Teachers as intercultural bridge‐builders: Rethinking the metaphor of bridge‐building.
The idea that intercultural understanding should be based on in‐depth knowledge about the other continues to capture the imagination of policy makers, practitioners, and researchers. According to this line of thinking, intercultural understanding is about creating a secure way of reducing cultural c...
| Publicado en: | Teaching Theology & Religion Vol. 23; no. 3; pp. 151 - 163 |
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| Formato: | Artículo |
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Wiley-Blackwell
Sep2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=146395247&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 146395247 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 13684868 7QH jtl: Teaching Theology & Religion issn: 13684868 maglogo: Y pubinfo: dt: Sep2020 vid: 23 iid: 3 pid: 480 pub: Wiley-Blackwell artinfo: ui: 146395247 10.1111/teth.12550 ppf: 151 ppct: 12 formats: fmt: – @attributes: type: T – @attributes: type: P size: 739KB tig: atl: Teachers as intercultural bridge‐builders: Rethinking the metaphor of bridge‐building. aug: au: Skrefsrud, Thor‐André affil: Faculty of Education, Departement of Social and Educational Sciences, Inland Norway University of Applied Sciences, Elverum, Norway su: Professional practice Multicultural education Education policy Religious schools Environmental sciences sug: subj: Professional practice Multicultural education Education policy Religious schools Environmental sciences keyword: bridge‐building metaphor intercultural education intercultural understanding teachers' professional practice ab: The idea that intercultural understanding should be based on in‐depth knowledge about the other continues to capture the imagination of policy makers, practitioners, and researchers. According to this line of thinking, intercultural understanding is about creating a secure way of reducing cultural complexity, aiming to overcome what is perceived as the strangeness of the other. While this approach to intercultural understanding has been highly influential, a growing body of work has raised fundamental questions about its adequacy. This article contributes to this discussion by exploring the metaphorical expression, bridge‐building, as a way to describe teachers' work with intercultural understanding. The article relates the bridge‐building metaphor to the ability to develop and integrate targeted knowledge, skills, and attitudes. It also explores how the bridge‐building metaphor allows us to use our cultural and social experiences to facilitate an understanding of others. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Teaching Theology & Religion is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Teaching Theology & Religion holder: Wiley-Blackwell dt: @attributes: year: 2020 holdings: @attributes: islocal: N |
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