Learning about one’s own cultures as well as other cultures is a central aspect of the cognitive dimension of intercultural understanding, focusing the individual on cultural group affiliations, belonging and questions of ‘who one is’. Using a social identity lens, with a particular focus on self-categorisation theory to explore how individuals view themselves in relation to the groups to which they belong, this article presents the implications of applying self-categorisation theory to aspects of the field of intercultural understanding. From within the self-categorisation framework, the article also reports on findings from a qualitative study involving semi-structured interviews which investigated the beliefs of experienced secondary teachers working in international schools regarding the relationship between the development of intercultural understanding and identity. Teachers indicated increased awareness of primarily national group affiliation, limited engagement with the concept of multiple cultural identities, a process of distancing and creating new group affiliations, as well as some psychological discomfort and conflict avoidance.

中文翻译：

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跨文化理解中的文化群体：社会认同理论视角下的教学启示

了解自己的文化以及其他文化是跨文化理解认知维度的一个核心方面，将个人重点放在文化群体的从属关系、归属感和“谁是谁”的问题上。使用社会认同的视角，特别关注自我分类理论来探索个人如何看待自己与他们所属的群体的关系，本文介绍了将自我分类理论应用于跨文化理解领域的意义. 从自我分类框架内，文章还报告了一项涉及半结构化访谈的定性研究的结果，该研究调查了在国际学校工作的经验丰富的中学教师对跨文化理解发展与身份认同之间关系的看法。教师们表示，他们对主要是国家群体的归属感的认识有所提高，对多元文化身份概念的参与有限，疏远和创造新的群体归属感的过程，以及一些心理不适和避免冲突。