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      The receiving end: Namibian educators’ perceptions of international student exchange from the Global North

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          Abstract

          This article explores Namibian cooperating partners’ perceptions of receiving pre-service teachers on international practicums. The article focuses on what they perceive as the main benefits and challenges of receiving the pre-service teachers and the potential for developing intercultural competence and global awareness through such arrangements. The Namibian partners were mostly positive about the Norwegian pre-service teachers, although there were also challenges related to differences in cultural and educational backgrounds. The findings are discussed in light of postcolonial theory. The article concludes that a stronger focus on the school and its place in the local community may make the travelling pre-service teachers more capable of understanding the local realities, and thus open to more nuanced dialogue and learning.

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          Most cited references 95

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          Postcolonial perspectives on global citizenship education

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            The location of culture

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              ‘Pedagogical classroom practice and the social context: The case of Botswana’

               R Tabulawa (1997)
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                Author and article information

                Journal
                ijdegl
                ijdegl
                International Journal of Development Education and Global Learning
                IJDEGL
                UCL Press (UK )
                1756-5278
                30 June 2020
                : 12
                : 1
                : 37-51
                Affiliations
                Inland Norway University of Applied Sciences and Norwegian University of Science and Technology
                Author notes
                Corresponding author: Email: Jorgen.klein@ 123456inn.no
                Article
                10.14324/IJDEGL.12.1.04
                Copyright © 2020 Klein

                This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited.

                Page count
                References: 51, Pages: 16

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                International Journal of Development Education and Global Learning
                Volume 12, Issue 1

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