“Players in the World”: Action for Intercultural Competence in Classroom Pedagogy

Abstract

A key aspect of teaching students in the twenty-first century is preparing them for an increasingly global community, global economy and global workplace. Intercultural competence is essential for such a future. As Boix-Mansilla and Jackson (2011, p. 11) observed, it is crucial that young people view themselves as “players in the world”, participating in global events – not simply observing them; taking action “to improve conditions” in the world – not simply agonising over them; and reflecting on their actions and their participation, with a view to continue to improve and enhance this participation. This requires a pedagogy for agency – an active pedagogy. The need for the development of skills for interacting and communicating with diverse audiences, including with those from diverse cultural groups, is obvious if we are to develop twenty-first century learners. This chapter investigates the extent to which the notion of some kind of “action” in the development of Intercultural competence is communicated in educational policy and curriculum, and how “action” is enacted within school and classroom contexts. Using Australia as a case study, we present data from analysis of relevant education documents, as well as surveys with pre-service teachers related to their classroom experiences with Intercultural competence. Results suggest that despite the good intentions of policy-makers, more explicit direction about implementing action is necessary in syllabus documents, including ideas for active pedagogy, in order to ensure students fully develop true Intercultural competence and become global “players”.

Appendix: Australian syllabus examples of Intercultural Understanding with action examples

Syllabus Content	Year level	No of identified Intercultural understanding content descriptors	Recognising	Interacting and example *(Action)	Reflecting and example	Taking responsibility and example*(Action)
English	F-6	15	13	1	1	0
Example(s) of Action *				*F level-Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures (ACELT1579)	Year 3 level- Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601)
Science	No content descriptors F- year 6
Humanities and Social Science (HASS): History	F-6	27	21	6	0	0
Example(s) of Action *				* F Inviting members of the traditional owner group to talk about Country/Place and places of cultural and historical significance to the Aboriginal or Torres Strait Islander community in the local neighbourhood, suburb, town or rural area
HASS: Geography	F-6	18	16	0	2	0
					Year 3 The similarities and differences in individuals’ and groups’ feelings and perceptions about places, and how they influence views about the protection of these places (ACHGK018) Year 6 level The effects that people’s connections with, and proximity to, places throughout the world have on shaping their awareness and opinion of those places (ACHGK036)
HASS: Economics and Business	No content descriptors F- year 6
HASS: Civics and Citizenship	3	12 *Now 39 in whole HASS Curriculum F-6) there was 57	6	0	4	2
Example(s) of Action *					Year 3 level- Reflect on their cultural identity and how it might be similar and different from others (ACHCS010) Year 4 level- Pose questions about the society in which they live (ACHCS015) These content descriptors have been removed in the new version 8 of the curriculum	*Year 6 level – The obligations citizens may consider they have beyond their own national borders as active and informed global citizens (ACHCK039) This content descriptor has been removed in the new version 8 of the curriculum *Year 5 level- Why people work in groups to achieve their aims, and how they can express their shared beliefs and values and exercise influence (ACHCK027)
The Arts: Dance	F-6	6	4	1	1	0
Example(s) of Action *				* Year 5–6 Perform dance using expressive skills to communicate a choreographer’s ideas, including performing dances of cultural groups in the community (ACADAM011)
The Arts: Drama	F-6	6	3	1	2	0
Example(s) of Action *				*Year 5–6 Rehearse and perform devised and scripted drama that develops narrative, drives dramatic tension, and uses dramatic symbol, performance styles and design elements to share community and cultural stories and engage an audience (ACADRM037)
The Arts: Media Arts	F-6	6	4	0	2	0
The Arts: Music	F-6	5	0	3	2	0
Example(s) of Action *				* Year 3–4 Practise singing, playing instruments and improvising music, using elements of music including rhythm, pitch, dynamics and form in a range of pieces, including in music from the local community (ACAMUM085)
The Arts: Visual Arts	F-6	7	0	4	3	0
Example (s) of action*				* Year 5–6 Explore ideas and practices used by artists, including practices of Aboriginal and Torres Strait Islander artists, to represent different views, beliefs and opinions (ACAVAM114)
Technologies: Digital Technologies	No content descriptors F- year 6
Technologies: Design Technologies	F-6	1 (still 1)	1	0	0	0
Health and Physical Education	F-6	5	4	1	0	0
Example (s) of action*				*Year 5–6 Participate in physical activities from their own and others’ cultures, and examine how involvement creates community connections and intercultural understanding (ACPMP066)
Maths	No content descriptors F- year 6

1. * is to demonstrate where examples of action are included in the elaborations from the syllabus content descriptors