Frontier Crossings

Abstract

This article examines the process of intercultural learning in an international school, particularly the role played by peer-group interaction. It identifies the affective as well as cognitive processes involved, and highlights the importance of cultural dissonance in a model intercultural learning that shows how multiculturalism can be achieved, but also how the intermediate outcomes of ethnocentrism, adaptation and assimilation often result.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 53 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.