Affiliation:
1. International School of Amsterdam, The Netherlands,
Abstract
This article examines the process of intercultural learning in an international school, particularly the role played by peer-group interaction. It identifies the affective as well as cognitive processes involved, and highlights the importance of cultural dissonance in a model intercultural learning that shows how multiculturalism can be achieved, but also how the intermediate outcomes of ethnocentrism, adaptation and assimilation often result.
Cited by
35 articles.
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