International Initiatives in K–12 and Higher Education: Learning from and Moving Beyond Disciplinary History. Mahon, J. and Cushner, K. In Landis, D. and Bhawuk, D. P. S., editors, The Cambridge Handbook of Intercultural Training, of Cambridge Handbooks in Psychology, pages 357–376. Cambridge University Press, Cambridge, 4 edition, 2020.
International Initiatives in K–12 and Higher Education: Learning from and Moving Beyond Disciplinary History [link]Paper  doi  abstract   bibtex   
This chapter begins by tracing the development of initiatives in intercultural and multicultural education that have dominated the paradigm of K–12 education and teacher preparation for more than sixty years before moving to more recent attempts to integrate international or global perspectives into the education of all. Throughout the chapter, key concepts from the fields of cross-cultural communication and intercultural training, as well as the work of influential intercultural researchers and practitioners, are analyzed particularly emphasizing how they have influenced the field of education. Recent and promising international education initiatives and practices, organizations that promote comprehensive curricular frameworks and/or policy initiatives, and outcomes of recent studies that assess their impact in K–12 as well as higher education are presented. Finally, we argue for a new perspective on terminology, so rather than continuing to work myopically within independent disciplines, we begin to look across our efforts to understand other cultures under the umbrella term “education that is cultural,” or ETIC.
@incollection{landis_international_2020,
	address = {Cambridge},
	edition = {4},
	series = {Cambridge {Handbooks} in {Psychology}},
	title = {International {Initiatives} in {K}–12 and {Higher} {Education}: {Learning} from and {Moving} {Beyond} {Disciplinary} {History}},
	isbn = {978-1-108-49056-6},
	shorttitle = {International {Initiatives} in {K}–12 and {Higher} {Education}},
	url = {https://www.cambridge.org/core/books/cambridge-handbook-of-intercultural-training/international-initiatives-in-k12-and-higher-education/EB0FDA60F956DCA48AD9769E4820F6F0},
	abstract = {This chapter begins by tracing the development of initiatives in intercultural and multicultural education that have dominated the paradigm of K–12 education and teacher preparation for more than sixty years before moving to more recent attempts to integrate international or global perspectives into the education of all. Throughout the chapter, key concepts from the fields of cross-cultural communication and intercultural training, as well as the work of influential intercultural researchers and practitioners, are analyzed particularly emphasizing how they have influenced the field of education. Recent and promising international education initiatives and practices, organizations that promote comprehensive curricular frameworks and/or policy initiatives, and outcomes of recent studies that assess their impact in K–12 as well as higher education are presented. Finally, we argue for a new perspective on terminology, so rather than continuing to work myopically within independent disciplines, we begin to look across our efforts to understand other cultures under the umbrella term “education that is cultural,” or ETIC.},
	urldate = {2020-12-02},
	booktitle = {The {Cambridge} {Handbook} of {Intercultural} {Training}},
	publisher = {Cambridge University Press},
	author = {Mahon, Jennifer and Cushner, Kenneth},
	editor = {Landis, Dan and Bhawuk, Dharm P. S.},
	year = {2020},
	doi = {10.1017/9781108854184.014},
	keywords = {intercultural education, international education, multicultural education, teacher education},
	pages = {357--376},
}
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