ERIC Number: EJ1164414
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
"Intercultural Competence" as an Intersubjective Process: A Reply to "Essentialism"
In this paper, we problematise a competence-oriented reflective approach to intercultural education by drawing on four students' reflective essays about their experiential learning experiences on an "Intercultural Competence" (IC) module. Their reflections sometimes evidence much-vaunted IC attributes such as "tolerance" and "empathy," but often indicate individually-developed, non-teleologically based IC criteria. Furthermore, reflection was often painful and at times led to a "falling back on" essentialist notions of culture. We suggest that rather than reject essentialism as a "simplistic" starting point, it should be recognised as existing symbiotically with non-essentialist notions and could be used critically throughout intercultural learning.
Descriptors: Cultural Awareness, Intercultural Communication, Empathy, Experiential Learning, Essays, Student Attitudes, Foreign Students, Business Schools, Multicultural Education, Teaching Methods, Graduate Students
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A