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Identity Work and Intercultural Awareness through Cultural Excavation: Teacher Candidates Studying Abroad

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Title: Identity Work and Intercultural Awareness through Cultural Excavation: Teacher Candidates Studying Abroad
Language: English
Authors: Michele Back (ORCID 0000-0001-9558-8908)
Source: New Educator. 2023 19(4):368-387.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 20
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Cultural Awareness, Study Abroad, Self Concept, Multilingualism, Student Diversity, Teacher Student Relationship, Student Attitudes, Preservice Teachers, Teacher Education Programs, Educational Experience, Foreign Countries, Measures (Individuals), Cultural Context, Context Effect
Geographic Terms: Peru
Assessment and Survey Identifiers: Intercultural Development Inventory
DOI: 10.1080/1547688X.2023.2287666
ISSN: 1547-688X
1549-9243
Abstract: Reflecting upon self-identity is important for teachers and teacher candidates, many of whom have different backgrounds from their multicultural, multilingual students. In this study I analyze data from cultural excavation activities completed by ten teacher candidates during study abroad in Peru, in which they critically reflected upon their own identities in relation to the cultural environments of their study abroad experience. Findings from activities and the Intercultural Development Inventory showed increased intercultural sensitivity among most participants, while focus group responses pointed to the cultural excavation activities as scaffolding this movement. Participant responses also demonstrated increased contextual awareness regarding their and others' identities, a crucial notion for combatting essentialist conceptions of culture.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1406322
Database: ERIC
FullText Text:
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  Data: Identity Work and Intercultural Awareness through Cultural Excavation: Teacher Candidates Studying Abroad
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 10.1080/1547688X.2023.2287666
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  Data: 1547-688X<br />1549-9243
– Name: Abstract
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  Data: Reflecting upon self-identity is important for teachers and teacher candidates, many of whom have different backgrounds from their multicultural, multilingual students. In this study I analyze data from cultural excavation activities completed by ten teacher candidates during study abroad in Peru, in which they critically reflected upon their own identities in relation to the cultural environments of their study abroad experience. Findings from activities and the Intercultural Development Inventory showed increased intercultural sensitivity among most participants, while focus group responses pointed to the cultural excavation activities as scaffolding this movement. Participant responses also demonstrated increased contextual awareness regarding their and others' identities, a crucial notion for combatting essentialist conceptions of culture.
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      – Text: English
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        PageCount: 20
        StartPage: 368
    Subjects:
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        Type: general
      – SubjectFull: Study Abroad
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      – SubjectFull: Self Concept
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Preservice Teachers
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      – SubjectFull: Teacher Education Programs
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      – SubjectFull: Educational Experience
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      – SubjectFull: Foreign Countries
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