ABSTRACT

Multicultural dialogue has an important socio-educational role in light of demographic changes. Research shows that attracting international students to campus or sending them abroad is not enough (Ashwill, 2004; de Hei et al., 2019). Therefore, the higher education system should design programs that expose students to international contexts (Fabregas et al., 2014; Roorda et al., 2011). The aim of this qualitative interpretative study was to examine the types of dialogue created between 47 undergraduate students from Israel and other countries. Data were collected from a portfolio written by all the students and were analyzed using content analysis (Creswell, 2012). The study was based on online encounters between two groups: Israeli and other countries. The findings indicated that the students deepened their understanding and shaped intercultural competence. The open and flexible curriculum enabled them to hold three types of dialogue: personal, disciplinary, and ethnocultural (Dotger, 2015; Phillion & Malewski, 2011).

摘要

鉴于人口变化，多元文化对话具有重要的社会教育作用。研究表明，吸引国际学生到校园或将他们送到国外是不够的（Ashwill，2004; de Hei et al。，2019）。因此，高等教育系统应设计使学生接触国际背景的课程（Fabregas等，2014； Roorda等，2011）。这项定性解释性研究的目的是研究来自以色列和其他国家的47名本科生之间进行的对话类型。从所有学生写的档案袋中收集数据，并使用内容分析法进行分析（Creswell，2012年）。该研究基于两个群体（以色列和其他国家）之间的在线接触。调查结果表明，学生们加深了理解并塑造了跨文化能力。开放而灵活的课程使他们能够进行三种类型的对话：个人对话，学科对话和民族文化对话（Dotger，2015； Phillion＆Malewski，2011）。