ABSTRACT

In internationalised dance education, many teachers undertake inclusive philosophies and identify themselves as inclusive educators. But there may be possible differences between theories in minds and practices in studios, leading to the research inquiry: How might dance teachers’ teaching practices for international students extend from their intercultural sensitivities in inclusive-oriented tertiary education? In this research, international students are identified as individuals who move across national boundaries from Eastern countries to enrol in Western institutions. Participants are recognised as self-defined inclusive educators who have teaching experiences with international students. The research utilises Milton Bennett’s Developmental Model of Intercultural Sensitivity as a critical framework to understand different intercultural competencies. The framework also guides the demonstration of results in a sequence: Denial, Defense, Minimisation, Acceptance, Adaptation and Integration. The results are tangible narratives that indicate different intercultural sensitivities from participants with inclusive teaching intentions. Data were gathered through semi-structured interviews and analysed in a qualitative content analysis process. The study implies the gap between teachers’ inclusive intentions and teaching experiences, which could facilitate a reflection on educational inclusion for international dance students.

摘要

在国际化的舞蹈教育中，许多教师奉行全纳理念，自称为全纳教育者。但思想中的理论和工作室的实践之间可能存在差异，导致研究探究：舞蹈教师对国际学生的教学实践如何从他们在包容导向的高等教育中的跨文化敏感性延伸？在这项研究中，国际学生被确定为从东方国家跨越国界进入西方机构的个人。参与者被认为是具有国际学生教学经验的自我定义的包容性教育者。该研究利用米尔顿贝内特的跨文化敏感性发展模型作为理解不同跨文化能力的关键框架。该框架还按顺序指导结果的展示：拒绝、防御、最小化、接受、适应和整合。结果是有形的叙述，表明具有包容性教学意图的参与者具有不同的跨文化敏感性。通过半结构化访谈收集数据，并在定性内容分析过程中进行分析。该研究暗示了教师的包容性意图与教学经验之间的差距，这有助于反思国际舞蹈学生的教育包容性。接受、适应和整合。结果是有形的叙述，表明具有包容性教学意图的参与者具有不同的跨文化敏感性。通过半结构化访谈收集数据，并在定性内容分析过程中进行分析。该研究暗示了教师的包容性意图与教学经验之间的差距，这有助于反思国际舞蹈学生的教育包容性。接受、适应和整合。结果是有形的叙述，表明具有包容性教学意图的参与者具有不同的跨文化敏感性。通过半结构化访谈收集数据，并在定性内容分析过程中进行分析。该研究暗示了教师的包容性意图与教学经验之间的差距，这有助于反思国际舞蹈学生的教育包容性。