Critical and narrative research perspectives on in-service intercultural teaching

ABSTRACT

Research at the intersection of teaching, teacher education, and international school settings predominantly examines pre-service educators’ placements in host countries from a critical stance. Moreover, novice teachers who begin their educator professional development in intercultural situations display many parallels to those of pre-service teachers in study abroad teaching programs, and more broadly, to other professionals beginning their careers internationally. In this article, I discuss the literature concerning both intercultural educator preparation and teaching and I assert the need for a critical narrative perspective.

Disclosure Statement

No potential conflict of interest was reported by the author.

Additional Resources

1. Schlein, C., & Garii, B. (Eds.). (2017). A reader of narrative and critical lenses on intercultural teaching and learning. Charlotte, NC: Information Age.

This edited compilation provides a review of several studies pertaining to intercultural teaching. The chapters provide a narrative critical orientation to the topic. Conclusions respond to questions of social justice and applications for classroom practice in culturally diverse schools.

2. Deardorff, D. K. (2009). The SAGE handbook of intercultural competence. Los Angeles: SAGE.

This handbook offers a comprehensive overview of the topic of intercultural competence. Included chapters explore definitions and assessments of intercultural competence. This text is a much-needed base for teacher educators and leaders structuring programs to develop intercultural competence.

3. Schlein, C. (2018). (Un)Learning to teach through intercultural professional development. Charlotte, NC: Information Age.

This work engages in a detailed narrative exploration of an investigation of four novice teachers who began their careers in Japan or Hong Kong. The book details their cultural, identity, and professional experiences in the foreign setting. In addition, it includes consideration of the returnee experience, with a deliberation over long-term impacts of intercultural teaching practice.