Teaching about Culture or Learning with and from Others?

Abstract

This article reports on the findings of a qualitative study conducted in Victoria, Australia. The study examined the perceptions and implementation of the intercultural dimension in the language classroom following recent curriculum changes. Data were collected from individual in-depth interviews with seven pre-service teachers with a migrant background enrolled in a graduate initial teacher education program who were undertaking the practicum component of this course in Victorian secondary schools. Findings from this study highlight discrepancies between interpretations of the intercultural capability in theory and the way it is taught. Remarkably, what emerged was the impact of personal experiences on pre-service teachers’ conceptualizations and implementation of intercultural pedagogies. This study suggests a new definition for intercultural capability that emphasizes the importance of not only teaching about cultural diversity, but also learning from and through it. The study also recognizes the need for critical and reflective discussions in teacher education so that teachers are supported to become agents of change.