Beyond transformation, aid and gratitude: Developing a mutually beneficial international teaching experience

ABSTRACT

International teaching experiences are increasingly being offered as an option in teacher education programs as a way of addressing goals related to internationalization such as developing intercultural competence and preparing teachers for “super-diversity” in education. However, there has also been some concern expressed that international teaching experiences may simply reinforce stereotypes and contribute to deficit thinking about diversity and difference.

This article critically evaluates the literature relating to international teaching experiences, using postcolonial theory to interrogate the dominant discourses in this field. In particular, discourses of transformation, aid, and gratitude are prominent in the literature and their problematic nature and impact on developing equitable partnerships with host schools and institutions, and in terms of challenging and changing student teachers' intercultural competence is discussed. Drawing on studies that have taken a more critical approach, practices that can promote equitable partnerships and mutually beneficial experiences for both hosts and visitors are suggested.

Disclosure Statement

No potential conflict of interest was reported by the author.

Additional Resources

1. Buckner, E., & Stein, S. (2019). What counts as internationalization? Deconstructing the internationalization imperative. Journal of Studies in International Education, 1–16. DOI: 10.1177/1028315319829878.

This article discusses the broader concept of internationalization and suggests a more critical stance is needed to how it is defined, framed and enacted in higher education. The authors critique the apolitical stance taken by many institutions toward the problematic aspects of internationalization such as power imbalances, financial burdens and framing the “global other” as an object rather than an equal partner.

2. Mitchell, T. D., Donahue, D. M., & Young-Law, C. (2012). Service learning as a pedagogy of whiteness. Equity & Excellence in Education, 45, 612–629.

This paper offers a thoughtful discussion about the challenges of dealing with race in intercultural competence. It discusses whiteness and white privilege suggesting that service learning that lacks a critical focus on race risks reinforcing stereotypes and deficit discourses. The authors suggest that how the service learning context is framed is critical, and they describe the challenges for faculty working in this area.

3. Gorski, P. C. (2008). Good intentions are not enough: A decolonizing intercultural education, Intercultural Education, 19, 515–525. DOI: 1080/14675980802568319.

Gorksi offers a critique of intercultural education that does not address power and unequal distribution of power. He encourages intercultural educators to be political, to challenge, and to be agents of change in order to implement a decolonizing approach. Gorski describes seven shifts that he believes are necessary to realize the goal of a decolonizing intercultural education.