Intercultural education in understudied contexts: lessons learned to rethink the conceptualization and assessment of intercultural competence

Mostra el registre complet Registre parcial de l'ítem

• dc.contributor.author Awad, Hiltrud
• dc.contributor.author Trenchs i Parera, Mireia
• dc.date.accessioned 2024-03-18T07:29:56Z
• dc.date.available 2024-03-18T07:29:56Z
• dc.date.issued 2024
• dc.description Data de publicació electrònica: 28 de novembre del 2022
• dc.description.abstract Extensive research has been done to identify the conceptual components of intercultural competence (IC), which resulted in a plethora of models and a wide array of differently defined constructs that are in use today to develop and assess IC. However, the majority of IC research comes from relatively similar contexts that are westernised, high on the diversity scale, and employ modern educational practices. This research study set out to investigate an understudied context that is non-western, low on the diversity scale, and retains a traditional educational system based on textbook memorisation. The aim was to examine whether such context would yield IC components similar to or different from those existing in established models. Primary data collected from 32 students, in a Palestinian high school, was analyzed, revealing 14 IC components, which, by comparison to secondary data from literature, were relatively similar to components in established IC models, yet with subtle differences. The three-phase deductive-then-inductive content analysis approach implemented in this study provided us with evidence to support arguments against the one-model approach for IC development and assessment and voice out the need for a more realistic and ethical approach that takes the different sociocultural, geopolitical, and educational contexts into account.
• dc.description.sponsorship This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors. However, the final editing stages of this article were conducted under funding by the European Union’s Horizon 2020 research and innovation programme under the Marie Skłodowska-Curie Grant Agreement No. 101026747.
• dc.format.mimetype application/pdf
• dc.identifier.citation Awad H, Trenchs-Parera M. Intercultural education in understudied contexts: lessons learned to rethink the conceptualization and assessment of intercultural competence.J Multiling Multicult Dev. 2024;45(10):4086-101. DOI: 10.1080/01434632.2022.2139832
• dc.identifier.doi http://dx.doi.org/10.1080/01434632.2022.2139832
• dc.identifier.issn 0143-4632
• dc.identifier.uri http://hdl.handle.net/10230/59444
• dc.language.iso eng
• dc.publisher Taylor & Francis
• dc.relation.ispartof Journal of Multilingual and Multicultural Development. J Multiling Multicult Dev. 2024;45(10):4086-101.
• dc.relation.projectID info:eu-repo/grantAgreement/EC/H2020/101026747
• dc.rights © This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of multilingual and multicultural development on 28 Nov 2022, available online: http://www.tandfonline.com/10.1080/01434632.2022.2139832
• dc.rights.accessRights info:eu-repo/semantics/openAccess
• dc.subject.keyword Intercultural competence components
• dc.subject.keyword intercultural assessment
• dc.subject.keyword reflective intercultural activities
• dc.subject.keyword low-diversity context
• dc.subject.keyword Palestine
• dc.title Intercultural education in understudied contexts: lessons learned to rethink the conceptualization and assessment of intercultural competence
• dc.type info:eu-repo/semantics/article
• dc.type.version info:eu-repo/semantics/acceptedVersion