Training Unit 3 - Gender and Inclusivity in DEVELOPING A CULTURE OF CO-OPERATION WHEN TEACHING AND LEARNING HISTORY (original) (raw)
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Frontiers in Education
IntroductionIn our globalised world, the goal of cultivating a rigid national identity through school history should be replaced by the goals of developing global citizenship and safeguarding democracy. School history should thus balance the feeling of belonging to the state with the feeling of being a global citizen by building students’ intercultural competence through historical thought, conscience, and empathy. To this end, the main purpose of this research is to examine teachers’ perceptions of the best teaching strategies and practices to cultivate students’ intercultural competence through history education.MethodsThe study is implemented in Cyprus, as it provides for a context of conflict, in which history education is called to play a catalytic role in building reconciliation. Interviews were carried out with 18 high-school history teachers.ResultsBased on teachers’ perspectives, three thematic categories emerged from the data analysis; namely: (a) history teaching through ...
Intercultural Education: Bring Together Pluralism and Diversity
ATHENS JOURNAL OF SOCIAL SCIENCES, 2020
Large-scale migrations have forced the creation of new scenarios where the sense of absolute freedom clashes with the search for an ideal community. This situation poses problems related to identity, diversity, the ‘discovery of the other’ and, therefore, to identifying forms that allow to bring together more and more multi-cultural populations (Benahbib 2002). The aim of this paper is to reflect on the need to consider the educational process as ‘methodical socialization’ which corresponds to the need for any society to secure the bases of its conditions of existence and of its durability (Filloux 1993). For these reasons the education processes must be based on format with high coefficients of self-reflection, convergence, trans-culturalism. Education, as a social fact, must adapt to change and new alphabets, to overcome the binomial between time to learn / time to work and must insist on creativity and innovation, since everyday life is and it will be increasingly governed by kno...
Theoretical studies on intercultural education – as well as practitioners of education – sustain at present the need to develop a body of doctrine which would allow for the consolidation of a pedagogy and a practice of intercultural education. Some European theoreticians criticise multicultural education on the grounds that it reinforces cultural identity differences and, as a consequence, creates segregation – compartmentalisation – within society. This perspective is well spread and it is now the dominant one among European scholars and practitioners in the field of education. Nevertheless, it is not possible to formulate a differentiated and coherent concept of an intercultural pedagogy of education without a true, deep and contextualized understanding of the theoretical and practical foundations of the multicultural theory of education, which emerged and developed in the USA in the first half of the last century. This Paper outlines the theoretical and practical conceptions of both multicultural and intercultural education, at the same time that it tries to demonstrate the need for the development of a syncretised pedagogical theory, which would include the positive contributions of both approaches. The final goal would be the provision of epistemological bases for further development of educational actions addressed to deal with cultural diversity in developed societies.
INTERCULTURAL EDUCATION AN APPROACH BEYOND FORMAL LEARNING ACCEPTED JULY 2018
The presence of many cultures in the same society has been a constant in the History of Humanity, but its increase has become so pronounced in the last quarter of a century that it has aroused the interest of many researches from different perspectives. This cultural diversity has brought with it an increase in antidemocratic attitudes based on the promotion of immoral values such as intolerance, lack of respect or racist attitudes. From Education, various approaches have been adopted in order to put an end to these stances and with the aim of instilling in students the democratic values gathered in Human Rights. Have these approaches reached their objectives? The article includes the contributions of different authors who analyse some of these approaches, and it proposes the Intercultural Education and its competence as the optimal methodology to instil respect and cooperation in students. This should not only appear in the School-based Education Project but in every subject. As an example of that, the study suggests one proposal based on this methodology for English as a Foreign Language classes. Thanks to this Intercultural Education, students will have the tools to respect people who belong to another culture, race or religion, and above all, value them and live with them in harmony.
Procedia - Social and Behavioral Sciences, 2010
The aim of this study is to focus the attention on a specific dimension of scholastic experience of the new generation of immigrants, that is to say that of school as a place where it is possible to build cross-cultural relations, to promote cross-cultural dialogue, and images of the world concerning the creation of living together citizenship in a plural society are learnt, that is of a citizenship that respects the differences and at the same time is based on respect of common values and fundamental human rights. The choice to focus on this topic, that is the one of cross-cultural education, is an answer to the need to develop an aspect of the scholastic experience of the new generation of immigrants less studied compared to the dimension of the school as a place of cognitive learning and scholastic success, but today it appears to be particularly significant. Indeed, western societies are undergoing significant changes, these are due to globalisation processes and to international migrations. Such societies are characterized by the multiethnic aspect and are shaped by conflicting forces between the recognition of the differences on one hand and the creation of social integration on the other (Featherstone, 1996; Bauman, 1998; 1999; 2000; Besozzi, 1999; Cesareo, 2000; 2001; Ambrosini, 2008; Ambrosini and Abbatecola, 2009). In such a scenario, the school is characterized in an increasing way for a plural experience and for the existence in the class of a variety of languages, different cultural perspectives and different scholastic levels. This means that school is at the centre of the issue of the quality of the future living together in a multiethnic society, because it creates a key institution for the promotion of social cohesion, as well as for the acquisition of the necessary competence for the social and economic integration of tomorrow’s citizens.
Education in multicultural conditions
Grant: APVV-14-0176 Název grantu: Didactic means facilitating the implementation of selected cross-cutting themes in the teaching of ethics in the second grade of primary school Oborové zaměření: Pedagogika a školství © GRANT Journal, MAGNANIMITAS Assn. Abstract At the time when the European society was not going only through a political crisis resulting from the migration of refugees from third countries but also the value and identification crisis, it is important to reflect these problems also in education. Mixed multicultural classes with students of different nationalities have become a common reality. Educators are facing new challenges in which a crucial question resonates: How to effectively organize the education of the youth while simultaneously ensuring the education is respecting the fundamental human values of the European culture? Partial responses were also provided by projects addressed by the Faculty of Education of Matej Bel University, which are presented by the a...
The Challenge of Education in a Multicultural Setting
2013
This paper focuses on the culturally responsive teaching and the importance of addressing cultural diversity in the classroom, with special focus on education in multicultural environments. Culturally responsive teaching requires certain adjustments and changes in the curriculum so as to build upon the cultures of diverse groups, no matter the subject taught. The school climate is an indicator of whether diversity and equality are respected and promoted in schools. We will therefore, stress the importance of teacher’s understanding of their students’ cultural background and hence, be culturally responsive in their approach. This paper will draw examples from the education circumstances in Macedonia and from my local experience as a lecturer at the South East Eurpean University (SEEEU) in Tetovo, Macedonia. It will also look at the legal frame referring to the education in Macedonia and see how it organizes the objectives and outcomes in respect to some general values, such as cultur...
Intercultural dimensions of education
Nastava i vaspitanje, 2016
The paper discusses the development and the conceptualization of intercultural education, particularly within the Central-European pedagogical tradition. The author defends the thesis that intercultural education needs to be developed within the tradition of critical pedagogy, and linked to the main topicalities of pedagogical research, namely that of general theory of education and didactics. Intercultural education should therefore address the power inequalities of the education system itself, which primarily involves implementing a multi-perspective and anti-bias curriculum and creating a demo cratic, pluralistic, inclusive school ethos. Moreover, intercultural education is not defined as a specific pedagogical discipline, but as a pedagogical principle which guides the processes of planning, implementing, and evaluating education at the systemic, curricular, school, and classroom levels to enable re cognition and empowerment of all minority groups. The paper concludes with a brief discussion on pedagogical measures to support intercultural education, including the role of the teachers. intercultural education, multicultural education, teacher education, critical pedagogy. introduction Discussions on intercultural or multicultural issues in education have been taking place in educational theory and practice since at least the 1960s. After first focusing on ethnic revitalization movements in the U.S.A., Canada, and Australia, they were soon applied to the migration processes in Europe. After World War II Europe experienced many waves of economic migration. On one side migrants from colonial nations began arriving, and on the other were the migrants from Southern and Eastern Europe moving to Western and Northern Europe; all were looking for better lives and working conditions (Banks, 2009). The development of intercultural education is abundantly documented (