Teachers as intercultural bridge-builders: Rethinking the metaphor of bridge-building
The idea that intercultural understanding should be based on in-depth knowledge about the other continues to capture the imagination of policy makers, practitioners, and researchers. According to this line of thinking, intercultural understanding is about creating a secure way of reducing cultural c...
Veröffentlicht in: | Teaching theology and religion |
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1. VerfasserIn: | |
Medienart: | Elektronisch Aufsatz |
Sprache: | Englisch |
Verfügbarkeit prüfen: | HBZ Gateway |
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Fernleihe: | Fernleihe für die Fachinformationsdienste |
Veröffentlicht: |
Wiley-Blackwell
[2020]
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In: |
Teaching theology and religion
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RelBib Classification: | ZF Pädagogik |
weitere Schlagwörter: | B
teachers' professional practice
B Intercultural education B bridge-building metaphor B intercultural understanding |
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Vermutlich kostenfreier Zugang Volltext (Verlag) Volltext (doi) |
Zusammenfassung: | The idea that intercultural understanding should be based on in-depth knowledge about the other continues to capture the imagination of policy makers, practitioners, and researchers. According to this line of thinking, intercultural understanding is about creating a secure way of reducing cultural complexity, aiming to overcome what is perceived as the strangeness of the other. While this approach to intercultural understanding has been highly influential, a growing body of work has raised fundamental questions about its adequacy. This article contributes to this discussion by exploring the metaphorical expression, bridge-building, as a way to describe teachers' work with intercultural understanding. The article relates the bridge-building metaphor to the ability to develop and integrate targeted knowledge, skills, and attitudes. It also explores how the bridge-building metaphor allows us to use our cultural and social experiences to facilitate an understanding of others. |
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ISSN: | 1467-9647 |
Enthält: | Enthalten in: Teaching theology and religion
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Persistent identifiers: | DOI: 10.1111/teth.12550 |