Ways of getting to know: International mobility and Indigenous education

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Intercultural Competence in the Work of Teachers Confronting Ideologies and Practices, 2020, pp. 219-236
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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.
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