Juggling Selves: Navigating Pre-service Teaching Experiences in Overseas Contexts
- 129 Downloads
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.
- Anderson, B. 1991. Imagined Communities: Reflections on the Origin and Spread of Nationalism. London: Verso.Google Scholar
- Appadurai, A. (ed.). 2002. Globalization. Durham, NC: Duke University Press.Google Scholar
- Appadurai, A. 2013. Future as Cultural Fact. Essays on the Global Condition. London: Verso.Google Scholar
- Bakhtin, M.M. (1981). The Dialogic Imagination: Four Essays, ed. by Michael Holquist. Austin: University of Texas Press.Google Scholar
- Block, D. 2007. Second Language Identities. London: Continuum.Google Scholar
- Bohler, M., and M. Zembylas. 2003. Discomforting Truths: The Emotional Terrain of Understanding Difference. In Pedagogies of Difference: Rethinking Education for Social Justice, ed. P.P. Trifonas, 115–138. New York: Routledge.Google Scholar
- Campbell, C., and C. Walta. 2015. Maximising Intercultural Learning in Short Term International Placements: Findings Associated with Orientation Programs, Guided Reflection and Immersion. Australian Journal of Teacher Education 40 (10): 1–15.Google Scholar
- Goode, M.L. (2008). The Role of Faculty Study Abroad Directors: A Case Study. Frontiers: The Interdisciplinary Journal of Study Abroad, 15, 149–72. (Fall–Winter).Google Scholar
- Hall, S. 1996. Introduction: Who Needs Identity? In Questions of Cultural Identity, ed. S. Hall and P. Du Gay, 1–8. London: Sage.Google Scholar
- Hall, S. (ed.). 1997. Representation: Cultural Representations and Signifying Practices. London: Sage.Google Scholar
- Hooks, B. 2009. Reel to Real: Race, Class and Sex at the Movies. New York/Abingdon, Oxon: Routledge.Google Scholar
- Martin, I., and J. Zeck. (2015). Teach the teacher. The Laos Experience. www.thelaosexperience.com. Accessed 21 Sept 2018.
- Massey, D.B. 2005. For Space. London: Sage.Google Scholar
- Mineduc. (2018). Ministerio de Educación. Etapas Educativas. https://www.mineduc.cl/. Accessed 18 Dec 2018.
- Motha, S. 2014. Race, Empire and English Language Teaching: Creating Responsible and Ethical Anti-racist Practice. New York: Teachers College Press.Google Scholar
- Neilsen, R.P. 2011. ‘Moments of Disruption’ and the Development of Expatriate TESOL Teachers. English Australia Journal 27 (1): 18–32.Google Scholar
- Ong, A. 1999. Flexible Citizenship: The Cultural Logics of Transnationality. Durham, NC: Duke University Press.Google Scholar
- Porsch, R., and S. Lüling. 2017. Reentry-Erfahrungen durch Lehramtsstudierende mit einer modernen Fremdsprache nach einem Auslandsaufenthalt. Zeitschrift für Fremdsprachenforschung 28 (3): 259–283.Google Scholar
- Robinson, A. (2011, September). In Theory Bakhtin: Carnival Against Capital, Carnival Against Power. Ceasefire Magazine. https://ceasefiremagazine.co.uk/in-theory-bakhtin-2/.
- Spivak, G. 1998. Can the Subaltern Speak? In Marxism and the Interpretation of Culture, ed. C. Nelson and L. Grossberg, 271–313. Urbana: University of Illinois Press.Google Scholar
- Stalker, P. (2010. A Guide to Countries of the World. Oxford Paperback Reference. Oxford: Oxford University Press.Google Scholar
- Urry, J. 2007. Mobilities. Cambridge: Polity Press.Google Scholar
- Villegas, A.M. 2008. Diversity and Teacher Education. In Handbook of Research on Teacher Education: Enduring Questions in Changing Contexts, ed. M. Cochran-Smith, S. Feiman-Nemser, and D.J. McIntyre, 551–558. New York: Routledge.Google Scholar
- Weick, K. 1995. Sensemaking in Organisations. London: Sage.Google Scholar
- Weinmann, M. 2015. Asia Engagement Beyond Binaries and Boundaries: Towards a Re-theorisation of Asia, Community and Curriculum. In Asia literate Schooling in the Asian Century, ed. C. Halse, 182–197. Abingdon, Oxon: Routledge.Google Scholar
- Zemach-Bersin, T. (2007). Global Citizenship and Study Abroad: It’s all about U.S. Critical Literacy: Theories and Practices, 1(2), 16–28.Google Scholar