Describing Undergraduate Students' Intercultural Learning Through Study Abroad in Terms of Their ‘Cultural Responsiveness'

Oguro, S; Giovanangeli, A

Describing Undergraduate Students' Intercultural Learning Through Study Abroad in Terms of Their ‘Cultural Responsiveness'

Oguro, S

Giovanangeli, A

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Publisher:: IGI Global
Publication Type:: Chapter
Citation:: Multicultural Instructional Design, 2020, pp. 1436-1446
Issue Date:: 2020-01-01

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Field	Value	Language
dc.contributor.author	Oguro, S https://orcid.org/0000-0002-5951-7712
dc.contributor.author	Giovanangeli, A https://orcid.org/0000-0001-9763-2503
dc.date.accessioned	2022-03-28T22:59:40Z
dc.date.available	2022-03-28T22:59:40Z
dc.date.issued	2020-01-01
dc.identifier.citation	Multicultural Instructional Design, 2020, pp. 1436-1446
dc.identifier.uri	http://hdl.handle.net/10453/155649
dc.description.abstract	<jats:p>Although student international exchange programs commonly claim to facilitate participants' intercultural competence, questions remain as to how this competence might be adequately and validly assessed. In this article, the notion of Cultural Responsiveness is used to assist in interpreting and categorizing students' experiences and intercultural learning through study abroad programs. Data on the Australian undergraduate student participants' unique backgrounds, experiences and perceptions was collected after they had completed an exchange program in Switzerland or France. Using the Cultural Responsiveness categorization developed through this study, three parameters of students' intercultural experiences emerged: Awareness, Engagement and Bringing Knowledge Home. Using these three parameters, this article proposes that the notion of Cultural Responsiveness provides a useful method for identification of students' responses to the experiences of study abroad programs. </jats:p>
dc.language	en
dc.publisher	IGI Global
dc.relation.ispartof	Multicultural Instructional Design
dc.relation.isbasedon	10.4018/978-1-5225-9279-2.ch068
dc.rights	info:eu-repo/semantics/closedAccess
dc.title	Describing Undergraduate Students' Intercultural Learning Through Study Abroad in Terms of Their ‘Cultural Responsiveness'
dc.type	Chapter
pubs.organisational-group	/University of Technology Sydney
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/Faculty of Arts and Social Sciences/School of International Studies
utslib.copyright.status	closed_access	*
dc.date.updated	2022-03-28T22:59:39Z
pubs.publication-status	Published

Abstract:

Although student international exchange programs commonly claim to facilitate participants' intercultural competence, questions remain as to how this competence might be adequately and validly assessed. In this article, the notion of Cultural Responsiveness is used to assist in interpreting and categorizing students' experiences and intercultural learning through study abroad programs. Data on the Australian undergraduate student participants' unique backgrounds, experiences and perceptions was collected after they had completed an exchange program in Switzerland or France. Using the Cultural Responsiveness categorization developed through this study, three parameters of students' intercultural experiences emerged: Awareness, Engagement and Bringing Knowledge Home. Using these three parameters, this article proposes that the notion of Cultural Responsiveness provides a useful method for identification of students' responses to the experiences of study abroad programs.

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http://hdl.handle.net/10453/155649