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

这项拟议的研究调查了关键的跨文化教育和国际教育在促进墨西哥高等教育机构(HEIs)或北方大学(ENS)受训教师的跨文化责任方面所起的作用。这项研究利用植根于殖民性的理论和社会语境框架，通过批判性的跨文化教育学，探讨拉丁美洲跨文化视角和非殖民主义国际化在墨西哥恩斯培训的未来教育工作者的跨文化责任中的相互作用。墨西哥的社会历史背景仍然要求解放和平等确认知识，迫使对权力结构关系进行批判性审查。这项研究提出了一种在教育和社会服务部实施的战略方案的特殊方法，以培养未来教育工作者的批判性和跨文化责任感，从而使他们能够在其教育和社会社区中产生社会影响。在研究方法上，本研究结合对话分析、观察分析、专题分析和文献分析等方法，对实习教师和教育项目进行了定性研究。对国际化方案和受训教师在培训和当地社区中的跨文化经历的分析将揭示国际化的意识形态，并为这些受训人员作为墨西哥未来的教育工作者发展跨文化责任提供适当的批判性跨文化教学方法。这一分析将为构建通过跨文化责任作为去殖民主义工具的国际化的反身性计划提供基础。

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.