Abstract

This paper is based on ethnographic research of Australian and South Korean primary school students’ experiences of on-line synchronous intercultural exchanges as part of a school partnership. Starting with an embodied understanding of learning, I discuss the applicability of body pedagogies to the on-line context in a classroom setting by analysing how the institutional dimension (‘situated epistemic relations’) informed how the children were taught to engage during on-line intercultural exchanges in relation to the children’s embodied experiences of the exchanges (‘practical epistemological analysis’). Through a more holistic approach that includes the body as integral to the students’ digitally-mediated interactions, this paper provides a deeper understanding of the students’ intercultural learning that is not limited to a cognitive focus on language learning and skill acquisition. I conclude with thoughts on future research directions including how children’s embodied experiences of intercultural exchanges may contribute to the longer-term development of an ‘intercultural habitus’.

摘要

本文基于对澳大利亚和韩国小学生作为学校合作伙伴的在线同步跨文化交流经验的民族志研究。从对学习的具体理解开始，我通过分析制度维度（“情境认知关系”）如何告知孩子们如何在在线学习中参与，来讨论身体教学法在课堂环境中对在线环境的适用性与孩子们在交流中体现的体验相关的跨文化交流（“实践认识论分析”）。通过更全面的方法，将身体作为学生数字媒介互动的组成部分，本文提供了对学生跨文化学习的更深入理解，而不仅限于对语言学习和技能习得的认知关注。最后，我对未来的研究方向进行了思考，包括儿童在跨文化交流中的具体体验如何有助于“跨文化习惯”的长期发展。