Cultural Responsiveness: a framework for re-thinking students’ interculturality through study abroad

Giovanangeli, A; Oguro, S

Cultural Responsiveness: a framework for re-thinking students’ interculturality through study abroad

Giovanangeli, A

Oguro, S

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Publication Type:: Journal Article
Citation:: Intercultural Education, 2016, 27 (1), pp. 70 - 84
Issue Date:: 2016-01-02

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Field	Value	Language
dc.contributor.author	Giovanangeli, A https://orcid.org/0000-0001-9763-2503	en_US
dc.contributor.author	Oguro, S https://orcid.org/0000-0002-5951-7712	en_US
dc.date.issued	2016-01-02	en_US
dc.identifier.citation	Intercultural Education, 2016, 27 (1), pp. 70 - 84	en_US
dc.identifier.issn	1467-5986	en_US
dc.identifier.uri	http://hdl.handle.net/10453/43518
dc.description.abstract	© 2016 Informa UK Limited, trading as Taylor & Francis Group. While intercultural competence is commonly a goal of university study abroad programmes, debates around criteria for assessing this competence have highlighted the challenges in appropriately identifying students’ intercultural learning in relation to specific university programmes. To overcome these issues, this research moves beyond conceptualising the intercultural in terms of ‘competence’ and instead proposes a framework termed Cultural Responsiveness to illustrate students’ intercultural learning. Through questionnaires and interviews, the experiences and perceptions of undergraduate students after a year of exchange in France or Switzerland were collected and analysed. Using the Cultural Responsiveness framework, three parameters of students’ intercultural experiences emerged: Awareness, Engagement and Bringing Knowledge Home.	en_US
dc.relation.ispartof	Intercultural Education	en_US
dc.relation.isbasedon	10.1080/14675986.2016.1144328	en_US
dc.title	Cultural Responsiveness: a framework for re-thinking students’ interculturality through study abroad	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	27	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	1608 Sociology	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/Faculty of Arts and Social Sciences/FASS Faculty Administration
utslib.copyright.status	closed_access
pubs.issue	1	en_US
pubs.publication-status	Published	en_US
pubs.volume	27	en_US

Abstract:

© 2016 Informa UK Limited, trading as Taylor & Francis Group. While intercultural competence is commonly a goal of university study abroad programmes, debates around criteria for assessing this competence have highlighted the challenges in appropriately identifying students’ intercultural learning in relation to specific university programmes. To overcome these issues, this research moves beyond conceptualising the intercultural in terms of ‘competence’ and instead proposes a framework termed Cultural Responsiveness to illustrate students’ intercultural learning. Through questionnaires and interviews, the experiences and perceptions of undergraduate students after a year of exchange in France or Switzerland were collected and analysed. Using the Cultural Responsiveness framework, three parameters of students’ intercultural experiences emerged: Awareness, Engagement and Bringing Knowledge Home.

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http://hdl.handle.net/10453/43518