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<div dir="ltr">SECOND CALL FOR PAPERS<br>
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<div dir="ltr">International Conference <br>
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<div dir="ltr">Karlstad University, Sweden, 17-19 June 2019<br>
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<div dir="ltr">Interculturality in Teacher Education and Training: Methodologies, Criticality, and Sustainability<br>
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<div dir="ltr">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.<br>
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<div dir="ltr">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.<br>
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<div dir="ltr">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”. <br>
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<div dir="ltr">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. <br>
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<div dir="ltr">The following questions may guide submissions of proposals:<br>
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<div dir="ltr">What is the state of interculturality in teacher education and training today? Across countries, continents and within these spaces?<br>
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<div dir="ltr">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?<br>
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<div dir="ltr">Can teachers’ ‘intercultural competence’ be defined and assessed?<br>
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<div dir="ltr">Who decides what interculturality means and how it should be worked upon in teacher education and training? What is its place in curricula?<br>
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<div dir="ltr">What is the role of teacher educators in promoting and problematizing interculturality?<br>
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<div dir="ltr">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?<br>
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<div dir="ltr">Are practicums (school placements) privileged moments for interculturality?<br>
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<div dir="ltr">What role does language play in training for interculturality? <br>
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<div dir="ltr">Can technologies help develop a sense of interculturality in teacher education and training?<br>
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<div dir="ltr">What are the outcomes of intercultural education and training in relation to teacher preparation?<br>
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<div dir="ltr">What’s in store for the future of interculturality in teacher education and training? How about its ‘synonyms’ and ‘competitors’?<br>
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<div dir="ltr">How can we ensure that interculturality is part of teachers’ lifelong learning endeavors?<br>
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<div dir="ltr">Submitting a proposal:<br>
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<div dir="ltr">We invite submission of proposals by 15th of February. 2019. Abstracts should be submitted by email to:
<a href="mailto:intet@kau.se">intet@kau.se</a><br>
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<div dir="ltr">Paper and colloquia proposals are invited.<br>
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<div dir="ltr">Individual paper proposals <a href="tel:100150">(100-150</a> words; duration: 30 minutes including a twenty-minute presentation, and an<br>
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<div dir="ltr">additional ten minutes for discussion).<br>
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<div dir="ltr">Colloquia proposals (200 words for the colloquium concept and <a href="tel:100150">
100-150</a> words on each paper, duration: 3 hours,<br>
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<div dir="ltr">max. 5 participants – conveners and discussant included)<br>
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<div dir="ltr">Abstracts will be reviewed by the scientific committee.<br>
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<div dir="ltr">Following the conference, a blind peer-reviewed volume and/or journal issue will be published.<br>
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<div dir="ltr">Decisions about the submitted proposals: 15th March. 2019<br>
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<div dir="ltr">Registration: <br>
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<div dir="ltr">Conference home page: <a href="http://kau.se/intet">kau.se/intet</a><br>
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<div dir="ltr">Keynote speakers<br>
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<div dir="ltr">Robert Aman, Linköping University, Sweden<br>
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<div dir="ltr">Vanessa Andreotti, The University of British Columbia, Canada<br>
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<div dir="ltr">Fred Dervin, University of Helsinki, Finland<br>
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<div dir="ltr">Andreas Jacobsson, Karlstad University, Sweden<br>
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<div dir="ltr">Liu Min, Beijing Normal University, China<br>
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<div dir="ltr">Ninetta Santoro, Swinburne University, Australia<br>
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<div dir="ltr">Organising committee<br>
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<div dir="ltr">Andreas Jacobsson, Karlstad University, Finland (co-chair)<br>
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<div dir="ltr">Fred Dervin, University of Helsinki, Finland (co-chair)<br>
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<div dir="ltr">Yongjian Li, University of Helsinki, Finland<br>
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<div dir="ltr">Heini Paavola, University of Helsinki, Finland<br>
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<div dir="ltr">Scientific committee<br>
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<div dir="ltr">Nathalie Auger, Montpellier University<br>
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<div dir="ltr">Julie Byrd Clark, Western University<br>
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<div dir="ltr">Adrian Holliday, Canterbury Christ Church University<br>
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<div dir="ltr">Prue Holmes, Durham University<br>
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<div dir="ltr">Heidi Layne, National Institute of Education, Singapore<br>
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<div dir="ltr">Angel M. Y. Lin, The University of Hong Kong<br>
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<div dir="ltr">Robyn Moloney, Macquarie University<br>
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<div dir="ltr">Danièle Moore, Simon Frasier University<br>
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<div dir="ltr">Nektaria Palaiologou, University of Western Macedonia<br>
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<div dir="ltr">Hanna Ragnarsdóttir, University of Iceland<br>
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<div dir="ltr">Ece Zehir Topkaya, Çanakkale Onsekiz Mart University<br>
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<div dir="ltr">Virginie Tremion, Catholic University of Paris<br>
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<div dir="ltr">Ke Zhao, Shanghai University of Finance and Economics<br>
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<div dir="ltr">Sent from my Mi phone<br>
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