Please use this identifier to cite or link to this item: http://hdl.handle.net/11455/93285
標題: A Study of the Relationship between School Internationalization and the Fostering of Intercultural Literacy in Taiwan's Institutions of Higher Education
高等教育國際化與跨文化素養之關係研究 - 以臺灣為例
作者: Joagni PARE
巴祐寧
關鍵字: Intercultural literacy;multiculturalism;internationalization of higher education;Taiwan;跨文化素養;多元文化;高等教育國際化;臺灣
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摘要: 
很多學校追求高等教育國際化時只關心能夠吸引多少來自不同國家的學生和教師。但是那些具有多元背景的教師與學生們在這樣的多元文化環境,是否真的有所互動,溝通、了解以及學習不同的觀點,實際上卻沒有受到足夠的重視。本文章以跨文化素養和學習為題,透過 Allport的際接觸理論並主要採用問卷調查法與智性研究法來探討和省思臺灣高等教育國際化的實踐和政策。研究發現臺灣高等教育學校在推動教育國際化時主要遇到的問題包括以下:(1)當前臺灣學校追求國際化實踐與政策在很多方面比較偏向西方化(美語話或美國化);(2)高等教育環境缺乏強有力的承諾和機構的支持;(3)教師與學校工作人員對教育國際化的承諾不足;(4)本地學生和外籍學生之間的互動很差。根據上述研究結果,研究者對於大學老師、教育政策制定者、高等教育相關單位及未來跨文化與國際化後續研究方向等提出具體的建議。

Most schools are so concerned with diversifying their demographics that they fail to make of internationalization a participatory, engaging, and inclusive construction for their staff, student, and faculty population. This study looked into the current internationalization practices and policies of the Taiwanese universities with the goal to understand whether they contribute or not to multicultural awareness and intercultural learning. Data of this study were collected using surveys and the qualitative inquiry methods, and were analyzed using a thematic method. The results, which were looked across through the lens of the theoretical framework of Allport's intergroup contact hypothesis, indicate that the Taiwanese institutional environments are highly multicultural and constitute an ideal place for fostering intercultural literacy. However, many factors were found to handicapped not only the schools' walk toward internationalization, but also their ability to transform their multicultural and multiethnic campuses into real hubs for intercultural learning. These factors included the following: (1) westernized internationalization policies and practices; (2) lack of strong faculty and staff commitment; (3) lack of proper institutional support for students and faculties; (4) Low interaction between international and local students. Based on those findings, a number of suggestions are made for teachers, educational practitioners and policy makers, as well as future researchers in the field of intercultural literacy and internationalization.
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