Critical intercultural education for social transformation through intercultural responsibility in a context of decoloniality and internationalisation

拟议的研究调查关键的跨文化和国际教育的作用，以促进跨文化的责任，在墨西哥高等教育机构（HEIs），或Escuelas Normales（ENs）的教师学员。这项研究借鉴了植根于殖民地的理论和社会背景框架，探讨拉丁美洲的跨文化视角和非殖民地国际化的相互作用，通过关键的跨文化教学法在墨西哥ENs培训的未来教育工作者的跨文化责任。墨西哥的社会历史背景仍然要求知识的解放和平等验证，迫使对权力结构关系进行批判性审查。这项研究提出了一个特殊的方法，在EN实施的战略方案，以培养未来的教育工作者的批判性和跨文化的责任，从而使他们能够实现在他们的教育和社会社区的社会影响。在方法论上，本研究采用质性研究的方法，对三个国家的实习教师和教育项目进行了对话、观察、专题和文献分析。通过对国际化项目和实习教师在培训和当地社区的跨文化经历的分析，将揭示国际化意识形态，和适当的批判性跨文化教育，以培养这些受训者作为墨西哥未来教育工作者的跨文化责任感。分析将提供基础，通过跨文化的责任，作为一个非殖民化的工具，构建一个反思性的国际化计划。

The proposed research investigates the role of critical intercultural and international education to promote intercultural responsibility in teacher trainees in Mexican Higher Education Institutions (HEIs), or Escuelas Normales (ENs). The study draws on a theoretical and socio-contextual framework rooted in coloniality to explore the interplay of Latin American intercultural perspectives and decolonial internationalisation in the intercultural responsibility of future educators trained at Mexican ENs through a Critical Intercultural Pedagogy. The socio-historical context of Mexico still calls for emancipation and equal validation of knowledge, forcing a critical examination of power-structured relationships. The study presents a particular approach to the strategic programmes implemented at ENs in order to foster future educators' criticality and intercultural responsibility, thus enabling them to achieve a social impact in their educational and social communities. Methodologically, this investigation undertakes a qualitative study integrating dialogical, observational, thematic, and documental analysis of trainee teachers and educational programmes in three ENs. The analysis of internationalisation programmes and teacher trainees' intercultural experiences in training and in the local community will reveal ideologies of internationalisation, and appropriate critical intercultural pedagogies for the development of intercultural responsibility among these trainees as Mexican future educators. The analysis will provide the basis for constructing a reflexive plan of internationalisation as a decolonial tool through intercultural responsibility.