Intercultural Experiential Continuum: A Case Study of Early Childhood Teachers Working with Refugee Children

Intercultural Experiential Continuum: A Case Study of Early Childhood Teachers Working with Refugee Children

Peer-reviewed

Author(s): Ekaterina Strekalova-Hughesa (strekalovahughese@umkc.edu) & X. Christine Wangb

Source: Journal of Early Childhood Education Research; Vol 6(1), p. 61-88.

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Abstract: To address the cultural mismatch between early childhood teachers and refugee students in urban public school settings, this qualitative case study explores how teachers working with young refugees develop interculturally. Grounded in Dewey’s experiential transaction theory, we analyze two teachers’ contrasting trajectories of intercultural sensitivity development. Our findings highlight the agency of teachers (pre-experience worldview and motivation) and key qualities of intercultural experiences (cultural immersion, cultural isolation, authentic cultural dialog) within experiential transactions. Finally, the study bring to light teachers’ intercultural experiential continuums where relevant previous, present, and future experiences are interconnected.

Author-Supplied Keywords: teachers of refugee children, intercultural experiential continuum, urban teacher education

ISSN: 2323-7414

ISSN-L: 2323-7414 online

Author Affiliation: aUniversity of Missouri – Kansas City, U.S.A, bState University of New York at Buffalo, U.S.A.