"Taking culture seriously': implications for intercultural education and training
"Taking culture seriously': implications for intercultural education and training
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DOI：
10.1080/02619768.2016.1157160
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发表时间：
2016-07-01
影响因子：
6.1
通讯作者：
Edelmann, Doris
中科院分区：
文献类型：
--
作者：
Ogay, Tania;Edelmann, Doris
尽管文化的概念对于理解人类行为是不可或缺的，但在跨文化教育领域以及跨文化教师培训领域，文化概念却受到过度热情的影响，往往导致文化主义者的立场。这些过度的跨文化教育和培训及其相互矛盾的信息（在赞扬和最小化-甚至忽视-文化和文化差异之间）导致一些学者主张完全放弃文化的概念。而不是这种激进的和适得其反的方法，我们提出了一个启发式的工具：文化差异的辩证广场，以及文化的三个隐喻，这应该有助于教师教育工作者培养一个动态的和复杂的文化和文化差异之间的理解职前和在职教师。
Albeit indispensable to understanding human action, the concept of culture has suffered from excessive enthusiasm in the fields of intercultural education as well as in intercultural teacher training, leading too often to culturalist stances. These excesses of intercultural education and training as well as their contradictory message (between praising and minimising - even ignoring - culture and cultural differences) have led some scholars to advocate for the abandonment of the concept of culture altogether. Rather than this radical and counterproductive approach, we propose a heuristic tool: the dialectical square of cultural difference, as well as three metaphors of culture, that should help teacher educators to foster a dynamic and complex understanding of culture and cultural difference among pre- and in-service teachers.