NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1167785
Record Type: Journal
Publication Date: 2018
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1467-5986
Student Portfolios as Windows into Intercultural Knowledge and Knowing
Johnson, Esko; Hynynen, Nina
Intercultural Education, v29 n1 p89-102 2018
This research paper deals with intercultural knowledge and knowing as displayed in higher education student portfolios. The portfolios were written by student pairs taking a global education course at Centria University of Applied Sciences, Finland, during seven academic years. Conceptual metaphor theory and metaphor analysis were utilised to explore intercultural knowledge and knowing in the portfolio texts. The study is one of the few metaphor analyses conducted in the context of intercultural/global education. For the analysis, we selected a sample of student portfolios that represented both degree-taking students and exchange students. In this study, interculturality was defined as interaction of people representing various cultural backgrounds, world-views and identities. The research questions were the following: What conceptual metaphors and metonymies do the students utilise when writing about culture and interculturality? What main conceptions of culture and interculturality do the metaphors and metonymies reflect? In the result section of this paper, we provide citations of portfolio text to discuss the four most frequently occurring metaphors and metonymies. We also discuss our interpretations about the underlying conceptions of culture and their significance for the practice of intercultural education.
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:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland
Grant or Contract Numbers: N/A