[Edling] Interculturality in Teacher Education and Training

[Dervin, Fred]

SECOND CALL FOR PAPERS

International Conference

Karlstad University, Sweden, 17-19 June 2019


Interculturality in Teacher Education and Training: Methodologies, Criticality, and Sustainability


The notion of interculturality is often said to have been central in teacher education and training in Europe and other parts of the world over the past 30 years. It is mostly through the concept of intercultural competence that interculturality has been constructed and problematized for both (student) teachers and students. Many other labels have been used as companions and/or competitors by decision-makers, educators, teacher educators and researchers (amongst others): intercultural/multicultural/transcultural sensitivity (e.g. Rissanen et al., 2016), culturally responsible teaching/pedagogy (Gay, 2010), global competence (Kushner, 2012), intercultural ethos (Tarozzi, 2014), thoughtfulness (Lanas, 2014), intercultural citizenship (Byram, 2014), pedagogies of working with diversity (Xu, Chen & Huang, 2015). These approaches can differ and/or share similarities in terms of ideology, method, practice, theoretical frameworks, and ethical considerations. There is no global agreement on the meanings of interculturality in teacher education and training, although some principles might be common across national borders.


Interculturality in teacher education and training has often relied on the contested concept of culture, especially in its differentialist understanding whereby only differences matter. Today, however, one has witnessed a shift towards the inclusion of other analytical elements such as equity, social justice, human rights and democracy but also a mix of foci (gender, religion, social class, etc.), in the way interculturality is talked about. In a sense, one could perhaps claim that interculturality in teacher education and training is dealt with in more complex ways today.


This international conference aims to map out current approaches to interculturality in teacher education and training around the world. The organisers are especially interested in critical perspectives.  For example, in relation to culture, Ogay & Edelmann (2016) call for ‘taking culture seriously’ – without throwing out the baby with the bathwater. Abdallah-Pretceille (2003) has coined the concept of culturality to indicate the need to work from an understanding of culture that is changeable and contextually-situated (see also Dervin, 2016).  Some perspectives have tried to do away with culturalism (culture as an explanation for all) and attempted to limit essentialism. There also seems to be a shared awareness of the danger of reinforcing ethnocentrism (believing that one’s group/culture is better than others) and “racism without race”.


Initial teacher education, but also (formal and/or informal) in-service training, are of interest here. Interculturality can be treated in different ways: Interculturality as a phenomenon in the work of (student) teachers (and how to get prepared for it); interculturality as a learning objective/outcome; interculturality as a practice in teaching and care. The context of teachers’ international mobility for interculturality and (student) teachers’ informal intercultural learning can be discussed too. Approaches from outside the ‘West’, less universalist, are very much welcomed.

The following questions may guide submissions of proposals:


What is the state of interculturality in teacher education and training today? Across countries, continents and within these spaces?

Do we believe that teachers can be trained for interculturality? If yes, how, where and for what purposes, especially in a sustainable manner? If not, what can we learn from our ‘mistakes’ and failure?

Can teachers’ ‘intercultural competence’ be defined and assessed?

Who decides what interculturality means and how it should be worked upon in teacher education and training? What is its place in curricula?

What is the role of teacher educators in promoting and problematizing interculturality?

What concepts and methodologies can be used to work on interculturality critically and reflexively in teacher education? Has the ‘periphery’ been influential in recent years? What is the role of interdisciplinarity? What do ‘critical’ and ‘reflexive’ mean?

Are practicums (school placements) privileged moments for interculturality?

What role does language play in training for interculturality?

Can technologies help develop a sense of interculturality in teacher education and training?

What are the outcomes of intercultural education and training in relation to teacher preparation?

What’s in store for the future of interculturality in teacher education and training? How about its ‘synonyms’ and ‘competitors’?

How can we ensure that interculturality is part of teachers’ lifelong learning endeavors?



Submitting a proposal:

We invite submission of proposals by 15th of February. 2019. Abstracts should be submitted by email to: intet at kau.se<mailto:intet at kau.se>

Paper and colloquia proposals are invited.

Individual paper proposals (100-150<tel:100150> words; duration: 30 minutes including a twenty-minute presentation, and an

additional ten minutes for discussion).

Colloquia proposals (200 words for the colloquium concept and 100-150<tel:100150> words on each paper, duration: 3 hours,

max. 5 participants – conveners and discussant included)

Abstracts will be reviewed by the scientific committee.

Following the conference, a blind peer-reviewed volume and/or journal issue will be published.

Decisions about the submitted proposals: 15th March. 2019


Registration:


Conference home page: kau.se/intet<http://kau.se/intet>



Keynote speakers

Robert Aman, Linköping University, Sweden

Vanessa Andreotti, The University of British Columbia, Canada

Fred Dervin, University of Helsinki, Finland

Andreas Jacobsson, Karlstad University, Sweden

Liu Min, Beijing Normal University, China

Ninetta Santoro, Swinburne University, Australia


Organising committee

Andreas Jacobsson, Karlstad University, Finland (co-chair)

Fred Dervin, University of Helsinki, Finland (co-chair)

Yongjian Li, University of Helsinki, Finland

Heini Paavola, University of Helsinki, Finland


Scientific committee

Nathalie Auger, Montpellier University

Julie Byrd Clark, Western University

Adrian Holliday, Canterbury Christ Church University

Prue Holmes, Durham University

Heidi Layne, National Institute of Education, Singapore

Angel M. Y. Lin, The University of Hong Kong

Robyn Moloney, Macquarie University

Danièle Moore, Simon Frasier University

Nektaria Palaiologou, University of Western Macedonia

Hanna Ragnarsdóttir, University of Iceland

Ece Zehir Topkaya, Çanakkale Onsekiz Mart University

Virginie Tremion, Catholic University of Paris

Ke Zhao, Shanghai University of Finance and Economics



Sent from my Mi phone


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