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Cosmopolitanization of modern life (Beck 2009), meaning the mixing of people from diverse cultural backgrounds, has set new sensible and more sophisticated standards for effective intercultural communication, reflexive dialogue and collaborative learning.This means that they must be self-aware and reflexive of their own biases, demonstrate intercultural competence and responsiveness as well as be willing to develop a multi-faceted global, historical, and cultural perspective about embracing differences.Modern people are required to undertake a reflexive project (Giddens 1991), namely to build up their own diverse biographies (multiple identities and life-style cultures).Modern teachers are required to be highly tolerant, inclusive and culturally responsive practitioners.I
Cosmopolitanization of modern life (Beck 2009), meaning the mixing of people from diverse cultural backgrounds, has set new sensible and more sophisticated standards for effective intercultural communication, reflexive dialogue and collaborative learning. Modern people are required to undertake a reflexive project (Giddens 1991), namely to build up their own diverse biographies (multiple identities and life-style cultures). They also have to assume more responsibility towards making choices to engage in intercultural learning experiences. An important quality towards this is one’s rethinking/ re-evaluation of own experiences and assumptions to determine whether these remain functional in a globalized context. Reflexivity and engagement allow people to enter into a journey of transformative learning and belongingness.
In this context, intercultural teacher education becomes more important. Modern teachers are required to be highly tolerant, inclusive and culturally responsive practitioners. This means that they must be self-aware and reflexive of their own biases, demonstrate intercultural competence and responsiveness as well as be willing to develop a multi-faceted global, historical, and cultural perspective about embracing differences. It is fundamental for teachers to realize the potential risks of a) adopting a monocultural, ethnocentric and culturally-biased perspective when dealing with student diversity and b) realizing the detrimental effect this may have on students’ achievements and well-being (Gay 2010).
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