Assessing students’ journeys from theory to practice in intercultural education (original) (raw)
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Developing Intercultural Education
Two Homelands, 2018
The paper discusses the role of teachers in the inclusion of migrant students and provides some suggestions for the active engagement of teachers in developing intercultural education, with examples from Slovenia. To support teachers who develop intercultural competence among all students, it is important to include concrete learning objectives in the syllabuses, in the framework of which teachers will be able to teach about social diversity. It will also be necessary to introduce content about multiethnic, multilingual, and multireligious society into the academic programmes, so that (future) teachers are more prepared for a diverse school environment and the development of an intercultural society.
ADDRESSING EDUCATIONAL NEEDS OF TEACHERS IN THE EU FOR INCLUSIVE EDUCATION IN A CONTEXT OF DIVERSITY:VOLUME 1 — TEACHERS’ INTERCULTURAL COMPETENCE: Working definition and implications for teacher education, 2020
Drawing on the values established in the European Union (EU) Treaties and the understanding of culture as a source of collective identities, the Educational needs of Teachers in the EU for inclusive education in a context of diversity (INNO4DIV) project focuses on the development of intercultural competence (IC) in teacher education. Teachers need specific competences and skills to guide students in the process of negotiating individual and collective narratives, which form the basis for a cohesive, inclusive, and democratic society. The document consists of two chapters: Part A, which outlines the conceptual framework for the INNOV4DIV project, and Part B, which highlights the implications of the chosen approach for teacher education.
A new intercultural framework for education is being developed as a pedagogical response to increasingly multi-ethnic societies in Europe. This framework has been gaining ground during the last decade within EU Institutions (Commission of the European Communities, European Commission, Council of Ministers, OECD, OSCE) and the Council of Europe Documents and replacing multiculturalism as the guiding framework. This shift has generated an ardent debate between multiculturalists and interculturalists. Indeed, there is much criticism of the interculturalist framework. This article positions itself within this current debate and offers a critical analysis of the conceptual mapping of interculturalism within which there are tensions, ambiguities, and often conflicting goals and strategies. In addition, this work highlights the problematic dynamics intrinsic in the theoretical framework of interculturalism as a political and philosophical framework as well as in its pedagogical manifestation in educational settings as intercultural education. We analyze this educational framework from a stance of sociology of education taking into account the institution of schooling as one that is contextualized in existing socio-political dynamics, narratives, and lived-realities.
A new impetus to Intercultural Learning: Questioning concepts and practices
New forms of diversity and complexity are operating within our societies, crossing borders and frontiers and producing new interpretations about what we mean by being European. One of the most crucial challenges that Europe of the XXIth century faces consists in find out how to deal in a constructive and positive way with the impacts of these new forms of differentiation and multiple identities claims. Another fundamental step forward is to re-think non-formal education and youth work as a tool of in-submission to apathy and indifference. Along this paper I want to reflect, in first place, about the concepts of Difference, Diversity and Education. Secondly, I aim to problematise a proposal to inflect ethnocentric perspectives, fight prejudices and to promote solidarity actions that support equality in human dignity and respect for the plurality of cultural identities. Finally, this article seeks to engage in a critique of Intercultural Learning by re stating its key premises, exploring current challenges and proposing a renewed criticism of the concepts and practices of it as a way to realise the potential it carries for social transformation.
Intercultural Education in Europe: The Bridge Teaching Values of Cultural Diversity
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The phenomenon of migration is not new in the history of humanity. Nevertheless, European countries are still facing difficulties when it comes to the integration of migrant children. In the present paper, intercultural education is seen as a solution to integrate and preserve migrant children's culture. Surprisingly, analysis of its theoretical approach revealed some significant practical weaknesses. As a result, this paper suggests that theoretical methods may not be enough to promote multicultural understanding based on equality, respect and diversity.
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 (