Abstract
Global mobility programs for pre-service teachers are an increasingly integral component of many teacher education courses. Research into international teaching programs has shown that student teachers develop intercultural awareness, inclusive teaching practices and flexibility, but global mobility programs can also reinforce cultural stereotypes, neocolonial attitudes and a sense of superiority and entitlement. This chapter presents a comparative analysis of pre-service teachers’ experiences in two mobility programs—a German program undertaken in Laos, and an Australian program in Chile. Such a comparison has two aims: first, to explore and add to current understandings of transnationalism; second, to examine how binary categories of self and other, which are historically constructed and discursively produced, continue to shape intercultural encounters. From this arises the need to support pre-service teachers in finding new ways to engage with the complexity of their experiences, which may lead to a deeper questioning of their identities and the normative conditions that shape their understanding.
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Weinmann, M., Neilsen, R., Martin, I. (2020). Juggling Selves: Navigating Pre-service Teaching Experiences in Overseas Contexts. In: Nickl, B., Popenici, S., Blackler, D. (eds) Transnational German Education and Comparative Education Systems. Global Germany in Transnational Dialogues. Springer, Cham. https://doi.org/10.1007/978-3-030-36252-2_8
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