An analysis of the use of autobiographical narrative for teachers’ intercultural learning

Cloonan, Anne, Fox, Brandi Nichole, Ohi, Sarah and Halse, Christine 2017, An analysis of the use of autobiographical narrative for teachers’ intercultural learning, Teaching education, vol. 28, no. 2, pp. 131-144, doi: 10.1080/10476210.2016.1212005.

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Title An analysis of the use of autobiographical narrative for teachers’ intercultural learning
Author(s) Cloonan, AnneORCID iD for Cloonan, Anne
Fox, Brandi Nichole
Ohi, SarahORCID iD for Ohi, Sarah
Halse, Christine
Journal name Teaching education
Volume number 28
Issue number 2
Start page 131
End page 144
Total pages 14
Publisher Taylor & Francis
Place of publication London, Eng.
Publication date 2017
ISSN 1047-6210
Keyword(s) Intercultural learning
autobiographical narrative
teacher reflexivity
Summary The currency of intercultural education has risen worldwide in response to increased diversity within societies resulting from migration and global lows of populations. As intercultural education becomes a core responsibility of schooling, critical, detailed analysis of pedagogies for teachers’ own intercultural learning is largely absent in education research, in contrast to attention to developing students’ intercultural capabilities and theoretical and policy analyses. In beginning to address this limitation, this article offers a critical, reflexive analysis of our use and the efficacy of using autobiographical narrative for teachers’ intercultural learning. Framing theories include interculturality, autobiographical narratives for teachers’ professional learning, reflexivity, and the effects of silence and silencing in relation to diversity and intercultural relations in schools. Three instances of teacher autobiographical narrative elicited as part of a large-scale, longitudinal study of intercultural education in Australian schools are deconstructed to elucidate their explicit and hidden meanings and effects. The analysis reveals that while autobiographical narrative has productive potential as a strategy for stimulating teacher reflexivity about cultural identities and intercultural relations, it also contains hidden dangers and traps that caution against viewing it as a pedagogical cure-all in the development of teachers’ intercultural knowledge and skills.
Language eng
DOI 10.1080/10476210.2016.1212005
Field of Research 130302 Comparative and Cross-Cultural Education
1303 Specialist Studies In Education
Socio Economic Objective 930202 Teacher and Instructor Development
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Grant ID LP120200319
Copyright notice ©2016, Informa UK
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Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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