Teachers' critical interculturality understandings after an international teaching practicum
Bibliographic record
Abstract
Using a critical approach, we studied the intercultural understandings of Canadian teachers who participated in a 3-week international teaching practicum in Kenya, 5–6 years before. Critical interculturality was used as the theoretical lens to explore the impact on teaching, constructions of identity, and power relations. We argue that while this international teaching practicum provided an ‘awareness’ of the Other, it functioned within a neo-liberal, object-based framework that failed to address systems of power, and, in some ways, perpetuated colonial perspectives. Participants in this study were able to question power relations but lacked the support needed to develop a critical understanding of their own positionality and how power works in intercultural encounters. If international teaching practicums are to continue, we suggest that participants and facilitators be supported in developing critical perspectives related to these issues. This will necessarily require the maintenance of long-term equitable relations with host communities. We conclude by offering substantive curriculum and programmatic structure recommendations for international/overseas teacher education programs.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.006 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.020 | 0.024 |
| Scholarly communication | 0.011 | 0.004 |
| Open science | 0.002 | 0.005 |
| Research integrity | 0.002 | 0.006 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".