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      Engaging with the cultural ‘other’: The ‘colonial signature’ and learning from intercultural engagements

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          Abstract

          In this article, the idea of the ‘colonial signature’ is advanced as a potentially pivotal response to triggers that deepen or act as barriers to intercultural learning. From a postcolonial positioning, empirical data is then examined to consider the responses to intercultural-learning triggers of 14 UK-based student teachers on a study visit to India specifically through an analysis of their reflective writing and interviews.

          Participants’ responses to varied triggers became significant colonial signatures to their intercultural learning. The learning deepened where responses were reflexive and articulated with reference to the global powerbase that underpins study visits to the Global South. Where responses to triggers provoked more shallow comparisons with home, the colonial signatures resulted in closed-down discussion, thus acting as a barrier to further learning. This has implications not only for study visits, but also, more widely, for the approach to global learning.

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            Power and representation: A postcolonial reading of global partnerships and teacher development through North–South study visits

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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
                15 December 2020
                : 12
                : 2
                : 106-120
                Affiliations
                Queen Margaret University, Edinburgh, UK
                Author notes
                Corresponding author: Email: SHoult@ 123456qmu.ac.uk
                Article
                10.14324/IJDEGL.12.2.03
                Copyright © 2020 Hoult

                This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (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: 24, Pages: 16

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                International Journal of Development Education and Global Learning
                Volume 12, Issue 2

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                Most referenced authors 44