Engaging with the cultural ‘other’: The ‘colonial signature’ and learning from intercultural engagements

S. Hoult
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Abstract

In this article, the idea of the ‘colonial signature’ is advanced as a potentially pivotal response to triggers that deepen or act as barriers to intercultural learning. From a postcolonial positioning, empirical data is then examined to consider the responses to intercultural-learning triggers of 14 UK-based student teachers on a study visit to India specifically through an analysis of their reflective writing and interviews. Participants’ responses to varied triggers became significant colonial signatures to their intercultural learning. The learning deepened where responses were reflexive and articulated with reference to the global powerbase that underpins study visits to the Global South. Where responses to triggers provoked more shallow comparisons with home, the colonial signatures resulted in closed-down discussion, thus acting as a barrier to further learning. This has implications not only for study visits, but also, more widely, for the approach to global learning.
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参与文化“他者”:“殖民特征”和从跨文化参与中学习
在这篇文章中,“殖民签名”的概念被提出,作为对加深或阻碍跨文化学习的触发因素的潜在关键反应。然后,从后殖民定位出发,通过对14名英国学生教师的反思性写作和访谈进行分析,考察他们对跨文化学习触发因素的反应。参与者对各种触发因素的反应成为他们跨文化学习的重要殖民特征。在反应是反射性的地方,学习得到了深化,并参照了支持对全球南方进行研究访问的全球权力基础进行了阐述。当对触发因素的反应引发了与国内更肤浅的比较时,殖民地的签名导致了封闭的讨论,从而成为进一步学习的障碍。这不仅对学习访问有影响,而且对更广泛的全球学习方法也有影响。
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审稿时长
59 weeks
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