Four 'Moments' of Intercultural Encountering

Autor/in	Wernicke, Meike
Titel	Four 'Moments' of Intercultural Encountering
Quelle	In: Teaching in Higher Education, 26 (2021) 7-8, S.1130-1140 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2021.1911988
Schlagwörter	Intercultural Communication; Racial Bias; Graduate Students; Teaching Methods; Learning Experience; Power Structure; Foreign Policy; Cultural Awareness; Teacher Attitudes; Multiple Literacies; Educational Resources; College Faculty; Indigenous Knowledge; Canada Natives; Land Use; Conflict Resolution; History; American Indians; Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Students; Immigrants; Botany; COVID-19; Pandemics; Western Civilization; American Indian Culture + Suchen Sie Ihr Suchwort? Interkulturelle Kommunikation; Racial discrimination; Rassismus; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Lernerfahrung; Außenpolitik; Cultural identity; Kulturelle Identität; Lehrerverhalten; Bildungsmittel; Fakultät; Bodennutzung; Conflict solving; Konfliktlösung; Konfliktregelung; Geschichte; Geschichtsdarstellung; American Indian; Indianer; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Immigrant; Immigrantin; Immigranten; Botanik
Abstract	Teaching a graduate course focused on critical understandings of interculturality offers an opportune space in which to explore decolonizing pedagogical practices. In this short paper, I examine my own attempts at decolonizing students' experiences of intercultural learning by incorporating non-Western knowledge systems to draw attention to dominant cultural perceptions, authority structures, and power relations. Using extracts of students' texts and multimodal representations of cultural discourses, I focus on four 'moments' of intercultural learning: (1) the importance of connecting to history on one's own terms; (2) how knowledge and experience shape our relationship to the land; (3) the need for uncomfortable and vulnerable spaces as potentially facilitating anti-racist/decolonial pedagogy; and (4) the tensions around cultural appropriation in relation to teaching resources. In sharing these practical realizations of teaching in higher education I hope to contribute to the larger discussion of the possibilities and challenges of a decolonizing praxis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01