Co-constructing a cross-cultural course: resisting and replicating colonizing practices.

Area of Science:

• Psychology
• Education
• Sociology

Background:

• Cross-cultural training programs present unique pedagogical challenges.
• Understanding diverse beliefs about teaching and learning is crucial for effective international education.
• Macrosystemic factors significantly influence the negotiation and planning of global training initiatives.

Purpose of the Study:

• To examine the cross-cultural complexities in delivering family therapy training in a different country.
• To explore dilemmas arising from differing beliefs about teaching and learning processes.
• To analyze power dynamics, self-positioning, and the impact of language and translation in international training.

Main Methods:

• The study employs two interlinked narratives to detail an advanced family therapy training program.
• It discusses the contextual factors influencing training negotiation and planning.
• Analysis includes examination of power relationships, self-reflexivity, and linguistic challenges.

Main Results:

• Differing beliefs about teaching and learning created significant dilemmas.
• Power relationships and self-positioning complicated the training dynamics.
• Language barriers and translation difficulties imposed constraints and power structures.

Conclusions:

• Examining uncomfortable cross-cultural processes enhances self-reflexivity in training.
• Addressing power dynamics and linguistic issues is essential for equitable international education.
• Developing self-awareness through critical reflection leads to more inclusive training environments.