Chapter 6: Selling Illusions?: Achieving “Intercultural Competence” as an Outcome of International Experiences For Preservice Teacher Candidates

Assessment of student learning outcomes from study abroad has become part of larger conversation on outcomes based education. In a similar vein, intercultural competence is considered a central dimension of teacher preparation, both for their personal and professional development and the development of their students. However, scholars suggest that there is very limited understanding of the theory and practice of experiential learning from international education to be able to conclude that international experiences alone result in an interculturally competent preservice teacher. This chapter proposes to analyze the construct of intercultural competence and its value in assessing the international learning outcomes of preservice teacher candidates. It will consider its relevance to the objectives of preparing teachers to teach for diversity and equity (locally or internationally) and examine if its depoliticized nature leads to a problematic assumption of knowledge or “mastery of understanding” the other.