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Power and representation: A postcolonial reading of global partnerships and teacher development through North—South study visits
16 references·4 citing·35 second hop
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References

  • 2012The Location of Culture17,820 cited
  • 2020Teaching and Assessing Intercultural Communicative Competence3,281 cited
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  • 1992The Post-Colonial Critic: Interviews, Strategies, Dialogues1,802 cited
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  • 2007Subjects of Empire: Indigenous Peoples and the ‘Politics of Recognition’ in Canada864 cited
  • 2005Exploring the Impact of Study Abroad on Students’ Intercultural Communication Skills: Adaptability and Sensitivity602 cited
  • 2000Why aren't teachers being prepared to teach for diversity, equity, and global interconnectedness? A study of lived experiences in the making of multicultural and global educators453 cited
  • 2004Geopolitics and the Post‐Colonial209 cited
  • 2005Six Key Factors for Changing Preservice Teachers' Attitudes/Beliefs about Diversity185 cited
  • 2005Geopolitics and the post-colonial: rethinking north-south relations162 cited
  • 2006Citizenship and Moral Education151 cited
  • 2001Is Experience the Best Teacher?135 cited
  • 2008Global citizenship and the cultural politics of benevolence

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128 cited
  • 2006Reflection in intercultural learning: examining the international experience through a critical incident approach111 cited
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    • 2017Transnational collaboration for sustainability in higher education: Lessons from a systematic review83 cited
    • 2014Bridging Cultures Through Unpaid Labor: US Volunteer Teachers’ Experiences in China’s Yunnan Province26 cited
    • 2017(Mis)representation among U.S. study abroad programs traveling to the African continent: A critical content analysis of a Teach Abroad program14 cited
    • 2015The Benefits and Challenges of Study Abroad in Teacher Education in a Neoliberal Context12 cited