This book critiques models of intercultural competence, whilst suggesting examples of specific alternative approaches that will successfully foster intercultural competence in teacher education.

Bringing together diverse perspectives from teacher educators and student teachers, this volume discusses the need to move beyond essentialism, culturalism and assumptions about an us versus them perspective and recognises that multiple identities of an individual are negotiated in interaction with others. Intercultural Competence in the Work of Teachers is divided into four sections: critiquing intercultural competence in teacher education; exploring critical intercultural competences in teacher education; reflexivity and intercultural competence in teacher education; and indigeneity and intercultural competence in teacher education, providing a methodological approach through which to explore this critical framework further.

This book is ideal for teacher educators or academics of education specialising in global education who are looking to explore alternative perspectives towards intercultural competence and wish to gain an insight into the ways it can be utilised in a more effective and productive manner.

About the Author

Fred Dervin is Professor of Multicultural Education at the University of Helsinki, Finland.

Robyn Moloney is an Honorary Senior Lecturer in Educational Studies, Macquarie University, Australia, and a consultant in teacher development.

Ashley Simpson is Assistant Professor at the School of Foreign Studies, Shanghai University of Finance and Economics.

"About this title" may belong to another edition of this title.

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