ABSTRACT

This article explores data from a group of British pre-service teachers (PST) following a teaching programme in South Africa. Their reflections are analysed in relation to assertions that such intercultural programmes do little to change hegemonic beliefs about the ‘other’. Analysis of questionnaire and interview data suggests that whilst these assertions have some validity, the issues are complex and nuanced. Findings indicate apparent shifts from object-based to relational views of the ‘other’, though these shifts were not always complete or fully developed. Sitting with uncertainty and discomfort prompted PSTs’ critical reflections demonstrating the interactive and dialogic nature of intercultural understanding and provided the pre-requisites for personal and professional development. We conclude that when appropriately orientated, teaching placements in the global South can encourage critical, relational pedagogies, intercultural understanding and a dialectical relationship with difference which can translate into positive shifts in PST beliefs and practice.

摘要

本文探讨了一组英国职前教师 (PST) 在南非完成教学计划后的数据。他们的反思与断言有关，即这种跨文化项目对改变关于“他者”的霸权信念几乎没有作用。对问卷和访谈数据的分析表明，尽管这些说法有一定道理，但问题复杂而微妙。调查结果表明，“他者”的观点从基于对象的观点明显转变为关系观点，尽管这些转变并不总是完整或充分发展的。带着不确定性和不适感坐着促使 PST 进行批判性反思，展示跨文化理解的互动和对话性质，并为个人和专业发展提供先决条件。我们得出的结论是，当定位适当时，