Teacher education for critical and reflexive interculturality
Author(s)
Bibliographic Information
Teacher education for critical and reflexive interculturality
（Palgrave pivot）
Palgrave Macmillan : Springer Nature, c2021
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Note
Includes bibliographical references and index
Description and Table of Contents
Description
This book deals with the importance of interculturality in teacher education and training. It is mostly through the concept of intercultural competence that interculturality has been constructed and problematized for educators. However, different approaches and paradigms are available and 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. There is thus a need for educators to consider these aspects of interculturality in education to be able to become better teachers in a diverse world like ours.
Table of Contents
1. Introduction: setting the stage
SECTION ONE: FRAMING INTERCULTURALITY FROM CRITICAL AND REFLEXIVE PERSPECTIVES FOR TEACHER EDUCATION AND TRAINING
Chapter 1: Why use the word interculturality and not something else? What are the meanings of interculturality today?
Chapter 2: Why does it really matter? What is interculturality all about in education? What are its goals?
Chapter 3: What should teachers know about the idea of interculturality?
Chapter 4: What should/could teachers learn to do with interculturality?
Chapter 5: What concepts to use?
SECTION TWO: EDUCATING AND TRAINING FOR REFLEXIVE AND CRITICAL INTERCULTURALITY: STEPS AND GOOD PRACTICES
Chapter 6: Step 1: Interculturality from within
Chapter 7: Step 2: Interculturality and imaginaries
Chapter 8: Step 3: Interculturality and language
Chapter 9: Good practice 1: Using textbooks to explore interculturality
Chapter 10: Good practice 2: The media as an educational resource to rethink interculturality
Chapter 11: Good practice 3: Fiction and art as a support to develop a sense of interculturality
CONCLUSION
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