“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”.