Understanding the other through international professional teaching experiences

Buchanan, J

Understanding the other through international professional teaching experiences

Buchanan, J

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Publication Type:: Journal Article
Citation:: International Education Journal, 2017, 16 (4), pp. 13 - 28
Issue Date:: 2017-01-01

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Field	Value	Language
dc.contributor.author	Buchanan, J https://orcid.org/0000-0001-6454-2296	en_US
dc.date.issued	2017-01-01	en_US
dc.identifier.citation	International Education Journal, 2017, 16 (4), pp. 13 - 28	en_US
dc.identifier.issn	1443-1475	en_US
dc.identifier.uri	http://hdl.handle.net/10453/124211
dc.description.abstract	Universities encourage students to undertake international professional experiences so they can add international and intercultural dimensions to their development. This paper adopts a theoretical backdrop of neo-colonialism to investigate the experiences of four Australian pre-service teachers who jointly undertook an IPE in Bandung, Indonesia. Analysis of their journal entries illustrates how they struggled to make sense of their new cultural and organizational surroundings, and the new insights they gleaned. They were unprepared or under-prepared for the complexities of culture that they encountered. The paper also discusses the potential for IPE delegates to normalize typically "Western/Northern" ways of learning and teaching, and puts forth some recommendations for future IPEs. It aims to prompt discussion on the current and potential value, and possible pitfalls, of such programs.	en_US
dc.relation.ispartof	International Education Journal	en_US
dc.subject.classification	Education	en_US
dc.title	Understanding the other through international professional teaching experiences	en_US
dc.type	Journal Article
utslib.citation.volume	4	en_US
utslib.citation.volume	16	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	13 Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	closed_access
pubs.issue	4	en_US
pubs.publication-status	Published	en_US
pubs.volume	16	en_US

Abstract:

Universities encourage students to undertake international professional experiences so they can add international and intercultural dimensions to their development. This paper adopts a theoretical backdrop of neo-colonialism to investigate the experiences of four Australian pre-service teachers who jointly undertook an IPE in Bandung, Indonesia. Analysis of their journal entries illustrates how they struggled to make sense of their new cultural and organizational surroundings, and the new insights they gleaned. They were unprepared or under-prepared for the complexities of culture that they encountered. The paper also discusses the potential for IPE delegates to normalize typically "Western/Northern" ways of learning and teaching, and puts forth some recommendations for future IPEs. It aims to prompt discussion on the current and potential value, and possible pitfalls, of such programs.

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http://hdl.handle.net/10453/124211