跨文化理解中的文化群体:社会认同理论视角下的教学启示

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in International Education Pub Date : 2020-12-01 DOI:10.1177/1475240920978712
D. Williams-Gualandi
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引用次数: 3

摘要

了解自己的文化以及其他文化是跨文化理解认知维度的一个核心方面,将个人的注意力集中在文化群体的从属关系、归属感和“自己是谁”的问题上。本文从社会身份的角度,特别关注自我分类理论,探讨个体如何看待自己与所属群体的关系,提出了将自我分类理论应用于跨文化理解领域的含义。在自我分类框架内,文章还报道了一项定性研究的结果,该研究涉及半结构化访谈,调查了在国际学校工作的经验丰富的中学教师对跨文化理解和身份认同发展之间关系的看法。教师们表示,主要是对国家群体归属的认识有所提高,对多元文化身份概念的参与有限,疏远和建立新的群体归属的过程,以及一些心理不适和避免冲突。
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The cultural group in intercultural understanding: implications for teaching from a social identity theory perspective
Learning about one’s own cultures as well as other cultures is a central aspect of the cognitive dimension of intercultural understanding, focusing the individual on cultural group affiliations, belonging and questions of ‘who one is’. Using a social identity lens, with a particular focus on self-categorisation theory to explore how individuals view themselves in relation to the groups to which they belong, this article presents the implications of applying self-categorisation theory to aspects of the field of intercultural understanding. From within the self-categorisation framework, the article also reports on findings from a qualitative study involving semi-structured interviews which investigated the beliefs of experienced secondary teachers working in international schools regarding the relationship between the development of intercultural understanding and identity. Teachers indicated increased awareness of primarily national group affiliation, limited engagement with the concept of multiple cultural identities, a process of distancing and creating new group affiliations, as well as some psychological discomfort and conflict avoidance.
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来源期刊
Journal of Research in International Education
Journal of Research in International Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.30
自引率
14.30%
发文量
11
期刊介绍: The Journal of Research in International Education is an international, peer-reviewed journal in international education for schools, examiners and higher education institutions throughout the world. The Journal of Research in International Education seeks to advance the understanding and significance of international education. It sets out to undertake a rigorous consideration of the educational implications of the fundamental relationship between human unity and human diversity that ''education for international understanding'' requires. The JRIE encourages an approach to research in international education that will close the gap between the well established emergent theory and diverse practice throughout the world. In this context, international education is concerned with the promotion of education for international understanding and human rights, and may include peace education, global education and intercultural education. Authors may address, for example, the curriculum, institutional concerns, the history of education, policy and pedagogy at all levels.
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