“A lot to share, not only to learn” : understanding the perceptions of intercultural dialogue in Global North-Global South academic partnerships

Abstract

This study investigates the role of intercultural dialogue in Global North-Global South academic partnerships due to its significance in providing mutual engagement. Prior studies highlight the role of intercultural dialogue in addressing colonial presumption through self-awareness of cultural formation that closes to power structures. Hence, this study aims to explore teacher educators’ perceptions of intercultural dialogue based on their experiences in the Global North-Global South academic partnerships.

This qualitative study has two research questions, namely 1) what are the variety of teacher educators’ perceptions of intercultural dialogue within the GINTL Global North-Global South academic partnership, and 2) how does intercultural dialogue enhance mutual engagement in the partnership. This study adheres to phenomenographic research to understand the perceptions of eight teacher educators from one Finnish and one African higher education institution involved in Global North-Global South collaboration.

This research results in three categories of perceptions, namely 1) reflective thought process, 2) critical transformative action, and 3) relational conditions, confirming the role of intercultural dialogue to enhance mutual engagement. In a holistic manner, the perceptions are presented in a framework, highlighting the relational approach of intercultural dialogue at the individual level and its contextual space. This framework contributes to giving nuances to the intercultural dialogue process in academic partnerships. This research recommends the significance of a relational approach in practice in helping facilitators and teachers involved in academic partnerships to embrace and navigate cultural sensitivity more effectively into mutual engagement.