ABSTRACT
Few aspects of intercultural competence are uncontested, and much has been written on the definition, development, evaluation, and comparison of culture/s, intersectional identities, and intercultural competence through a variety of disciplinary lenses, including communication, education, health, tourism, law, and business (e.g. Jackson, 2012) and within a variety of theoretical paradigms (Martin & Nakayama, 2010; Martin, 2015). The field is complex. The opening chapter of Deardorff’s (2009) The SAGE Handbook of Intercultural Competence , for instance, lists no less than 140 sources and 21 complex models of what intercultural competence is, how it works, and how it might be developed.
