Bibliographic Details
| Title: |
Making meaning of intercultural experiences: Exploring the effectiveness of the intercultural pendulum for education abroad students. |
| Authors: |
Acheson, Kris1 krisac@purdue.edu, Tran, Phuong Minh2, Schneider-Bean, Sundae3, Chhikara, Alankrita1, Fulkerson, Paige C.1 |
| Source: |
Frontiers: The Interdisciplinary Journal of Study Abroad. Apr2026, Vol. 38 Issue 1, p35-66. 32p. |
| Subject Terms: |
*Foreign study, *Qualitative research, *Educational resources, *Reflective learning, Cultural competence |
| Abstract (English): |
Acheson and Schneider-Bean (2019) depicted the five developmental stages of the Intercultural Development Continuum (IDC) (Hammer, 2012) on a pendulum that swings between a focus on similarity and a focus on difference, in order to capture the fluctuating, nonlinear, complex nature of intercultural competence development and maintenance across different contexts and points of time. To investigate the practical utility of the Intercultural Pendulum as a teaching tool with study abroad participants, this framework was tested as a coding schema with a qualitative dataset drawn from a reflective assignment completed by students who spent at least one semester in an education abroad program. The study qualitatively explored the intercultural competence of participants and the applicability of the Intercultural Pendulum to lived experiences in this context, concluding with discussion of implications for praxis when using the model in this context. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
Acheson y Schneider-Bean (2019) describieron las cinco etapas de desarrollo del Continuo de Desarrollo Intercultural (IDC) (Hammer, 2012) en un péndulo que oscila entre un enfoque en la similitud y un enfoque en la diferencia, con el fin de capturar la naturaleza fluctuante, no lineal y compleja del desarrollo y del mantenimiento de la competencia intercultural en diferentes contextos y momentos. Para investigar la utilidad práctica del Péndulo Intercultural como herramienta de enseñanza con participantes de estudios en el extranjero, este marco se probó como un esquema de codificación con un conjunto de datos cualitativos extraídos de una tarea reflexiva completada por estudiantes que pasaron al menos un semestre en un programa de educación en el extranjero. El estudio exploró con métodos cualitativos la competencia intercultural de los participantes y la aplicabilidad del Péndulo Intercultural a las experiencias vividas en este contexto, concluyendo con una discusión de las implicaciones para la práctica al usar el modelo en este contexto. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
