dc.contributorLundgren, Ulla
dc.contributorCastro, Paloma
dc.contributorWoodin, Jane
dc.creatorPorto, Melina
dc.date.accessioned2022-08-02T13:42:48Z
dc.date.accessioned2022-10-15T05:33:36Z
dc.date.available2022-08-02T13:42:48Z
dc.date.available2022-10-15T05:33:36Z
dc.date.created2022-08-02T13:42:48Z
dc.date.issued2020
dc.identifierPorto, Melina; Intercultural citizenship as an opportunity for bottom-up intercultural dialogue internationalisation in South America; Routledge; 2020; 150-168
dc.identifier978-0-367-00143-8
dc.identifierhttp://hdl.handle.net/11336/163877
dc.identifierCONICET Digital
dc.identifierCONICET
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/4350258
dc.description.abstractThis chapter argues that intercultural citizenship pedagogy (Byram, 2014; Byram et.al., 2017) can be considered an example of internationalisation in Higher Education from an educational and intercultural dialogue perspective. The educational rationale that supports this view of internationalisation converges with the philosophical framework that intercultural citizenship theory provides for foreign language education, focused on values (not only instrumental purposes) and a meaningful contribution to society through student engagement with the community. The argument is that intercultural citizenship pedagogy constitutes an instance of practice-based, practitioner-oriented, bottom up form of intercultural dialogue internationalisation. The point is illustrated with a case study of intercultural citizenship as a transnational telecollaboration experience between Argentina and Britain in Higher Education. After an initial general description of internationalisation policies in this Argentinean setting (from available official documents and small scale interview data), the case study illustrates an intercultural dialogue internationalisation initiative as a pedagogic position, intended to provide opportunities for intercultural learning on campus -not just to mobile students- through collaborative project work on a theme of social significance with civic student engagement with the local, regional and global communities. Implications for policies of internationalisation and for practitioners are explored. Finally, the point is made that this Argentinean case is innovative because it is a bottom up form of intercultural dialogue internationalisation with a decolonising orientation.
dc.languageeng
dc.publisherRoutledge
dc.relationinfo:eu-repo/semantics/altIdentifier/url/https://www.taylorfrancis.com/chapters/edit/10.4324/9780429444289-12/intercultural-citizenship-opportunity-bottom-intercultural-dialogue-internationalisation-south-america-melina-porto
dc.relationinfo:eu-repo/semantics/altIdentifier/doi/http://dx.doi.org/10.4324/9780429444289
dc.rightshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.rightsinfo:eu-repo/semantics/restrictedAccess
dc.sourceEducational approaches to Internationalisation through Intercultural Dialogue: Reflections on theory and practice
dc.subjectINTERNATIONALISATION
dc.subjectHIGHER EDUCATION
dc.titleIntercultural citizenship as an opportunity for bottom-up intercultural dialogue internationalisation in South America
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.typeinfo:eu-repo/semantics/bookPart
dc.typeinfo:ar-repo/semantics/parte de libro


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