Abstract
The development of intercultural competence in higher education students is widely seen as desirable yet the processes involved in this development are not fully understood. This chapter sets out the position that the development of intercultural competence in students is dependent upon their undergoing some shift in their identity by actively engaging in ‘transformative learning'. Focusing on the UK context, the authors contend that this transformational process is fraught with challenges and involves several key psychological and interpersonal factors which are not widely acknowledged (including positioning, cultural voyeurism and repressive tolerance). These can involve acute discomfort for the student as s/he develops a critical awareness of power relations and of their place within them. The chapter concludes that ongoing dialogue and dispute in the context of criticality embedded in the curriculum are necessary to support the student in this transformative learning experience.
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