Ways of getting to know: International mobility and Indigenous education

Buchanan, J; Hellsten, M

Ways of getting to know: International mobility and Indigenous education

Buchanan, J

Hellsten, M

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Publisher:: Routledge
Publication Type:: Chapter
Citation:: Intercultural Competence in the Work of Teachers Confronting Ideologies and Practices, 2020, pp. 219-236
Issue Date:: 2020-03-31

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Field	Value	Language
dc.contributor.author	Buchanan, J https://orcid.org/0000-0001-6454-2296
dc.contributor.author	Hellsten, M
dc.date.accessioned	2020-09-09T22:24:32Z
dc.date.available	2020-09-09T22:24:32Z
dc.date.issued	2020-03-31
dc.identifier.citation	Intercultural Competence in the Work of Teachers Confronting Ideologies and Practices, 2020, pp. 219-236
dc.identifier.isbn	0429684452
dc.identifier.isbn	9780429684456
dc.identifier.uri	http://hdl.handle.net/10453/142597
dc.description.abstract	This chapter explores the value of international mobility from two distinct, contested value positions, one of which sees internationalisation as a common good from which to harness intercultural understanding and harvest global peace, and the other which positions internationalisation. It raises critical questions about the opportunities and challenges of international mobility in the above two value stances. Which different articulated conceptualisations of international mobility operate, and how? What are the impacts of the mix of local, social, and cultural (including Indigenous) circumstances for example, in teacher education? The chapter investigates how international education experiences affect students within indigenous educational contexts and the implications thereof. International mobility or the ‘global exchanges of capital, knowledge and cultural practices’ appear to effect numerous positive outcomes for those who undertake them. Indigenous students and teacher educators may have been practising resistance to, or resilience in the face of, their intra-national ‘host’ culture since infancy.
dc.format.extent	16
dc.language	en
dc.publisher	Routledge
dc.relation.ispartof	Intercultural Competence in the Work of Teachers Confronting Ideologies and Practices
dc.relation.isbasedon	10.4324/9780429401022-17
dc.rights	info:eu-repo/semantics/restrictedAccess
dc.title	Ways of getting to know: International mobility and Indigenous education
dc.type	Chapter
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
pubs.organisational-group	/University of Technology Sydney
utslib.copyright.status	closed_access	*
pubs.consider-herdc	false
dc.date.updated	2020-09-09T22:24:27Z
pubs.place-of-publication	UK
pubs.publication-status	Published
dc.location	UK

Abstract:

This chapter explores the value of international mobility from two distinct, contested value positions, one of which sees internationalisation as a common good from which to harness intercultural understanding and harvest global peace, and the other which positions internationalisation. It raises critical questions about the opportunities and challenges of international mobility in the above two value stances. Which different articulated conceptualisations of international mobility operate, and how? What are the impacts of the mix of local, social, and cultural (including Indigenous) circumstances for example, in teacher education? The chapter investigates how international education experiences affect students within indigenous educational contexts and the implications thereof. International mobility or the ‘global exchanges of capital, knowledge and cultural practices’ appear to effect numerous positive outcomes for those who undertake them. Indigenous students and teacher educators may have been practising resistance to, or resilience in the face of, their intra-national ‘host’ culture since infancy.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/142597