Routledge Companion to Intercultural Teacher Education

Fred Dervin is a world-renowned interculturalist who has made a strong impact on Intercultural Communication Education and Research over the past 25 years. A Full Professor and PhD supervisor at the University of Helsinki (Finland), Dervin proposes original and refreshing approaches to understanding the politics of global interactions by challenging conventional paradigms and blending interdisciplinary insights.Danièle Moore is a Distinguished Professor of Education at Simon Fraser University (Canada), located on the unceded territories of the xʷməθkwəy̓əm, Sḵwx̱wú7mesh Úxwumixw, səlil̓wətaɬ and kʷikʷəƛ̓əm Nations of the Coast Salish peoples and Research Director at Sorbonne University (France). Her work examines plurilingualism, endangered languages, diasporas, language policy and plurilingual education, with particular attention to teacher education.

• 1. Introduction: Interculturality and teacher preparation Section I: Contextualising intercultural teacher education 2. Intercultural teacher education and training for the diversity of Australian schooling 3. Intercultural education as an answer to racism and discrimination? An analysis of Finnish teacher education curricula 4. Sociohistorically localizing interculturality: Plurilingual engagement with ‘foreign culture’ in language teacher education in Japan 5. Making sense of and operationalising local knowledge in Chinese Minzu teacher education 6. Turkish in the corridor, French in the classroom. Critical multilingual awareness within intercultural teacher education Section II: Pedagogical approaches and teacher development 7. Navigating dichotomies in teacher education: Interculturality as a zone of reflection for student teachers 8. Integrating and assessing transformative learning in intercultural teacher education 9. Interculturality in practice: Creating spaces for risk-taking in (and beyond) the classroom 10. Fostering reflexivity on diversity in teacher education through classroom observation dialogues 11. Interculturality and simplexity in an Australia-Sweden early childhood teacher student exchange Section III: Foundational theories and critical frameworks 12. A social psychology approach to intercultural teacher education: Identifying core beliefs and orientations 13. Beyond the essentialist/non-essentialist divide: Revisiting the ethical and methodological terrain in intercultural language teacher education research 14. Intercultural teacher education in/about the Global South(s) 15. Making space for indigenous voices in French-speaking schools: Decolonizing teachers’ education in the Western Canadian context 16. Intercultural music teacher education as political education 17. Integrating and combining translanguaging and interculturality in/for teacher education Section IV: Innovative methods, resources and assessment 18. Foreign language textbooks as sites of intercultural engagement: Critical perspectives from teacher education 19. Assessing Intercultural Competence (IC) in the Italian school system: Challenges and possibilities for teacher education 20. Developing language teachers’ intercultural competence: A critical analysis of the inclusion of Linguistic Landscapes in teacher education programs 21. Dismantling the majority gaze: Student teachers’ intercultural experiences with museum collaborations in teacher education 22. AI and interculturality within/for teacher education 23. A critical intercultural vision for teacher education