Using initial teacher education to challenge and transform perceptions of other cultures

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Roxburgh, David (2025) Using initial teacher education to challenge and transform perceptions of other cultures. In: BERA Annual Conference 2025, 2025-09-09 - 2025-09-11, University of Sussex. (Unpublished)

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Abstract

Context and aims Fostering critical intercultural awareness remains a significant challenge at all levels of education provision, including within Initial Teacher Education (ITE). Teaching materials often draw on 'large culture' narratives that focus on festivals, national symbols, and unchanging traditions, potentially reinforcing stereotypical perceptions of cultural difference and leading to unintentional 'Othering'. These conventional approaches commonly neglect alternative aspects of everyday life and interpersonal experiences that could better foster connections and highlight cultural commonalities. This paper draws on empirical data and subsequent module design to explore how ITE programmes can look to positively address these challenges. Building on Roxburgh’s research (2021, 2024), which analysed the representation of Chinese culture in Scottish primary schools, alongside foundational insights from Kramsch (1998, 2009), Holliday (1999, 2018), Dervin (2015) and Chong et al., (2023) this paper presents evidence-based strategies for reconsidering intercultural competencies in practical ways useful for ITE contexts. Methodology Roxburgh’s (2021) mixed-methods study, grounded in an interpretivist framework, gathered data from five diverse Scottish primary schools. This data was later used to develop activities for a PGDE programme aimed at Primary Education student teachers. Key approaches included: 1. Quantitative surveys: A survey of 374 pupils examined their perceptions of Chinese culture and the influence of teaching materials. Statistical analysis revealed a predominant reliance on ‘large culture’ elements, such as pandas, the Great Wall, and Chinese New Year, with minimal engagement with everyday practices or diversity (Kramsch, 1998, 2009; Chong et al., 2023). 2. Qualitative focus groups and interviews: Fourteen focus groups with 140 pupils in total, interviews with 18 class teachers, 11 visiting Chinese exchange teachers, and 3 Professional Development Officers provided in-depth perspectives on the limitations and opportunities in cultural education. Emerging themes included the dominance of tokenistic cultural narratives and the lack of localised, relatable content (Holliday, 1999, 2018; Dervin, 2015). 3. ITE programme activities: Observations of, and discussions with, student teachers during PGDE workshops highlighted their critical engagement with cultural representation, including reflection on their own perceptions. Through the planned activities, student teachers explored culture as a dynamic aspect of both local school communities and the broader global context, fostering self-awareness and intercultural sensitivity. Key findings Roxburgh’s (2021) research highlighted the prevalence of ‘large culture’ narratives in teaching materials, often reducing cultures to stereotypical symbols like dragons and pandas. These portrayals emphasise the exotic and visually appealing, while overlooking the diversity and complexity of everyday life, including education systems, family dynamics, and regional variations. This focus reinforces cultural exoticism and 'us versus them' perceptions, constraining pupils’ understanding of shared human experiences. Teachers often struggled to move beyond superficial depictions due to limited knowledge and resources. Many relied on existing materials that offer simplistic representations, missing opportunities to depict culture as dynamic and interconnected. These findings underscored the need for enhanced professional development and improved resources, equipping both pre- and in-service teachers to challenge stereotypes and foster richer, more authentic cultural narratives that promote empathy, intercultural understanding, and critical thinking. Using ITE Programmes, such as the PGDE curriculum at the University of Strathclyde, provide important platforms to encourage student teachers to challenge stereotypes and promote inclusive cultural understanding. The workshops built on foundational insights, incorporating tasks that enhanced the professional development of student teachers. Initial activities had participants list and analyse their perceptions of Chinese and Scottish cultures, helping them identify biases and their origins. Subsequent sessions involved designing lesson resources on ‘small culture’ themes like daily routines, local sports, and hobbies, making cultural education more relevant and engaging. Participants also explored research insights on cultural representation, including MacQuarrie’s (2010) and Dervin’s (2015) work on cultural Othering and its risks. Holliday's (1999, 2018) ‘large’ and ‘small’ cultures framework also provided guidance on balancing traditional and contemporary elements. This theoretical understanding enabled students to develop practical teaching strategies that foster more nuanced cultural education. Significance and implications Roxburgh’s (2021, 2024) research and follow up activities provide a framework for embedding critical cultural awareness in ITE programmes. It promotes reflexive practices and 'small culture' approaches to prepare future teachers for challenging stereotypes and enhancing diversity understanding. These findings support his recommendations for advancing intercultural competencies and avoiding tokenistic narratives. Initially focused on a Chinese base, the model is adaptable for various cultures, advocating a shift from static symbols to dynamic realities. This paper aims to foster teaching practices that reflect the complexities of globalised societies and offers practical insights for educators, policymakers, and researchers in diverse educational contexts.

ORCID iDs

Roxburgh, David ORCID logoORCID: https://orcid.org/0000-0002-2426-4698;
CORE (COnnecting REpositories)