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This paper interrogates international and domestic peer relations in two Australian schools and how they are shaped by structural, cultural and discursive dimensions of schooling. In particular, it analyses intercultural relations between domestic and international students in the context of policies promoting "internationalisation-at-home". We argue that how international students are positioned within specific school contexts impacts their sense of inclusion in everyday social and pedagogical relations and informs their relationships with domestic students, whether viewed as a stranger or potentially as a friend raising questions as to who is responsible for intercultural relations. [ABSTRACT FROM AUTHOR]

Intercultural education in Australia has been positioned in Statebased official curriculum and education policy as developing understanding between diverse cultural groups. However, cultivating such understanding far more complex in practice than policy and curriculum directives can capture. In Australia, eruptions of intercultural tensions has an ongoing and complex history. This paper examines the challenges for teachers' intercultural practice in one Australian public school setting. Reporting on a single-site ethnography drawing on Lefebvre's production of space. I conceptualise teachers' intercultural work as a praxis of difference, this paper problematises the way intercultural education is often taken up in tokenistic ways and advocates for reimagining intercultural education as a challenge of practice. I argue that an examination of the conditions that produce complex relations between diverse cultural groups in particular spaces is a productive starting point for developing intercultural understanding as a rational praxis of difference. [ABSTRACT FROM AUTHOR]

Aim: To present and discuss our experiences of learning how to establish and maintain an international collaboration as early career nurse researchers residing in the United States and Australia. Background: International research collaborations require additional startup time given the complexities of navigating cultural differences, obtaining ethics committee approvals in different countries and collecting human subject data. International collaborations may be daunting for early career researchers given their inexperience and pragmatic focus on research projects that lead to outputs achievable on short timelines for career advancement. Design: Discussion paper. Data Sources: Evidence from international literature about global collaborations across numerous disciplines, including potential factors that could facilitate or constrain early career researcher efforts to engage in international collaborations, were combined with authors' lived experiences as early career researchers. Discussion: Our collaboration began in July 2022 through a professional introduction spurred by a call for applications to fund global nursing education collaborations. Interpersonal, logistical and organizational factors played a role in our lived experiences of beginning an international collaboration. Our experiences are consistent with published literature about the time and complexity involved in conducting international research. Conclusion: Investing time building interpersonal relationships strengthens international research and supports collaborative learning and intercultural understanding. These professional relationships can be built over time to develop significant bodies of research with international impact. Early career researchers need to be resilient, persistent and tenacious as they 'jump through hoops' to establish international research collaborations. Impact: Building relationships during international research collaborations supports collaborative learning for intercultural understanding and strengthens research to address emerging global problems. International nursing research collaborations could encourage greater curiosity, innovative ideas and solutions to international problems that could not be achieved in isolation. Patient or Public Contribution: There was no patient or public involvement in the design and development of this paper. [ABSTRACT FROM AUTHOR]

Archival concepts are grounded in cultural traditions and often difficult to translate because equivalent terms do not exist. This may lead to misunderstandings which may impact on intercultural understanding and international collaboration. This article looks at how the Records Continuum Model, which was developed in Australia in the 1990s in response to the perceived deficiencies of the life cycle model to deal with digital records, is understood by francophone archivists and records managers. Misunderstandings can be attributed to problems of translation and transposition of Records Continuum ideas in other archival contexts, as well as to the specific terminology, which in itself is confusing because the terms used—in particular records, recordkeeping and continuum—have meanings that differ from their meanings in everyday language or in other cultural contexts. Through interviews with francophone archivists in Switzerland, the author explored their understanding of the model and the measures they were trying to put in place to encourage the creation of records and their preservation for as long as they would be needed by various stakeholders. The author shows that although the interviewees were all working within a life cycle framework, some of them were taking small "continuum actions" that can have a significant impact on the creation, management and preservation of records and on their ability to meet the needs of various stakeholders. [ABSTRACT FROM AUTHOR]

The purpose of this study was to adapt a scale for intercultural understanding of primary and middle school teachers (ICU) to Turkish and Turkish culture and to examine ICU. The study was designed as multimethod quantitative research and conducted in two-sequential stages. Firstly; Denson, Ovenden, Wright, Pradies, and Priest's (2017) ICU scale used in Australia was adapted into Turkish and Turkish culture. The data were collected from teachers and analyzed for validity and reliability. Secondly, the data from 391 primary and middle school teachers in Kilis were collected and analyzed. According to the findings, teachers had higher level of intercultural understanding and the teachers having abroad experience or international friends had more positive intercultural understanding. It is recommended that the study should be conducted on different samples and to be integrated with the results of this study. [ABSTRACT FROM AUTHOR]

Australia is one of the most culturally diverse countries in the world. Since World War II, seven million immigrants from more than 150 countries have settled in Australia. Since that time, Federal governmental changes to its policies on immigration has recognized the importance of cultural diversity in its population. Educational institutions have also responded by initiating a variety of strategies and developing curricula aimed at achieving equitable education and social outcomes and promote the acceptance of people from ethnically diverse backgrounds. This paper first examines how Australia has developed policy that has enabled education to become its third largest export market worth more than AUD$18 billion in 2014–2015. It focuses on some of the state and federal government policies that have encouraged the internationalization within the primary, secondary and tertiary education sectors and then gives an overview of some of the institutional strategies and policies that have been implemented at the Royal Melbourne Institute of Technology (RMIT University) at university level and geospatial science undergraduate discipline level. A range of challenges at the governmental, institutional and discipline level faced by those individual academics wishing to incorporate internationalization into their respective curricula are investigated. [ABSTRACT FROM AUTHOR]

This paper draws on the personal experience of the author who had been employed as a Youth Arts Manager in a small, desert town in the Northern Territory. In her research honours study during the project for which she was engaged, she aimed to understand the tensions she experienced managing this partnership. Now, five years later, she reconsidered the experience and, placing the concept of culture shock at the forefront of her perspective, came to see the experience in a new light. Kate proposes that understanding protocols is a process embodiment that may be affected by the experience of culture shock, and secondly, that creative processes can be reduced neither to process nor product. Rather, with a clear understanding of aims and objectives as they relate to context, from community development can fruitful artistic partnerships. [ABSTRACT FROM PUBLISHER]

Kymlicka [(2003). Multicultural states and intercultural citizens.Theory and research in education, 1 (2), 147–169] worried that the ideal of an intercultural citizen, with strong intercultural skills/knowledge, would not fit neatly or simply into the ideal of a multicultural state. He identified three possible areas of tension: (1) intercultural citizens may prefer global interculturalism over local interculturalism, (2) some groups may dismiss the assertion that intercultural interaction leads to personal growth and enrichment and (3) the ideal of an intercultural citizen requires a level of understanding that is either superficial or utopian. This paper reports on attitudes towards, and experiences of, interculturalism through insights derived from focus groups with young ‘Anglo-Australian’ adults and uses these to test the concerns articulated by Kymlicka. Despite an official multicultural policy, young Australians living in Western Sydney did not express intercultural values, fully, at all times, or on all issues. The data present a difficult situation in which the participants express a fear of ‘others’ due to a lack of knowledge and understanding, but also, a reticence to gain a greater understanding of other cultures, specifically in regards to religious practices/beliefs. Arguably, Australian multiculturalism has succeeded in creating intercultural spaces (e.g. schools and universities) where young people are obliged to mix. The data, however, begs the question of whether these spaces function in a way that enables cultural interaction; of whether these spaces are safe for debate, dialogue and un-reconciled disagreement, specifically for the Anglo-Celtic youth of Western Sydney. [ABSTRACT FROM PUBLISHER]

In parallel with many nations’ education policies, national education policies in Australia seek to foster students’ intercultural understanding. Due to Australia’s location in the Asia-Pacific region, the Australian government has focused on students becoming “Asia literate” to support Australia’s economic and cultural engagement with Asian countries. Drawing on Allport’s optimal contact principles and key factors supporting intercultural understanding, this study examines two “sister school” cultural immersion trips in Indonesia and East Timor to explore ways in which their different approaches supported positive intergroup contact and helped foster intercultural understanding among students. Focus groups and interviews with school project teams and analysis of both researcher and teacher project field notes and documents suggested that these schools’ programmes could be mapped onto Allport’s contact principles in different ways. The paper concludes with promising approaches that can help to inform sister school programmes. [ABSTRACT FROM PUBLISHER]

Intercultural understanding is one of the seven General Capabilities identified by the Australian Curriculum, Assessment and Reporting Authority in the national curricular development currently underway. Conceiving languages education as 'an endeavour focused on the development of intercultural understanding' (Liddicoat & Kohler, 2012, p. 73) requires teachers to identify and challenge their own beliefs and conceptualisations of the nature of their task as educators. This paper presents the outcomes of a small-scale professional development program designed to help languages teachers engage with this re-envisioned task. The program aimed to provide an opportunity for teachers - in primary and secondary language classrooms - to critically explore the links between language and culture and how these can be translated into classroom practices to foster learners' intercultural understanding within an action research methodological framework. This paper examines the data-driven insights yielded by this program, in particular, examples of good practice as well as teachers' personal reflections, and considers them in relation to the field of languages education and teachers' professional learning. In addition, the paper identifies emerging implications for current policies supporting the development of intercultural understanding. [ABSTRACT FROM AUTHOR]