“跨文化研究丛书”出版国内外学者在跨文化交际、跨文化传播、跨文化教育、比较文化、语言与文化、翻译与文化、文学与文化、国别与区域文化等领域的研究专著、博士论文、译著和文集，旨在促进我国外国语言文学学科的跨文化研究创新与繁荣。
　　《教育中的跨文化性》一书系统论述了跨文化性这一概念，通过跨文化性一词表达一种互动的建构过程，并阐释为何在教育领域有必要用跨文化性这一视角来重新审视一些概念和范畴。全书分为七章。第1章对跨文化性这个视角进行界定：第二章讨论了文化、身份和集体这三个与跨文化性相关的概念：第三章探讨了教育领域跨文化性的五个想象概念：全球化、多样性、出身、一致和当地：第四章探讨他者的定义：第五章探讨使用反霸权的视角对待人权话语实践；第六章在回顾以往跨文化能力模式的基础上，对教育领域中的跨文化性进行了重新建构：最后一章进行了总结并提出了十条建议。
　　《教育中的跨文化性》结构清晰，论述深入浅出，案例丰富，每章后附有思考题利于理解重要内容，对外语和汉语教育、传播教育、教师教育领域的教师、学者和研究生，具有重要的参考价值。

　　Her proposal seems to correspond nicely to a perspective that looks into multidimensionality， discussing stereotypes， and generalizations. The next story was actually told by two different pre-service teachers but from different perspectives. The same biology teacher was giving a class on the heart. He brought a real heart to show to the students：
　　At the beginning of that class teacher started his class by 'This is a pig's heart； we will investigate different parts of the heart'. After his introduction a Muslim student had stood up and said he could not continue his class， as the heart was from pig. There were two more Muslim students and they also joined with that student. The teacher was not aware about the sensitivity and said ok， you can do it later.
　　This first excerpt shows the religious unawareness and insensitivity of the teacher. As a Muslim herself， the pre-service teacher is shocked by this episode. A similar story is told by another pre-service teacher. Yet this pre-service teacher is surprised when the teacher gives the permission to Muslim students to leave the class：
　　The teacher took a pork heart from shop and brought to the class to show to students. That sounds a good idea to show students a real heart. 'Muslim students are allowed to leave the class today because the heart is from pork'， he said at the beginning of class.
　　Unlike the first pre-service teacher， this one was 'quite shocked when [I] heard this [I] think [he] did not need to explain from which animal the heart is'. What is interesting about these two excerpts is the 'transformation' and 'learning' of the teacher who was able to move from insensitivity to care about Muslim students. These excerpts thus call for caution when examining how and if teachers use intercultural competence in their classroom as one's behaviours， attitudes， ideologies， and so on， can be very unstable and changeable. Otherness thus appears to be an unpredictable figure which can easily shift from her position of 'permanent otherness' （Levinas 1969）.
　　This subsection has described the intercultural preparation of some international pre-service teachers in Finland. The preparation represents an attempt to help pre-service teachers to be 'formed to be reformed' （Bachelard 1938）. One of the objectives of the study was to analyse how these teachers took intercultural aspects into account when observing experienced teachers during their practicum. The analysis of the stories concerning the teachers shared by the pre-service teachers shows that， at least in these 25 stories， they have managed to pinpoint 'good' and 'bad'/questionable practices. Although the pre-service teachers were not required to theoretically justify their explanations， it appears that some of the ideas and arguments shared during the intercultural lectures have had an influence on them. What our 'critical interculturalists' show is that they seem to have the power to become aware of， recognize， push through， and present/defend her/his diverse diversities and those of others. Furthermore， they appear to be aware of certain 'intercultural' ideologies. Of course， long-term research on how this knowledge is used in their practices would make these results more reliable. But this is a first important step.
　　This was not about criticizing experienced teachers for their lack of intercultural competences， but to see if and how， by observing their future position as teachers， the pre-service teachers were able to identify phenomena that they may want to deal with otherwise-or at least deal with and/or discuss. Some pre-service teachers were even able to go beyond the descriptions of the situations and the consequences on the students by proposing alternative scenarios.
　　All the students who participated in this study are foreigners who in most cases do not speak Finnish. Their future position as foreign teachers in Finland might feel uncomfortable， and it was important that during their practicum they also reflected on this specific feature. Some pre-service teachers have noticed that Finns and non-Finns do not always treat each other fairly in educational contexts. For example， a pre-service teacher explains that 'when something unpleasant happens， teachers who are not from Finland start to refer to Finland and the bad weather or the unsocial people， which is not good. But Finnish teachers might also have stereotypes about foreigners， for example， that American teachers are not clean， or British teachers are lazy.' By reflecting on the inconsistency and instability of such discourses emerging from all sides-and by avoiding taking sides-the pre-service teachers might be able to move beyond such discriminatory and potentially hurtful discourses.
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总序
导读
CHAPTER 1 Introduction-lnterculturality in Education： A New Beginning?
The Approach in this Book
References

CHAPTER 2 Misnomers
'The Deceptively Cosy Blanket of Culture'（Eriksen 2001）
Identity Is Not a Thing
Collectivity， Self， and Other
Questions
References

CHAPTER 3 Imaginaries About Interculturality
Globalization Is Not New
Desperately Seeking Diversity
Where Are You Really From?
'The Same Is Lame'
Obsession with the Local
Questions
References

CHAPTER 4 Discourses of Othering
Who's the Other?
Othering as an Unstable Phenomenon
Analysing Discourses of Othering
Questions
References
……

CHAPTER 5 Interculturality and the "Fragilities' of Human Rights
CHAPTER 6 Tools for Change-Dynamic and Realistic Intercultural
CHAPTER 7 Conclusion

An Essential Reading List
Definition of Key Terms
Index