“Into the Realm of the Politically Incorrect”: Intercultural Encounters in a Service-Learning Program

Authors

  • Christelle Palpacuer-Lee Rutgers, The State University of New Jersey
  • Jessie Hutchison Curtis Rutgers, The State University of New Jersey

DOI:

https://doi.org/10.18251/ijme.v19i2.1239

Keywords:

service-learning, identity, interculturality, critical pedagogy, intercultural citizenship

Abstract

Now more than ever, teachers of world languages are encouraged to become intercultural mediators in their communities and classrooms. This study describes the impact of an innovative community-based teacher education program for developing participants' interculturality. Building on narrative methods of investigation, we explore the potential of community-based service-learning as a social space in which participants learn to recognize and mediate worldviews. The data come primarily from field observations and pre-service teachers’ journaled reflections. We illustrate our findings through a series of narratives that serve as a frame for locating cultural recognition and learning.

 

Author Biographies

Christelle Palpacuer-Lee, Rutgers, The State University of New Jersey

Christelle Palpacuer-Lee, Ed.D., is a faculty member at Rutgers University’s Graduate School of Education (GSE). Dr. Palpacuer-Lee’s research and teaching focus on the intercultural dimension of language teacher preparation.

Jessie Hutchison Curtis, Rutgers, The State University of New Jersey

Jessie H. Curtis, Ed.M., is a part time lecturer and doctoral candidate at the Graduate School of Education, Rutgers University. Her research in Language Education focuses on language and identity in multicultural settings, and issues of equity in education.

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Published

2017-06-29

How to Cite

Palpacuer-Lee, C., & Curtis, J. H. (2017). “Into the Realm of the Politically Incorrect”: Intercultural Encounters in a Service-Learning Program. International Journal of Multicultural Education, 19(2), 163–181. https://doi.org/10.18251/ijme.v19i2.1239

Issue

Section

Praxis Articles (Peer-reviewed)