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Teaching Interculturality ‘Otherwise’
This edited volume focuses on the thorny and somewhat controversial issue of
teaching (and learning) interculturality in a way that considers the notion from
critical and reflexive perspectives when introduced to students.
Comprised of three parts, the book discusses the nuts and bolts of teaching
interculturally, considers changes in the teaching of interculturality, and provides
pedagogical insights into interculturalising the notion. It studies both teaching im-/
explicitly about interculturality and how to incorporate interculturality into teaching
practices or into an institution. By sharing varied cases and theoretical reflections
on the topic, the editors and contributors from different parts of the world aim
to stimulate more initiatives to enrich the field instead of delimiting it, especially
in complement to and beyond the ‘West’ or ‘Global North’, and also to build up
further reflexivity in the way readers engage with interculturality in education.
This will be a must-read for teachers and researchers of intercultural
communication education at different educational levels, as well as anyone
interested in scholarship on education for interculturality.
Fred Dervin is Professor of Multicultural Education at the University of Helsinki
(Finland). He specialises in intercultural communication education, the sociol-
ogy of multiculturalism, and international mobilities in education, and has widely
published in different languages on identity, interculturality, and mobility/migra-
tion. Exploring the politics of interculturality within and beyond the ‘canon’ of
intercultural communication education research has been one of his idées fixes in
his works over the past 20 years.
Mei Yuan is Associate Professor at the School of Education, Minzu University of
China. Yuan has led many research projects on Minzu and intercultural education
and internationalisation, and has been recognised and awarded several times for
her contributions to ‘minority’ education.
Sude is Professor at the School of Education, Minzu University of China, and is
considered one of the most influential scholars in the field of Chinese Minzu edu-
cation. His research interests include multicultural education, diversity in teacher
education, and intercultural competence in superdiverse institutions.
New Perspectives on Teaching Interculturality
About the Series
This book series publishes original and innovative single-authored and edited
volumes contributing robust, new and genuinely global studies to the exciting field
of research and practice of interculturality in education. The series aims to enrich
the current objectives of ‘doing’ and teaching interculturality in the 21st century
by problematizing Euro- and Western-centric perspectives and giving a voice to
other original and under-explored approaches. The series promotes the search for
different epistemologies, cutting-edge interdisciplinarity and the importance of
reflexive and critical translation in teaching about this important notion. Finally,
New Perspectives on Teaching Interculturality serves as a platform for dialogue
amongst the global community of educators, researchers, and students.
Series Editors:
Fred Dervin is Professor of multicultural education at the University of Helsinki.
Mei Yuan is Associate Professor at the School of Education, Minzu University
of China.
Interculturality in Schools
Practice and Research
Robyn Moloney, Maria Lobytsyna and John De Nobile
Interculturality in Higher Education
Putting Critical Approaches into Practice
Edited by Mélodine Sommier, Anssi Roiha and Malgorzata Lahti
Teaching Interculturality ‘Otherwise’
Edited by Fred Dervin, Mei Yuan and Sude
The Paradoxes of Interculturality
A Toolbox of Out-of-the-Box Ideas for Intercultural Communication Education
Fred Dervin
For a full list of titles in this series, visit https://www .routledge. com /New
-Perspectives -on -Teaching- Interculturality/ book -series /NPTI
Teaching Interculturality
‘Otherwise’
Edited by Fred Dervin, Mei Yuan,
and Sude
This book is an outcome of the Enhancing Intercultural Dialogue in
Education Project sponsored by the 2021 National Foreign Experts Program
(G202184002L).
First published 2023
by Routledge
4 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
605 Third Avenue, New York, NY 10158
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2023 selection and editorial matter, Fred Dervin, Mei Yuan and Sude;
individual chapters, the contributors
The right of Fred Dervin, Mei Yuan and Sude to be identified as the authors
of the editorial material, and of the authors for their individual chapters,
has been asserted in accordance with sections 77 and 78 of the Copyright,
Designs and Patents Act 1988.
With the exception of Chapter 3, no part of this book may be reprinted or
reproduced or utilised in any form or by any electronic, mechanical, or
other means, now known or hereafter invented, including photocopying
and recording, or in any information storage or retrieval system, without
permission in writing from the publishers.
Chapter 3 of this book is available for free in PDF format as Open Access
from the individual product page at www .routledge. com. It has been made
available under a Creative Commons Attribution-Non Commercial-No
Derivatives 4.0 license.
Trademark notice: Product or corporate names may be trademarks or
registered trademarks, and are used only for identification and explanation
without intent to infringe.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
ISBN: 978-1-032-38479-5 (hbk)
ISBN: 978-1-032-43352-3 (pbk)
ISBN: 978-1-003-34527-5 (ebk)
DOI: 10.4324/9781003345275
Typeset in Times New Roman
by Deanta Global Publishing Services, Chennai, India
Contents
List of figures viii
List of tables ix
List of contributors x
1 Introduction 1
FRED DERVIN
PART I
The nuts and bolts of teaching interculturally 13
2 Teaching and learning about interculturality in communication
and management 15
ALEXANDER FRAME
3 Unity in diversity: Exploring intercultural teaching and
learning practices in secondary education and teacher training
in Austria 34
JASMIN PESKOLLER
4 Teaching in intercultural classrooms: An Italian perspective 55
AGOSTINO PORTERA
5 Teaching through learning about intercultural difference(s):
Autoethnographic experiences of a teacher aide in an
Australian regional secondary school 71
P. A. DANAHER
vi Contents
6 Interculturality and the university: The case of Jagdish
Gundara and the Institute of Education Centre for
Intercultural Education (UK) 88
GARY MCCULLOCH
PART II
Change in the teaching of interculturality 99
7 Teaching interculturality: Changes in perspective (A story of
change) 101
ROBYN MOLONEY
8 Is there any communication that isn’t intercultural? 111
ETTA KRALOVEC
9 Interculturality-as-altering: Observality as a method for
‘silent’ reflexivity and criticality 116
NING CHEN AND FRED DERVIN
10 Interculturality holding hands with education for emergencies 128
HEIDI LAYNE AND ABITHA CHAKRAPANI
PART III
Insights into interculturalising interculturality 141
11 Teaching interculturality ‘beyond’ culture: Challenges and
future possibilities 143
GIULIANA FERRI
12 Interculturalising the teaching of interculturality in Swedish
higher education 157
ANDREAS JACOBSSON
13 Mediated communication as an entryway into interculturality 173
MARKO SIITONEN AND MARGARETHE OLBERTZ-SIITONEN
14 Teaching interculturality: The ecology of self-reflection as a priority 187
NATHALIE AUGER
Contents vii
15 A Finnish approach to promoting intercultural encountering in
primary schools 200
OONA PIIPPONEN
16 Remarks and conclusion: Towards an endless and centreless
glissando of interculturality 215
FRED DERVIN
17 Afterword: Theorising and teaching interculturality otherwise:
What ‘otherwise’? 222
HAMZA R’BOUL
Index 227
Figures
3.1 Addressing stereotypes in the EFL classroom – example 1 44
3.2 Addressing stereotypes in the EFL classroom – example 2 45
Tables
1.1 Keys to reflecting on the chapters 10
2.1 Three phases of learning about interculturality 20
2.2 The three phases of learning about interculturality in the ICM MA
course 24
3.1 Criteria catalogue for intercultural learning activities 42
13.1 A sample task for analysing social media 178
13.2 A sample task for analysing global virtual teamwork 180
15.1 Seven dimensions of the learning space influence whether a space
of reciprocal encountering can be created in a children’s story
exchange 210
