proposed its “Belt and Road Initiative” in 2013 to boost its influence on international affairs and “cultivate international contacts who are friendly toward China”, the number of foreign students in China has surge exponentially. Yet global political changes have added tensions and challenges to the education of international students.

This book is one of the first works to discuss the educational experiences of international students in China. Using survey research and qualitative studies to study participants in degree-bearing and language programmes at regular universities and Sino-foreign universities located in different parts of the country, the book covers a variety of topics across education, including international students’ intercultural experience, teacher–student classroom interaction, learning and teaching Chinese as a foreign language, academic adaptation and identity formation in higher educational contexts.

This book is essential for researchers, practitioners and policy-makers of international student education in China. It can also benefit prospective international students considering pursuing higher education in China.

This edited volume focuses on the thorny and somewhat controversial issue of teaching (and learning) interculturality in a way that considers the notion from critical and reflexive perspectives when introduced to students. Comprised of three parts, the book discusses the nuts and bolts of teaching interculturally, considers changes in the teaching of interculturality, and provides pedagogical insights into interculturalising the notion. It studies both teaching im-/explicitly about interculturality and how to incorporate interculturality into teaching practices or into an institution. By sharing varied cases and theoretical reflections on the topic, the editors and contributors from different parts of the world aim to stimulate more initiatives to enrich the field instead of delimiting it, especially in complement to and beyond the ''West'' or ''Global North'', and also to build up further reflexivity in the way readers engage with interculturality in education. This will be a must-read for teachers and researchers of intercultural communication education at different educational levels, as well as anyone interested in scholarship on education for interculturality.

Chapter 3 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons 4.0 license.

This edited volume focuses on the thorny and somewhat controversial issue of teaching (and learning) interculturality in a way that considers the notion from critical and reflexive perspectives when introduced to students. Comprised of three parts, the book discusses the nuts and bolts of teaching interculturally, considers changes in the teaching of interculturality, and provides pedagogical insights into interculturalising the notion. It studies both teaching im-/explicitly about interculturality and how to incorporate interculturality into teaching practices or into an institution. By sharing varied cases and theoretical reflections on the topic, the editors and contributors from different parts of the world aim to stimulate more initiatives to enrich the field instead of delimiting it, especially in complement to and beyond the ''West'' or ''Global North'', and also to build up further reflexivity in the way readers engage with interculturality in education. This will be a must-read for teachers and researchers of intercultural communication education at different educational levels, as well as anyone interested in scholarship on education for interculturality.

Chapter 3 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons 4.0 license.

This book is unique in presenting new perspectives on how to introduce interculturality to children. It proposes critical ideas for introducing sensitive topics around culture, race and intersectionality. The book develops the reader’s criticality and reflexivity, providing original and concrete tools to introduce interculturality to children and to make children aware of how intercultural issues matter in their lives and in the world at large. It includes case studies of children’s realities from across the world, and provides insights into how to approach sensitive topics such as culturalism, discrimination, inequality and racism in relation to diversity in different contexts.

Written in the spirit of critical interculturality, the book will be of great interest to researchers and students in the field of intercultural studies, global childhood and early childhood education, as well as trainee teachers and educators.

This book is unique in presenting new perspectives on how to introduce interculturality to children. It proposes critical ideas for introducing sensitive topics around culture, race and intersectionality. The book develops the reader’s criticality and reflexivity, providing original and concrete tools to introduce interculturality to children and to make children aware of how intercultural issues matter in their lives and in the world at large. It includes case studies of children’s realities from across the world, and provides insights into how to approach sensitive topics such as culturalism, discrimination, inequality and racism in relation to diversity in different contexts.

Written in the spirit of critical interculturality, the book will be of great interest to researchers and students in the field of intercultural studies, global childhood and early childhood education, as well as trainee teachers and educators.

Seeking to uncover underlying epistemic invisibilities in generating intercultural communication education and research knowledge and to open up space for envisaging interculturality alternatively, this book reexamines and problematizes the assumptions and ontologies in the conceptual systems of interculturality.

In enunciating and critiquing what has been largely endorsed, normalized and taken for granted, this volume brings to the fore different, changing and situated understandings of intercultural ontologies and epistemologies in terms of premises, workings and objectives, unveiling the entangled factors and contexts that have delimited and circumscribed the realm. The authors believe that the field would benefit from some cognitive and sensory dissonance while reengaging effectively with notions to move forward. In particular, they endeavour to de-monumentalize and disrupt the very conceptual tenets that may have rendered interculturality myopic, repetitive, monolithic and aseptic in expanding the epistemic concerns of the “intercultural”, especially in the English language.

This book will be an essential read for scholars and students of the sociology of education, educational philosophy and intercultural education and also for all readers interested in the broad field of interculturality.

Seeking to uncover underlying epistemic invisibilities in generating intercultural communication education and research knowledge and to open up space for envisaging interculturality alternatively, this book reexamines and problematizes the assumptions and ontologies in the conceptual systems of interculturality.

In enunciating and critiquing what has been largely endorsed, normalized and taken for granted, this volume brings to the fore different, changing and situated understandings of intercultural ontologies and epistemologies in terms of premises, workings and objectives, unveiling the entangled factors and contexts that have delimited and circumscribed the realm. The authors believe that the field would benefit from some cognitive and sensory dissonance while reengaging effectively with notions to move forward. In particular, they endeavour to de-monumentalize and disrupt the very conceptual tenets that may have rendered interculturality myopic, repetitive, monolithic and aseptic in expanding the epistemic concerns of the “intercultural”, especially in the English language.

This book will be an essential read for scholars and students of the sociology of education, educational philosophy and intercultural education and also for all readers interested in the broad field of interculturality.

This book does not instruct the reader how to communicate interculturally but supports them in reflecting on how they can (re-)negotiate and (re-)construct knowledge(s), ideologies and relations around the notion of interculturality. Anchored in the author’s original and thought-provoking perspectives on interculturality, this interdisciplinary and global-minded book explores how communicating around the notion cannot do away with ideologisms, issues of language and translation or the problematization of voice and silence in research and education. Written in an original and stimulating way, relying on different writing genres and styles to ‘mimic’ the dynamism and flexibility of the very notion under review, the author urges us to (un-)voice, scrutinize, nurture and galvanize our ways of dealing with interculturality alone and together with others in academia. The very specific focus of the book, communicating around interculturality (instead of ‘doing’ interculturality), represents a fresh and important move for observing, analyzing, speaking of and contributing to today''s complex and divided world. The title is aimed at researchers, students and educators interested in examining and enriching their own takes on interculturality, from a more reflexive and interactive perspective.

This book does not instruct the reader how to communicate interculturally but supports them in reflecting on how they can (re-)negotiate and (re-)construct knowledge(s), ideologies and relations around the notion of interculturality. Anchored in the author’s original and thought-provoking perspectives on interculturality, this interdisciplinary and global-minded book explores how communicating around the notion cannot do away with ideologisms, issues of language and translation or the problematization of voice and silence in research and education. Written in an original and stimulating way, relying on different writing genres and styles to ‘mimic’ the dynamism and flexibility of the very notion under review, the author urges us to (un-)voice, scrutinize, nurture and galvanize our ways of dealing with interculturality alone and together with others in academia. The very specific focus of the book, communicating around interculturality (instead of ‘doing’ interculturality), represents a fresh and important move for observing, analyzing, speaking of and contributing to today''s complex and divided world. The title is aimed at researchers, students and educators interested in examining and enriching their own takes on interculturality, from a more reflexive and interactive perspective.

This book continues the two scholars’ endeavours for opening up more spaces for alternative perspectives, analyses and praxis in interculturality. The main text features fragments that bear relevance to a wide range of topics including education, politics, personal experiences, social realities, hierarchies, self-critique, language and locus of enunciation. The book takes a step forward by using fragments as an alternative way of doing research and writing scholarship. The premise here is that fragments are human and they reflect our fleeting, inconsistent and unsystematic production of knowledge that today’s scholarship has presented to be linear, structured and aligned. The authors draw on fragments to make their points as forcefully as possible by constructing sentences that destabilize themselves and readers to consider other paths and perspectives. That is, writing otherwise may propel thinking otherwise since the very bases, upon which we push our insights to mould through and by, are shaken and ultimately transcended. The chapters include questions with (temporary) answers as an attempt to induce readers to think for themselves and to move beyond what this book has to offer. This book will be a great read to scholars and students in the field of interculturality, education and sociology. The authors hope that this book will be seen as a genuine example of de-linking from mainstream writing and thinking conventions about interculturality in communication and education without compromising epistemic depth and nuance.

This book continues the two scholars’ endeavours for opening up more spaces for alternative perspectives, analyses and praxis in interculturality. The main text features fragments that bear relevance to a wide range of topics including education, politics, personal experiences, social realities, hierarchies, self-critique, language and locus of enunciation. The book takes a step forward by using fragments as an alternative way of doing research and writing scholarship. The premise here is that fragments are human and they reflect our fleeting, inconsistent and unsystematic production of knowledge that today’s scholarship has presented to be linear, structured and aligned. The authors draw on fragments to make their points as forcefully as possible by constructing sentences that destabilize themselves and readers to consider other paths and perspectives. That is, writing otherwise may propel thinking otherwise since the very bases, upon which we push our insights to mould through and by, are shaken and ultimately transcended. The chapters include questions with (temporary) answers as an attempt to induce readers to think for themselves and to move beyond what this book has to offer. This book will be a great read to scholars and students in the field of interculturality, education and sociology. The authors hope that this book will be seen as a genuine example of de-linking from mainstream writing and thinking conventions about interculturality in communication and education without compromising epistemic depth and nuance.