An evolving intercultural partnership model : A collaborative Australian and Vanuatu initial case study

Journal article


Grima-Farrell, Christine and Coleman, Jacqueline. (2015). An evolving intercultural partnership model : A collaborative Australian and Vanuatu initial case study. Australasian Journal of University Community Engagement. 10(1), pp. 41 - 64.
AuthorsGrima-Farrell, Christine and Coleman, Jacqueline
Abstract

This article reports on the contributions of a new model of intercultural partnership involving Australian pre-service primary educators teaching under the supervision of local teachers and university staff members in a rural school in the Pacific nation of Vanuatu. The model sought to operate within a broad postcolonial framework that positioned teachers from the South (Vanuatu) as experts and pre-service teachers from the North (Australia) as learners. It also disrupts, rather than reinforces, stereotypes of ‘the Other.’ This initial case study research is based on the first of three student cohorts to be involved in this partnership project and describes implications for pre-service teachers’ future practice as Graduate Teachers as outlined in Australian Institute of Teaching and School Leadership (AITSL) Standards and potentially contributes to the ongoing evolution of models for intercultural teaching partnerships.

Year2015
JournalAustralasian Journal of University Community Engagement
Journal citation10 (1), pp. 41 - 64
ISSN1833-4482
Page range41 - 64
Research GroupSchool of Education
Publisher's version
File Access Level
Controlled
Permalink -

https://acuresearchbank.acu.edu.au/item/89830/an-evolving-intercultural-partnership-model-a-collaborative-australian-and-vanuatu-initial-case-study

Restricted files

Publisher's version

  • 52
    total views
  • 0
    total downloads
  • 3
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Accessing the linguistic 'Funds of Knowledge' of students in teacher education programmes
Coleman, Jacqueline. (2015). Accessing the linguistic 'Funds of Knowledge' of students in teacher education programmes. English in Australia. 50(1), pp. 29 - 37.
Realising the pedagogical potential of multilingual pre-service primary teachers
Coleman, Jacqueline. (2014). Realising the pedagogical potential of multilingual pre-service primary teachers. Exchanges: The Warwick Research Journal. 2(1), pp. 35 - 52.
What role for the Asian language expertise of children in Australian schools in the Asian Century?
Coleman, Jacqueline. (2013). What role for the Asian language expertise of children in Australian schools in the Asian Century? Internet Journal of Language, Culture and Society.
The ESL teacher as 'productive' pedagogical mentor
Coleman, Jacqueline. (2012). The ESL teacher as 'productive' pedagogical mentor. T E S O L in Context: Journal of A C T A. S(3), pp. 1 - 14.
Moving beyond an 'instrumental' role for the first languages of English language learners
Coleman, Jacqueline. (2012). Moving beyond an 'instrumental' role for the first languages of English language learners. TESOL in Context. 22(1), pp. 18 - 37.
Pastoral and academic care of English language learners: Some findings from the primary classroom
Coleman, Jacqueline. (2011). Pastoral and academic care of English language learners: Some findings from the primary classroom. Journal of Catholic School Studies. 83(2), pp. 18 - 28.
A case study of the responses of two mainstream primay teachers in a non-metropolitan area to the refugee English Language Learners in their classe
Coleman, Jacqueline. (2010). A case study of the responses of two mainstream primay teachers in a non-metropolitan area to the refugee English Language Learners in their classe [Thesis]. https://doi.org/10.4226/66/5a95f706c682e