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Santos, Jorge Alejandro, Leonel Piovezana, and Luci Teresinha Marchiori dos Santos Bernardi. "Colonialidad y descolonización en la educación latinoamericana: el caso de las licenciaturas interculturales indígenas con el Pueblo Kaingang." EccoS – Revista Científica, no. 45 (March 20, 2018): 59–78. http://dx.doi.org/10.5585/eccos.n45.8281.
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El artculo presenta una experiencia de implementacin de educacin intercultural y prctica decolonial en la formacin de profesores indgenas del pueblo Kaingang en el marco de las Licenciaturas Interculturales Indgenas de la Universidade Comunitria da Regio de Chapec - Unochapec. Partimos del diagnstico de Adriana Puiggrs quien sostiene que el carcter colonial de la educacin en Latinoamrica es un hecho histrico solapado y una situacin que se debe revertir. Utilizamos las directrices pedaggicas de Paulo Freire reledas desde la perspectiva intercultural para poner en prctica una educacin liberadora en la formacin de profesores Kaingang y dentro de ese marco exponemos la experiencia de abordar problemticas fundamentales para la poblacin indgena que tiene que ver con las disputas territoriales y la visin de la sociedad no indgena sobre las comunidades originarias.
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Brunetti, Immacolata. "The students’ voice." Form@re - Open Journal per la formazione in rete 22, no. 1 (April 30, 2022): 408–21. http://dx.doi.org/10.36253/form-12665.
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This is a multi-level study in the field of intercultural education and refers to a project called “The voice of students”. The cases are action research projects developed with a group of primary school students. They participated in dialogical processes and shared leadership with their teachers. They co-designed projects, debated and became aware of critical issues related to cultural diversity in their educational communities. The aim of the research is to analyze participatory processes and associated changes in relation to intercultural education and relational structures that have emerged from students’ thoughts. From the data analysis it emerged that students’ personal changes, such as self-awareness and attention to others and relationships, group changes such as cohesion, as well as changes developed to other actors: teachers, other students they have created relationships of collaboration, solidarity, and mutual recognition. There were visible changes during the busiest time of the projects, but sometimes the effects continued and deepened thereafter. This underlines the importance of participatory projects of children engaged in intercultural processes and change.
La voce degli studenti.
Il presente contributo presenta uno studio a più livelli nel campo dell’educazione interculturale e fa riferimento a un progetto denominato “La voce degli studenti”. I casi sono progetti di ricerca-azione sviluppati con un gruppo di studenti della scuola primaria. Hanno partecipato a processi dialogici e hanno condiviso la leadership con i loro insegnanti. Hanno co-progettato progetti, dibattuto e preso coscienza di questioni critiche legate alla diversità culturale nelle loro comunità educative. Lo scopo della ricerca è analizzare i processi partecipativi e i cambiamenti associati in relazione all’educazione interculturale e alle strutture relazionali emerse dai pensieri degli studenti. Dall’analisi dei dati è merso che i cambiamenti personali degli studenti, come la consapevolezza di sé e l’attenzione agli altri e alle relazioni, i cambiamenti di gruppo come la coesione, così come i cambiamenti estesi ad altri attori: insegnanti, altri studenti, hanno creato relazioni di collaborazione, solidarietà e riconoscimento reciproco. Ci sono stati cambiamenti visibili durante il periodo più attivo in cui si sono svolti i progetti, ma a volte gli effetti sono continuati e si sono approfonditi in seguito. Ciò sottolinea l’importanza dei progetti partecipativi dei bambini impegnati nei processi interculturali e nel cambiamento.
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NASCIMENTO, Raimundo Nonato Ferreira do, and Violeta Denis Jiménez LOBATOS. "Los desafíos de la interculturalidad frente a la persistente homogeneización: una reflexión desde la realidad de Brasil y México." INTERRITÓRIOS 5, no. 9 (December 9, 2019): 72. http://dx.doi.org/10.33052/inter.v5i9.243610.
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RESUMENLa interculturalidad y la educación intercultural en Brasil y México, aún pueden ser vistos como campos emergentes. Las reflexiones sobre tales conceptos son una constante en los espacios académicos, en el área de planeación de políticas institucionales, mientras que en la intervención pedagógica se muestran como algo novedoso. En ese sentido, el modelo educativo intercultural que presenta el gobierno brasileño a las poblaciones indígenas y el gobierno mexicano a la población en general son políticas que intentan promover el reconocimiento y el respeto a las diferentes culturas, no obstante, en la práctica han encontrado grandes desafíos. Sobre este tema se discute en el presente artículo. Se reflexiona sobre los límites y los desafíos de la práctica de la educación intercultural en Brasil y en México, tomando como base el análisis de las normas legales propuestas por el Estado y relacionándolas con la realidad de las escuelas, para con ello mostrar algunos desafíos que se enfrentan en ambos países. Interculturalidad. Educación intercultural. Brasil y México.Os desafios da interculturalidade diante da persistente homogeneização: uma reflexão a partir da realidade do Brasil e do MéxicoRESUMO A interculturalidade e a educação intercultural, tanto no Brasil como no México, ainda podem ser vistas como um campo em emergência. Mesmo que as reflexões sobre tais conceitos sejam uma constante nos espaços acadêmicos, na área de planejamento de políticas institucionais ou mesmo como intervenção pedagógica se mostra como algo novo. Nesse sentido, o modelo educativo intercultural destinado as populações indígenas com o intuito de promover um reconhecimento, valorização e respeito as diferentes culturas, tem encontrado desafios para sua efetivação. É, portanto, sobre esse tema que aborda o presente trabalho. Nosso objeto, é refletir sobre os limites e desafios do fazer educativo intercultural no Brasil e no México. Por meio de uma análise comparativa das normas legais, ou seja, do que se propõe com a realidade pratica da escola que pretendemos demonstrar alguns desafios. Interculturalidade. Educação intercultural. Brasil e México. The challenges of interculturality in the face of a persistent homogenization: a reflection from the reality of Brazil and Mexico ABSTRACT Interculturality and intercultural education in both Brazil and Mexico can still be seen as an emerging field. Even though reflections on such concepts are a constant in academic spaces, in the area of institutional policy planning or even as a pedagogical intervention it is shown as something new. In this sense, the intercultural educational model intended for indigenous populations in order to promote recognition, appreciation and respect for different cultures has encountered challenges to become effective. Therefore, this theme is what this paper addresses. Our purpose is to reflect on the limits and challenges of intercultural educational work in Brazil and Mexico. By means of a comparative analysis of the legal norms, that is, what is proposed with the practical reality of schools, we intend to demonstrate some challenges. Interculturality. Intercultural education. Brazil and Mexico. Le sfide dell'interculturalità di fronte all'omogeneizzazione persistente: un riflesso della realtà del Brasile e del Messico RIASSUNTO un'interculturalità e un'educazione interculturale, sia non in Brasile che in Messico, possono essere viste come un campo di emergenza. Mesmo che mentre rifletti su questi consigli è uno spazio accademico costante, un'area di pianificazione delle politiche istituzionali o mesmo come l'intervento pedagogico viene mostrato come qualcosa di nuovo. In questo senso, o modello educativo interculturale inteso come popolazione indigena o intuito per promuovere il riconoscimento, la valorizzazione e il rispetto di culture diverse, ha trovato difficoltà nella sua efficacia. É, quindi, su questo tema che tratta o presenta lavori. Il nostro scopo è quello di confutare i limiti e le sfide delle attività educative interculturali non in Brasile e non in Messico. Tramite un'analisi comparativa delle norme giuridiche, cioè come realtà pratica della scuola intendiamo dimostrare alcune sfide. " Interculturalismo. Educazione Interculturale. Brasile e Messico.
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POPA, Andra, Sorin DRĂGOI, and Aida STÂNGĂ. "Valori, dimensiuni și obiective ale educației interculturale." ANALELE UNIVERSITĂȚII DIN CRAIOVA SERIA ȘTIINȚE FILOLOGICE LIMBI STRĂINE APLICATE, no. 1 (January 2023): 95–104. http://dx.doi.org/10.52744/aucsflsa.2022.01.09.
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Chocobar, Cynthia Nathaly. "Creación surrealista de sueños colectivos en Educación Primaria. Investigación- acción intercultural." Educatio Siglo XXI 38, no. 3 Nov-Feb (October 30, 2020): 363–82. http://dx.doi.org/10.6018/educatio.452971.
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INTRODUCCIÓN. Este artículo recoge una experiencia educativa de investigación-acción efectuada durante dos ciclos sucesivos de intervención didáctica con alumnado de sexto curso de Educación Primaria de dos colegios públicos situados respectivamente en Salta (Argentina) y Murcia (España). El marco teórico de esta investigación se centra en una concepción epistémica del desarrollo de la competencia en comunicación lingüística concerniente a textos literarios de índole surrealista cuya desenvoltura requiere conexión con otras competencias, lenguajes, artes y culturas. MÉTODO. La metodología cualitativa empleada, a través de cuestionarios, entrevistas y documentación didáctica de enfoque semiótico ha investigado el proceso de diseño y experimentación de una tarea compleja basada en la creación de sueños colectivos y performance onírica a partir de hipótesis fantásticas. RESULTADOS. La educación literaria de esta investigación centrada en el proyecto imaginario surrealista se ha materializado en las aulas hallando evidencias del cumplimiento de la hipótesis de trabajo. DISCUSIÓN. La educación literaria de esta investigación centrada en el proyecto imaginario surrealista se ha materializado en las aulas a través de experiencias didácticas de interacción significativa entre el mundo lector y el de la obra literaria, postulando un modelo educativo que potencia la creatividad, la autoestima y el empoderamiento de los aprendices en edad escolar. INTRODUCTION. This article reports an educational action-research experience carried out during two successive cycles of didactic intervention with students in the sixth year of Primary Education from two public schools located respectively in Salta (Argentina) and Murcia (Spain). The theoretical framework of this research focuses on an epistemic conception of the development of competence in linguistic communication concerning literary texts of a surrealist nature whose development requires connection with other competences, languages, arts and cultures. METHOD. The qualitative methodology adopted included questionnaires, interviews and didactic documentation with a semiotic approach to investigate the process of design and experimentation of a complex task based on the creation of collective dreams and oneiric performance based on fantastic hypotheses. RESULTS. The idea of literary education implemented in this piece of research complied with the working hypothesis. DISCUSSION. The idea of literary education implemented in this research based on the surrealist imaginary project crystalized in the classrooms through didactic experiences of significant interaction between the reading world and that of the literary work, postulating an educational model that enhances creativity, self-esteem and the empowerment of school-age learners.
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Sotelino Losada, Alexandre, Miguel A. Santos Rego, and Jesús García Álvarez. "El aprendizaje-servicio como vía para el desarrollo de competencias interculturales en la Universidad." Educatio Siglo XXI 37, no. 1 Mar-Jun (March 5, 2019): 73–90. http://dx.doi.org/10.6018/educatio.363391.
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El proyecto PEINAS (Pedagogía Intercultural y aprendizaje-servicio) nace en el curso 2010/2011 asociado a la asignatura rotulada como “Pedagogía Intercultural” (Segundo curso del Grado en Pedagogía, Universidade de Santiago de Compostela). El proyecto tiene por finalidad mejorar el conocimiento de la realidad social y educativa que viven cotidianamente las diferentes comunidades culturales en Galicia. Para ello se establecen vínculos con entidades en las que los estudiantes desarrollan un servicio, sobre bases académicas, en función de necesidades específicas. Lo que esta aportación pretende es mostrar el desarrollo de competencias cívicosociales en estudiantes universitarios que participan en un proyecto de estas características. Además, comparamos alumnos/as participantes y no participantes en la citada modalidad formativa, haciendo uso del postest elaborado en el marco de un proyecto del Plan Nacional de I+D+I (EDU2013-41687-R), lo cual nos ha de permitir ver las diferencias entre los grupos de estudiantes. Terminamos señalando que los estudiantes que participan en experiencias de esta índole incrementan sus oportunidades deadquirir una serie de competencias de corte relacional y cívico-social, de apreciable importancia para su formación práctica y el desarrollo de estructuras sólidas de aprendizaje. The PEINAS project (Intercultural Pedagogy and Service-Learning) was born in the academic year 2010/2011 associated to an academic subject called “Intercultural Pedagogy” (Second year of the Degree in Pedagogy, University of Santiago de Compostela). The project aims to improve the knowledge of the different cultural communities in Galicia about their social and educational realities. Thus, students create links with different entities where they undertake a social service, on an academic basis, according to specific needs. What this paper intends is to explore the development of civic-social competence in university students who participate in a project of these characteristics. In addition, we compare students who participated in the project with those who did not participate. To this end, we use a post-test elaborated within the framework of a project of the Spanish National Plan for Research (EDU2013-41687-R), which allowsus to see the differences among groups of students. The conclusions highlight the fact that students who participate in such experiences increase their opportunities to acquire a series of relational and civicsocial skills of considerable importance for their practical training and the development of sound learning structures.
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SOUZA, Gasperim Ramalho de, and Arnaldo César ROQUE. "Identidades e Epistemologias: A Lei 10639/03 na Descolonização da Escola." INTERRITÓRIOS 6, no. 12 (December 7, 2020): 134. http://dx.doi.org/10.33052/inter.v6i12.248993.
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RESUMOEste artigo tem como objetivo apresentar algumas contribuições da lei 10639/03 que estabelece diretrizes educacionais para o ensino de História e Cultura da África e dos africanos seus diálogos para uma educação intercultural crítica. Dessa forma, enquanto principal eixo didático-metodológico dessa lei, propomos a educação intercultural crítica, a qual prioriza a valorização da identidade cultural afro-diaspórica e do continente, como ferramentas epistemológicas, visando uma resistência ao branqueamento e apagamento dessas identidades no cenário educacional. Esse apagamento ainda é persistente através do mito da democracia racial e outros discursos que podem ser endossados por educadores que não utilizam a referida lei como um importante suporte para leitura e ação diante de documentos norteadores na educação brasileira tal como a Base Nacional Comum Curricular (BNCC).Lei 10369/03. Educação Intercultural. Identidades Afro-Diaspóricas. ABSTRACTThis article aims to present some contributions of 10639/03 Act, which establishes educational rules for the teaching of history and culture of Africa and Africans, and their dialogues for an intercultural education. Thus, while the main didactic-methodological axis of this law proposed the critical intercultural education, which prioritizes the valuation of cultural-diasporic cultural identity and towards continent, as epistemological tools, aiming at resisting to bleaching and deletion of those identities in the educational setting. That deletion process still remains through racial democratic myth and other discourses which can be endorsed by educators who do not rely on the aforementioned act as an important basis for reading and acting towards the implementation of the Brazilian National Curriculum as a guiding educational document.10639/03 Act. Intercultural Education. African-Diasporic Identities. RESUMENEste artículo tiene como objetivo presentar algunos aportes de la Ley 10639/03 que establece pautas educativas para la enseñanza de la Historia y Cultura de África y de los africanos sus diálogos para una educación intercultural crítica. Así, como principal eje didáctico-metodológico de esta ley, proponemos la educación intercultural crítica, que prioriza la valorización de la identidad cultural afro-diaspórica y del continente, como herramientas epistemológicas, apuntando a una resistencia al blanqueamiento y borramiento de estas identidades en el escenario educativo. Este borramiento aún persiste a través del mito de la democracia racial y otros discursos que pueden ser avalados por educadores que no utilizan la referida ley como un soporte importante para la lectura y la actuación frente a documentos orientadores en la educación brasileña como la Base Curricular Común Nacional (BNCC).Ley 10369/03. Educación Intercultural. Identidades Afro-Diaspóricas. SOMMARIOQuesto articolo si propone di presentare alcuni contributi della Legge 10639/03 che stabilisce le linee guida educative per l'insegnamento della Storia e della Cultura dell'Africa e degli Africani i loro dialoghi per un'educazione interculturale critica. Pertanto, come principale asse didattico-metodologico di questa legge, proponiamo l'educazione interculturale critica, che privilegia la valorizzazione dell'identità culturale afro-diasporica e del continente, come strumenti epistemologici, indicando una resistenza allo sbiancamento e alla cancellazione di queste identità nel contesto educativo. Questa cancellazione persiste ancora attraverso il mito della democrazia razziale e altri discorsi che possono essere approvati da educatori che non usano la suddetta legge come un importante supporto per leggere e agire contro i documenti guida nell'educazione brasiliana come il Common Curriculum Base Nazionale (BNCC).Legge 10369/03. Educazione interculturale. Identità afro-diasporiche.
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Pentini, Anna Aluffi. "Una rilettura interculturale del concetto di spazio potenziale di Donald Winnicott. Analisi di un’esperienza educativa italiana." Educar em Revista 34, no. 68 (April 2018): 289–303. http://dx.doi.org/10.1590/0104-4060.57815.
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SOMMARIO In questo contributo si vuole dare conto della situazione italiana per quanto riguarda l’approccio educativo alla prima infanzia, e descrivere un progetto interculturale1, ideato, realizzato, monitorato e sostenuto per venti anni a Roma in un’ottica di pedagogia sociale2. Il nucleo fondante di questo progetto è il concetto di spazio potenziale di Winnicott (1971, 1986), applicato all’educazione interculturale e al sostegno alla genitorialità. Dati gli sviluppi delle politiche educative italiane attuali,3alcune pratiche che sono state concretamente realizzate in questo progetto, grazie al costante accompagnamento di consulenza pedagogica, potranno essere recuperate per promuovere una dimensione di accoglienza delle diversità nel contesto formativo e per rendere l’istituzione scolastica, anche quella della prima infanzia, un contesto democratico in cui si promuove la parità tra i bambini.
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Calvano, Gabriella. "Le “Aule Verdi” per Educare all’Ambiente e Intercultura: Uno Studio di Caso." European Journal of Sustainable Development 3, no. 1 (February 1, 2014): 57–66. http://dx.doi.org/10.14207/ejsd.2014.v3n1p57.
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Alexandrache, Carmen. "Non-verbal communication and intercultural dialogue – An educative perspective." New Trends and Issues Proceedings on Humanities and Social Sciences 8, no. 2 (October 16, 2021): 20–26. http://dx.doi.org/10.18844/prosoc.v8i2.6186.
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The study analyses the importance of non-verbal communication (NvC) for academic education process. From this perspective, we have emphasised how essential NvC is, what a competences ensemble is to the education process and that we must use it. Drawing from theory and practice, the paper proposes several didactic modalities, more attractive, which improve the students’ communicational and proactive competences, and their interest to learn. In addition, these didactical modalities contribute to developing positive students’ interactions, social collaborations, desire of knowing and working with others, which are different. Due to the importance of NvC, the paper proposes it as one of the best recommended strategies to develop communication between people, especially for people from different cultural spaces.
Keywords: Learning, teaching strategies, communication competences, cultural communication, motivation.
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Glimäng, Malin. "Power, Politeness and Liquid Persona." Educare - vetenskapliga skrifter, no. 4 (August 25, 2021): 1–28. http://dx.doi.org/10.24834/educare.2021.4.1.
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This article explores pre-service English teachers’ self-reflections as participants in online intercultural exchange (VE). The aim is twofold: to examine participants’ perceptions of intercultural experiences in response to VE; and, to understand whether and how teacher trainees gain pedagogical insights through self-reflection situated in a cross-cultural online project. The study draws upon two iterations of exploratory research in a VE-project carried out with two cohorts of student groups. The first cycle involved students in Indonesia and Sweden, and the second cycle, a three-way collaboration, involved students in Argentina, Poland and Sweden. This article focuses on the Swedish side and examines empirical data incorporating e-diaries and interviews. A qualitative transcript analysis generated three intersecting themes: language and power, politeness, and participation through digital tools. Two theoretical constructs provide the analytical lens: persona (Hinrichsen & Coombs, 2014) and liquid interculturality (Dervin & Dirba, 2006). The findings challenge fixed notions of identity and interculturality, showing how participants engage in negotiations and fluid constructions of persona in response to perceived expectations of their interlocutors. The findings also indicate affordances of VE as a lingua franca contact zone in developing pre-service English teachers’ self-awareness and pedagogical competences.
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Clarke, Lauren. "'To Educate and Liberate?'." Journal of Comparative & International Higher Education 13, no. 5 (December 10, 2021): 15–35. http://dx.doi.org/10.32674/jcihe.v13i5.3655.
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The international branch campus is a model of transnational higher education that establishes institutional outposts abroad to expand student access, collaborative research, language proficiency, and recognized degree programs to participants. The growing body of literature on IBCs presents this phenomenon as an exercise in intercultural managerial effectiveness, which overlooks its role in the perpetuation of colonial constructs, narratives, and practices. This article critiques the impact of IBCs on host cultures through postcolonial and decolonial theory, asserting that meaningful transnational collaborations are predicated on dismantling hegemonic belief systems as well as structural legacies of colonial relations.
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Golubeva, Irina, and Ivett Rita Guntersdorfer. "Preparing Professionals for Working in Multicultural and Democratic Europe: Two Pedagogical Programs – Their Assessment and Collaborations." Pedagogika 128, no. 4 (December 20, 2017): 39–54. http://dx.doi.org/10.15823/p.2017.53.
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There has been continuous debate concerning policies and practices regarding intercultural education in the multicultural Europe and intercultural competence has become one of the crucial issues today. There is an urgent need to educate students about the limitations of using their own cultural frame to interpret and evaluate people belonging to a different cultural background. For quite long intercultural communication courses were typically offered for students in Education, International Relations, Business, and a like programs, while this subject was out of scope until the last few years in other disciplines. However, recent social and political changes are forcing program developers to work on a general intercultural preparation of professionals from all backgrounds.
There is an educational need to focus on how to prepare interculturally competent students, to act in a drastically changing society as true global citizens, who have a motivation for civic engagement and contribute to their community. More than that, according to the new framework by the Council of Europe, there is a political need for the new generation of young people to get involved with the democratic society in an active way (Council of Europe, 2016).
This paper presents two similar structures for a long-term intercultural program, where civic mindedness receives an important scope (Guntersdorfer and Golubeva, 2017). These programs can be offered to students from all disciplines in higher education. Both educational efforts aim to broaden knowledge of the meaning of culture by providing students with theories from linguistics, psychology, sociology, ethnology, and political science. Although pedagogical set-up slightly differ, there is a strong motivation for cooperation. The following article provides a description of the theoretical and pedagogical concepts of these two programs, draws on research plans and assessment methods, and lays down the groundwork for a collaboration.
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Rodríguez Izquierdo, Rosa Maria. "The Research on Intercultural Education in Spain." education policy analysis archives 17 (February 15, 2009): 4. http://dx.doi.org/10.14507/epaa.v17n4.2009.
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This paper reviews the scientific literature, both quantitative and qualitative, referred to several aspects of intercultural education in Spain from 1990 until 2008. The core themes found in the literature are the following: 1) schooling of immigrants and ethnic minorities, 2) models of intervention and educative proposals, 3) bilingual and linguistic diversity, 4) attitudes towards other cultures, and 5) intercultural citizenship and intercultural identity. Finally, it shows new open fields or gaps that are identified in the literature reviewed, and suggests ideas and strategies to strengthen intercultural research in the near future.
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Silva, Clara Maria, and Ana Maria Orlandina Tancredi Carvalho. "Bambine e bambini con background migratorio nei servizi educativi in Italia." Zero-a-Seis 23, no. 43 (March 12, 2021): 543–60. http://dx.doi.org/10.5007/1980-4512.2021.e73636.
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L’articolo verte sul tema dell’educazione interculturale in relazione alla presenza delle bambine e dei bambini con background migratorio nei servizi educativi per l’infanzia in Italia. Una presenza che ha posto gli educatori e i coordinatori pedagogici di fronte all’esigenza di ripensare le pratiche educative e di partecipazione dei genitori al fine di riconoscere e valorizzare le specificità di cui è portatrice la nuova utenza. Alla luce di ricerche condotte negli ultimi anni in Italia e in Europa sono illustrati i principali nodi teorici alla base dell’educazione interculturale e presentate alcune esperienze educative realizzate in Toscana, volte a promuovere la relazione tra le diversità attraverso la lettura degli albi illustrati.
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Sierra-Huedo, Maria Luisa, and Almudena Nevado-Llopis. "Promoting the Development of Intercultural Competence in Higher Education Through Intercultural Learning Interventions." Revista Electrónica Educare 26, no. 2 (April 21, 2022): 1–21. http://dx.doi.org/10.15359/ree.26-2.28.
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Introduction. This article analyses the impact of an intercultural learning intervention in a Spanish university post-European Higher Education Area implementation. Objective. Our research’s main objective consisted of measuring the development of intercultural competence in the first cohort of a Translation and Intercultural Communication bachelor’s degree in a Spanish university, before and after taking specific courses in intercultural studies and spending a study abroad semester. Methodology. A mixed methodology was implemented, in which the Intercultural Development Inventory (IDI) was used as a measuring instrument. Additionally, in-depth personal interviews were conducted to complement the data obtained. Results. The results of this study show that the programming and sequencing of specific courses, together with experiences abroad, contribute to the development of intercultural competence. Conclusions. More intercultural learning interventions are needed in higher education courses to develop and build an intercultural campus and educate global citizens. When applying intercultural learning interventions and intercultural methodologies, students develop their intercultural competence, a key competence for 21st-century graduates.
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Leibrandt, Isabella Monika. "The Confrontation With the Stranger and Intercultural Considerations in the Travel Report." International Journal of Curriculum Development and Learning Measurement 1, no. 2 (July 2020): 66–78. http://dx.doi.org/10.4018/ijcdlm.2020070105.
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This article draws on a teaching experience in the form of a literary conversation in a German as a foreign language class and presents didactic approaches to the travel report The Walk from Rostock to Syracuse by F.C. Delius. As it thematises the motif of the educative journey as a longing for education and freedom, the work is analyzed in a close relation to the genre of the Bildungsreise based on classical models such as the Italian journey of Seume and Goethe. The literary educative journey leads the learners into a wider contextual knowledge as traveling in times of the German separation. As educative aspects of the reading, strangeness and aesthetic experience are taken into reflection by adopting different didactic methods such as the focus and integration method. In order to reach an adequate reading comprehension, learners are challenged by coping with the intertextuality and hybridity of the text.
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Fajardo, Delia Mar’a. "El potencial didáctico del libro-‡lbum para la educaci—n literaria-intercultural." Educar em Revista, no. 52 (June 2014): 45–68. http://dx.doi.org/10.1590/0104-4060.36609.
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En este artículo se argumenta cómo la teoría y metodología de la educación literaria y del libro-álbum brindan una plataforma pedagógica ideal para diseñar propuestas curriculares basadas en la identificación y uso didáctico de elementos intertextuales en la literatura de tradición oral de las culturas en contacto, que sirvan de apoyo a programas de educación intercultural bilingüe. Como ejemplo, se describe de forma muy resumida un modelo creado para el contexto de Honduras, que incluye un análisis sobre las relaciones intertextuales que están presentes en las narraciones de los pueblos indígenas y afrohondureños.
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Tam, Jackie, Piyush Sharma, and Namwoon Kim. "Examining the role of attribution and intercultural competence in intercultural service encounters." Journal of Services Marketing 28, no. 2 (May 6, 2014): 159–70. http://dx.doi.org/10.1108/jsm-12-2012-0266.
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Purpose – This study aims to develop a model based on attribution theory and intercultural literature to explain the underlying customer satisfaction process in intercultural service encounters. Design/methodology/approach – In-depth interviews were used to develop an understanding of customer experience and evaluations in intercultural service encounters. A quasi-experiment with 236 customers was used to empirically examine the relationships between perceived culture distance, cultural attribution, intercultural competence and customer satisfaction. Findings – Perceived culture distance is positively related to customer satisfaction, with cultural attribution mediating the relationship between perceived cultural distance and customer satisfaction, and partially mediating the moderating effect of intercultural competence on the relationship between perceived culture distance and customer satisfaction. Research limitations/implications – This study focuses on cultural attribution in intercultural service encounters. It is acknowledged that there are other attribution dimensions such as stability and controllability which may interact with perceived culture distance and influence subsequent customer satisfaction evaluation. Future research should consider these various dimensions and examine their mediating role in customer satisfaction. Practical implications – It is recommended that service firms educate their customers of diverse cultures about local norms and practices, and proactively manage their expectations throughout the service experience. Originality/value – Despite the growing importance of intercultural service encounters, the findings of the relationship between perceived cultural distance and customer satisfaction are mixed. This study contributes to the literature by advancing our theoretical knowledge and empirical evidence of the role of cultural attribution and intercultural competence in intercultural service encounters.
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Sanhueza Henríquez, Susan, María Cristina Cardona Moltó, and Miguel Friz Carrillo. "La dimensión personal y social de la comunicación intercultural:." Papeles de Trabajo. Centro de Estudios Interdisciplinarios en Etnolingüística y Antropología Socio-Cultural, no. 21 (March 23, 2020): 37–61. http://dx.doi.org/10.35305/revista.v0i21.112.
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The purpose of this study was to analyze the personal and social dimension of intercultural communication. Therefore, we chose a study design of multiple cases, interviewing elementary and secondary school students from different cultural backgrounds, in a regular classroom situation. Results show that communication among cultures is complex and it is characterized by attitudes of isolation, avoidance and the need of the ethnic minorities for social approval. Language, in both educative levels, is an obstacle for regular communication, having the students the need of recurring to alternative communicative ways.
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Morales Espinosa, Mtra María Del Coral. "Hacia una comunidad de práctica con enfoque intercultural: la escuela telesecundaria Tetsijtsilin en Tzinacapan, Cuetzalan, Puebla." CPU-e, Revista de Investigación Educativa, no. 14 (October 30, 2012): 18–43. http://dx.doi.org/10.25009/cpue.v0i14.28.
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El presente trabajo pone a consideración una propuesta de intervención pedagógica con enfoque intercultural, impulsada desde hace 30 años en una telesecundaria indígena ubicada en la sierra nororiental del estado de Puebla. Se expone el proceso de gestión del modelo educativo, caracterizado desde sus inicios por responder a las necesidades y problemáticas tanto de las y los jóvenes como de la comunidad, así como la reflexión de sus propuestas educativas a partir de sus coincidencias con planteamientos teóricos actuales, tales como el aprendizaje situado, las comunidades de práctica y el enfoque intercultural que hoy en día enriquecen el proyecto educativo de la escuela Tetsijtsilin. Se describen también los cinco ejes rectores de la propuesta educativa que evidencian, por un lado, las bondades de la flexibilidad del currículo y, por otro, la factibilidad de empatar un modelo propio de educación culturalmente pertinente con un modelo escolarizado formal como es la telesecundaria.AbstractThis investigation offers to analyse a pedagogic proposal with an intercultural approach that has been constructed for the last 30 years in an indigenous Television guided-Secondary School in the NortheasternMountain Range in the State of Puebla, México. I expose the management process of the educative model, which is characterized since the beginnings by attending to boys and girls, and community necessities and problematic, educational proposes reflection fromtheir matches with theoretical issues as the situated learning theory, the construction of communities focused on practice and the intercultural approach that enrich the Tetsijtsilin educational project. I finally describe the five axes of the educative proposal that shows both; the benefits of the flexible curriculum and the feasibility of the union between a model of culturally pertinent education with a formal model as a Television guided-Secondary School.Recibido: 20 de octubre de 2010 Aceptado: 30 de marzo de 2011
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Aladro-Vico, Eva, Dimitrina Jivkova-Semova, and Olga Bailey. "Artivism: A new educative language for transformative social action." Comunicar 26, no. 57 (October 1, 2018): 09–18. http://dx.doi.org/10.3916/c57-2018-01.
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This study describes the concepts, historical precedents, language and fundamental experiences of artivism. It shows the research activities from two main universities (Complutense de Madrid in Spain and Nottingham Trent in UK) as well as other cultural institutions (Élan Interculturel from France and Artemiszio from Hungary), which have explored the educational potential of artivism as a new way of achieving social engagement using innovation and artistic creation. The paper defines precisely artivism as a new language which appears outside the museums and art academies, moving towards urban and social spaces. Artivism is a hybrid form of art and activism which has a semantic mechanism to use art as a means towards change and social transformation. The analysis collects some central experiences of the artivist phenomenon and applies semantic analysis, archiving artivist experiences, and using urban walks and situational research, analyses the educational and formative potential of artivists and their ability to break the classroom walls, and to remove the traditional roles of creator and receptor, student and professor, through workshop experiences. Finally, it reflects upon the usefulness of artivism as a new social language and an educational tool that breaks the traditional roles of social communication. Este estudio describe los conceptos, antecedentes, lenguaje y experiencias fundamentales del artivismo, a partir de las actividades de estudio en la Universidad de Nottingham Trent y en la Universidad Complutense de Madrid, con la colaboración de otras entidades culturales como la francesa Élan Interculturel (Francia) y Artemiszio (Hungría), explorando la capacidad educativa de nuevas formas de compromiso social mediante la innovación y creación artística. El artículo acota y define el artivismo como un nuevo lenguaje que surge del desborde de la creación artística académica y museística, hacia los espacios y lugares sociales. El artivismo, hibridación del arte y del activismo, tiene un mecanismo semántico en el que se utiliza el arte como vía para comunicar una energía hacia el cambio y la transformación. El análisis recoge algunas de las principales experiencias en artivismo mediante diversas técnicas –estudio de ejemplos de artivismo mediante análisis semántico, realización de archivo de fenómenos artivistas siguiendo metodologías de paseos urbanos e investigación situacional, y estudio de la capacidad didáctica y formativa de los artivistas y sus trabajos por su facilidad para romper los muros de las aulas e invertir los roles de creador y espectador, alumno y profesor, mediante experiencias en talleres– para de esta manera reflexionar finalmente sobre la utilidad del artivismo como nuevo lenguaje social y como herramienta educativa, capaz de romper los roles tradicionales de la comunicación social.
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Chen, Charlie C., Alanah Mitchell, and Scott Hunsinger. "Understanding Continuance of Using VoIP Applications to Improve Intercultural Communication." International Journal of Social and Organizational Dynamics in IT 2, no. 1 (January 2012): 1–16. http://dx.doi.org/10.4018/ijsodit.2012010101.
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Voice over Internet Protocol (VoIP) is a cost-effective medium to help learners improve their intercultural communication competency. However, the proliferation of VoIP applications has not accelerated the mass adoption of VoIP technology by users for the purposes of intercultural communication training. This study investigates the possibility of using VoIP technology as a learning tool to educate and train individuals to improve their intercultural communication. The perspectives of information and system qualities are adopted to investigate how to enhance users’ satisfaction and intention to reuse a VoIP technology for intercultural communication competencies. Information quality, system quality, and perceived task technology fit are important predictors of satisfaction. Satisfied users are more likely to continue using a VoIP technology. To test the authors’ expectations, 93 American and 45 Taiwanese subjects participated in a four-week experiment to virtually converse with each other via a VoIP technology (i.e., Skype). After working together one-on-one to communicate, participants completed a survey, resulting in 116 valid data points for analysis. The authors’ findings provide grounds for theoretical and practical implications concerning the adoption of VoIP technology by users as an e-learning tool.
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Adamczewski, Jakub, and Joanna Płonka. "Edukacja międzykulturowa w edukacji wczesnoszkolnej: perspektywa historyczno-pedagogiczna i dobre praktyki nauczycieli na przykładzie Prywatnej Szkoły Podstawowej „Mieszko” w Poznaniu." Biuletyn Historii Wychowania, no. 43 (September 15, 2020): 151–66. http://dx.doi.org/10.14746/bhw.2020.43.9.
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The aim of this article is to present a historical perspective on intercultural education, contemporary methods of supporting foreign students as well as the role of the teacher and the specific competence required to teach effectively in an intercultural environment. Contemporary methods of support are presented based on the example of good educational practice taking place at “Mieszko” Private Elementary School in Poznań. Actions that can be initiated by a teacher in early education have been divided into four areas: physical, didactic, social and in the classroom. The physical area addresses the issue of school space and activities that help to identify and address students’ difficulties in areas related to senses and coordination. The didactic area represents cultural events designed to entertain and educate; there are also examples of how to equalize educational opportunities among students. The subsequent area, encompassing activities carried out within a class group, show intercultural activities included in the curriculum and indicate which activities may help to control difficult behaviours of children. The social area activities are designed to support students in maintaining meaningful relationships with their peers and collaborating with other organizations that can complement and enrich intercultural formal education.
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Sani, Serena. "L'approccio interculturale nella scuola: le politiche dell'Unione Europea in favore del potenziamento del ruolo e delle competenze degli insegnanti." EDUCATION SCIENCES AND SOCIETY, no. 2 (November 2020): 508–29. http://dx.doi.org/10.3280/ess2-2020oa10143.
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Nella nuova società globale e pluralistica appare fondamentale fornire agli insegnanti le necessarie competenze non soltanto per adattarsi ai continui mutamenti in atto, ma anche per ridefinire costantemente la loro funzione educativa e le loro metodologie didattiche. La necessità di fornire un'effettiva formazione interculturale agli insegnanti è stata più volte ribadita, nel corso degli ultimi decenni, sia dalle istituzioni europee sia da molti studiosi che hanno affrontato la questione dell'educazione e dell'integrazione degli alunni immigrati nelle scuole del Vecchio Continente. A questo proposito, particolare interesse rivestono gli inviti a partecipare ai programmi europei di mobilità per garantire a tutti gli educatori la possibilità di fare esperienze formative e di sviluppo personale che li portino ad entrare in contatto diretto con altre realtà educative e culturali e a conoscere altri punti di vista e altri modi di fare scuola. Nel presente articolo sarà posta particolare attenzione alla disamina delle Raccomandazioni, Risoluzioni e documenti vari elaborati dalle istituzioni europee in merito all'educazione interculturale e alla questione della formazione interculturale dei docenti.
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Vernimmen Aguirre, Guadalupe María. "Educación Intercultural Bilingüe en Ecuador: Una revisión conceptual." Alteridad 14, no. 2 (June 24, 2019): 162–71. http://dx.doi.org/10.17163/alt.v14n2.2019.01.
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El artículo explora los desafíos de la Educación Intercultural Bilingüe en Ecuador. Para ello, revisa brevemente la historia de las luchas y resistencias de los movimientos indígenas por educarse en una lengua ancestral desde sus inicios hasta llegar a la institucionalización del Sistema de Educación Intercultural Bilingüe (SEIB) en el año 1988. En este sentido, destaca en distintos momentos, la participación de organismos religiosos, así como la cooperación de organismos internacionales. Posteriormente, el análisis hace énfasis en el gobierno del eco. Rafael correa delgado (2007-2017), además de la legislación y literatura académica correspondiente al tema, el trabajo demuestra que el anterior Gobierno de la República del Ecuador, supuso el impulso de políticas públicas al reconocer los derechos de las trece nacionalidades legítimas, y de todas ellas, las lenguas más extendidas: kichwa y shuar, no obstante, en la práctica es compleja la aplicación de políticas públicas en pro de la educación intercultural, incluyendo la educación en lengua ancestral y en español, con ello se logra verificar que se avala una educación más multicultural que intercultural. Finalmente, se revisa el concepto de interculturalidad, y se ofrecen recomendaciones para la implementación de políticas públicas culturales que avalen la interculturalidad y el bilingüismo como proyecto político y epistémico para el desarrollo social en Ecuador.
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Fernández-Castillo, Antonio. "Psycho-educative and socio-political framework for intercultural education in Spanish schools, its limitations and possibilities." International Journal of Intercultural Relations 33, no. 3 (May 2009): 183–95. http://dx.doi.org/10.1016/j.ijintrel.2009.02.001.
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Carbó, Gemma. "Polítiques culturals i educació a Catalunya (1980-2010)." Pedagogia i Treball Social 3, no. 2 (June 1, 2015): 20. http://dx.doi.org/10.33115/udg_bib/pts.v3i2.22175.
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<p>Els discursos internacionals més significatius en el camp de l’educació i la cultura recomanen avançar en politiques públiques transversals. Projectes locals innovadors assenyalen les orientacions i constaten les potencialitats del treball cooperatiu entre el sector cultural i l’educació però no aconsegueixen superar el llindar de les bones pràctiques i generalitzar-se. Partim de la hipòtesis que els marcs jurídics establerts entre 1980 i 2010 a Catalunya, no responen a les demandes educatives i culturals del present. <br />L’objectiu d’aquesta investigació ha estat identificar els factors de divergència i demostrar les dificultats de la interrelació a partir de l’estudi de les lleis d’educació i cultura i l’anàlisi de l’opinió qualificada d’experts, tècnics i responsables polítics. Els resultats de la investigació ens confirmen que el diàleg jurídic i administratiu entre el món de l’educació i el de la cultura a Catalunya no és fluid ni està articulat. Les causes son sobretot de tipus polític i sociològic. <br />La recerca ens ha permès constatar aquestes dificultats d’interrelació i contrastar la nostra hipòteis però també, que podem sistematitzar i proposar alguns paràmetres per a una educació cultural. Els eixos estratègics que haurien de fonamentar polítiques culturals i educatives de futur apunten especialment al món local i al repte de la ciutadania cultural. Un segon paràmetre és l’acció coordinada per al desenvolupament de les competències culturals i comunicatives en l’educació garantint opcions de qualitat per a tothom des d’una perspectiva de valoració de la diversitat, de comunicació efectiva i de diàleg intercultural. Els resultats de l’anàlisi indiquen una tercera via d’actuació política que hauria de treballar i potenciar els programes culturals i educatius que posin en valor la creativitat i investiguin en camps com la pedagogia teatral, del cos i el moviment, l’educació de l’expressivitat des de tots els llenguatges.</p>
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Pasquale, Gianna. "L'accoglienza dei minori stranieri non accompagnati in Italia: ambivalenze normative e istanze educative." EDUCATION SCIENCES AND SOCIETY, no. 1 (June 2020): 306–45. http://dx.doi.org/10.3280/ess1-2020oa9793.
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I minori stranieri non accompagnati rappresentano una componente significativa dei flussi migratori in Italia non solo dal punto di vista numerico, ma anche per le caratteristiche e le peculiarità che li contraddistinguono. Nel presente lavoro si fornisce, innanzitutto, un resoconto dell'evoluzione statistica del fenomeno dei minori stranieri soli. Successivamente, viene esaminata la complessa condizione di questi minori sotto il profilo giuridico e socio-educativo per capire quali sono i loro reali bisogni da soddisfare per garantire accoglienza e soprattutto un'effettiva integrazione. In questa prospettiva, vengono analizzate le ultime leggi riguardanti i minori stranieri non accompagnati per evidenziarne le problematicità e le ambivalenze che devono essere superate al fine di realizzare un sistema di accoglienza efficace. Infine, viene presa in esame la figura del tutore volontario, previsto dall'attuale normativa come garante della tutela del minore, che, secondo l'autore, dovrebbe assumere anche una valenza educativa e che perciò dovrebbe acquisire specifiche competenze educative e interculturali per comprendere i bisogni del minore e promuovere la sua piena integrazione.
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Wilfredo Campo, Elvis. "Revista Vol 9 No 1. Formación y educación política, alternativa, intercultural y social." Revista Boletín Redipe 9, no. 1 (January 1, 2020): 18–23. http://dx.doi.org/10.36260/rbr.v9i1.884.
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Este número recoge temas relevantes en los procesos de formación. Es el caso de la educación política, alternativa, intercultural y social. No es posible educar al margen de este conocimiento. La educación actual ha de corresponderse con los procesos y dinámicas del mundo global. Ser partícipe en la generaciónde mundos más humanos precisa por ejemplo de la formación política del sujeto educable, que le permita a este conocer críticamente los entornos y actuar en correspondencia con su percepción del mundo que vive y del orbe en el que desea vivir. Veamos.
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Llurda, Enric. "Aprendre anglès per a parlar amb el món: reflexions al voltant de l’ensenyament de l’anglès com a llengua franca global." Caplletra. Revista Internacional de Filologia, no. 68 (April 1, 2020): 199. http://dx.doi.org/10.7203/caplletra.68.16477.
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Aquest article explora les implicacions de la dimensió global de l’anglès com a llengua franca mundial a l’hora d’ensenyar aquesta llengua en el nostre entorn educatiu. S’hi argumenta la necessitat de transcendir el paradigma del parlant nadiu com a model d’aprenentatge i ensenyament per a caminar cap a un model basat en l’usuari competent de la llengua, i s’aprofundeix en la figura del professor ideal des d’aquest punt de vista, així com els reptes que comporta a l’hora d’avaluar la competència lingu?ística i d’introduir-hi també la competència intercultural.
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Johansen, Guro Gravem, Anna Houmann, and Danielle Treacy. "Editorial." Nordic Research in Music Education 2, no. 2 (December 17, 2021): 1–4. http://dx.doi.org/10.23865/nrme.v2.3663.
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The current issue of Nordic Research in Music Education presents six research articles that in various ways call into question beliefs and established truths within music education, such as perceptions of teacher qualifications for music activities in preschool and primary school, and and who institutions select and educate to become music teachers. Furthermore, the articles address how notions of diversity, intercultural music education and genre categorizations influence the construction of content in music education, and what happens when these categories travel between music cultures and their reconstruction as content in the classroom.
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Andjelkovic, Sladjana, Zorica Prnjat, and Zvezdan Arsic. "School as a factor of development of interculturalism." Glasnik Srpskog geografskog drustva 97, no. 1 (2017): 109–35. http://dx.doi.org/10.2298/gsgd1701109a.
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Contemporary society is characterized by pluralism of relations and interconnection of different cultures. Because of diverse national, cultural, religious and political values, misunderstandings and lack of dialogue often emerge between members of different cultures. This has severe consequences for all segments of society and its development. In order to overcome this situation the concept of intercultural education in schools is becoming popular again. It should present the starting point for changes in the quality of dialogue, understanding and respect between pupils of different cultures and traditions. The paper discusses the realization of the concept of interculturalism in schools in order to create conditions for implementation of intercultural values, to encourage and educate pupils for co-existence, understanding and creation of intercultural relations. In this respect, changes in all aspects of school life and work are necessary, from the change of curriculum, school organization, to atmosphere and school culture as a whole. The authors conclude that humanistic, holistic and interdisciplinary approach as a basis for coexistence and tolerance provides enormous opportunities for implementation of the concept of interculturalism in school, but also point to the potentials of schools that are not used enough in the realization of this goal. The study findings indicate the need for systematic, continuous and adequate changes at the level of school culture as a whole.
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Ndung’u, Stacy Wangari, and Paul Mbutu, PhD. "THE INFLUENCE OF INTERCULTURAL COMMUNICATION ON MATERNAL MORTALITY IN KIBERA SLUM, NAIROBI COUNTY." Journal of Communication 1, no. 1 (February 14, 2017): 22–46. http://dx.doi.org/10.47941/jcomm.109.
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Purpose: The purpose of this study was to establish the influence of intercultural communicationon maternal mortality in Kibera slum, Nairobi County, Kenya.Methodology:The study utilized a correlation research design. The target population comprised all expectant mothers within Kibera slums who were present at the selected clinics during antenatal day at the time of data collection. The target population also constituted all the twenty eight medical practitioners working at the five selected clinics as well as all the peer professionals who listen to the expectant mothers’ complaints. The study conducted a census for the medical practitioners and used convenience sampling for the expectant mothers and peer professionals. The sample size was 38 respondents. The study used a questionnaire, focus group discussion and a key informant interview guide as research instrumentsto obtain primary data.The questionnaires were self-administered with the help of two research assistants while the researcher conducted the focus group discussion with the expectant mothers and the key informant interview with the two peer proffessionals.Results: Based on the findings the study concluded that expectant mothers’ in Kibera slum uphold various cultural norms which affect intercultural communication between the mothers and medical practitioners negatively. The study also concluded that expectant mothers in Kibera slum had expectations about the medical practitioners’ intercultural communication skills. These expectationsaffect intercultural communication of health information among expectant mothers. Further, the study concluded that expectant mothers have negative attitudes towards the medical practitioners which significantly contributed to maternal mortality in Kibera slum.Policy recommendation: The Ministry of Health should take the initiative to educate the residents of Kibera slum on the importance of attending antenatal and prenatal clinics. The MOH should also lead campaigns that condemn outdated cultural customs which subject expectant mothers to adverse risks even to the point of losing their lives. This can be done through the local media
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Meléndez-Luces, Jennifer, and Pilar Couto-Cantero. "Engaging Ethnic-Diverse Students: A Research Based on Culturally Responsive Teaching for Roma-Gypsy Students." Education Sciences 11, no. 11 (November 16, 2021): 739. http://dx.doi.org/10.3390/educsci11110739.
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Intercultural Education is a key feature in the development of inclusion strategies aimed at ethnically diverse students. Transformative approaches towards learning such as Culturally Responsive Teaching (CRT) are essential in order to answer the educative needs that arise due to the coexistence between ethnic minorities and mainstream society. Therefore, cultural and historical representation of these communities play an important role as gatekeepers in order to achieve positive results as far as inclusive education is concerned. This article explores research based on a case study carried out in a high school located in the North-West of Spain developing successful learning stories after implementing the CRT methodology within the teaching of English as a foreign language. For its development, this article examines the trajectory of education with Roma-Gypsy students and moves forward with previous studies that endorse the success of using this approach among ethnically diverse students for their inclusion within the educative system. Intercultural and Plurilingual Education is a key feature in the development of inclusion strategies aimed at ethnically diverse students. This article includes research based on a case study carried out in a high school located in the North-West of Spain. It is aimed at: 1. Engaging ethnically diverse students to become part of the mainstream classroom through the inclusion of their culture; 2. Improving their language skills and competencies in the learning of a foreign language; 3. Raising the attendance at schools of ethnically diverse students. To achieve these targets the Culturally Responsive Teaching (CRT) Methodology has been implemented. CRT is considered essential to answer the educative needs that arise due to the coexistence between ethnic minorities and conventional communities. After gathering and analyzing data, results show that: ethnically diverse students’ motivation has been increased; it also expanded their social skills among peers; they gained more visibility; and finally, both diverse and non-diverse learners improved their proficiency in the English language. The discussion section states that the use of CRT Methodology traditionally used with Afro-American and Native-American students is also relevant for the Roma-Gypsy students that took part in this study.
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Patelarou, Athina, Alkinoos-Ioannis Zourmpakis, Michaela Menšíková, Nada Bruer Ljubišić, Maria Ampartzaki, Eirini Sifaki, Giorgos M. Papadourakis, Stelios E. Papadakis, Michail Kalogiannakis, and Evridiki Patelarou. "Teaching and learning in the content of International Mobility: An overview of the existing evidence." Advances in Mobile Learning Educational Research 2, no. 2 (2022): 427–34. http://dx.doi.org/10.25082/amler.2022.02.011.
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Universities and educational organizations aim to bring an innovative approach to internationalization in higher education in the digital environment. They focus on enhancing and cultivating the students' communication and intercultural competencies and building self-confidence in an international environment. This study presents an overview of the existing educative strategies and innovative interventions used for integrating/developing International Mobility (IM hereafter) competencies in higher education. For this purpose, we searched various databases following the MOOSE Guidelines for Meta-Analyses and Systematic Reviews of Observational Studies in the last five years. Our findings reveal the literature gap regarding teaching and learning in the content of International Mobility and extend the possibilities for future research directions.
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Satta, Caterina. "Simply child’s play? Reconfiguring child-adult relations in a leisure place for children." Poiésis - Revista do Programa de Pós-Graduação em Educação 4, no. 8 (December 30, 2011): 252. http://dx.doi.org/10.19177/prppge.v4e82011252-270.
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This article describes an ethnographic study exploring children’s everyday life in a leisure place for children led by a small group of play-assistants. In particular it focuses on child-adult relations within this place and aims to discover, through the observation of play activities, the grounds of this relation. Findings suggest that the relation between adults and children is always performed within an educational framework, where the adult knows better than the child what is best for him/her. Based on the main assumptions of the sociology of childhood and of the cultural studies pertaining to this field, the proposal aims to interpret child-adult relations as an intercultural relation rather than an educative one.
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Achmad, Widya Karmila Sari, Wasir Talib, and Muhammad Basri. "Multicultural education based instruction for mental revolution in teaching Intercultural Communication: Indonesian university students’ Perspectives." ELT Worldwide: Journal of English Language Teaching 8, no. 1 (April 30, 2021): 145. http://dx.doi.org/10.26858/eltww.v8i1.22299.
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Recently conflict among university students has become common phenomenon at higher education around Indonesia. Makassar is considered one of the prone conflict areas which can destroy campus academic life as scientific institution where students are expected to be able to become more educative, more human, more democratic and more harmonious people around the society. This study aims at exploring the causes of the conflict happened at the university students in South Sulawesi, the efforts done by the tertiary institution in overcoming students conflict, the potential of applying multicultural education, and finding out the model of students resolution conflict based on multicultural education approach. This research applied qualitative approach by using likert-scale questionnaire, in-depth interview and Focus Group Discussion (FGD), observation, documentation and videoing to get data. The obtained data are analyzed qualitatively and percentage based on the likert scale; data display, data reduction, data interpretation, and data conclusion. The result of the study demonstrated that most of the students’ conflicts are dealing with inequality, lack of intercultural understanding, and a very limited space for ethnic and individual expressions as part of academic society. This leads to potentially open a space for applying multicultural education as an alternative model for mental revolution in teaching Intercultural Communication to university students.
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Andrade Leal, Valéria. "A EDUCAÇÃO PARA O DIÁLOGO NA PLURALIDADE RELIGIOSA NAS ESCOLAS CONFESSIONAIS." Revista Relegens Thréskeia 3, no. 1 (October 1, 2014): 191. http://dx.doi.org/10.5380/rt.v3i1.38042.
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O artigo discute o papel da Escola Católica na formação para o diálogo na pluralidade. Parte, sobretudo, de um dos últimos textos da Congregação para Educação católica: Educare al dialogo interculturale nella Scuola Cattolica - Vivere insieme per una civiltà dell’amore. Neste se levanta as vantagens e os perigos da multicultura, a questão dos fundamentalismos e intolerâncias, os diferentes posicionamentos frente à diversidade e a responsabilidade das instituições educativas em educar para a tolerância e a boa convivência. A tarefa de formar para o diálogo e a aceitação do diferente toca à Escola Católica justamente por sua referência aos ensinamentos de Jesus Cristo e pelo seu compromisso social, visto que educar para a boa convivência é uma urgência na sociedade atual.
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Leggett, Nicole. "A Fish Out Of Water: Developing Intercultural Understanding Of Students In Higher Education." Australian Journal of Teacher Education 45, no. 12 (December 2019): 43–56. http://dx.doi.org/10.14221/ajte.202v45n12.3.
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Experiential learning is a critical, dynamic and powerful element of learning in Higher Education. Often named international and domestic study trips or study tours, this educational strategy has the potential to transform the lives of students through engagement with another community or culture. This qualitative study explored the effects of experiential learning during a two-week study tour to Italy, involving two groups of students from an Australian University during 2017 and 2018. Students enrolled in the Bachelor of Education (Early Childhood/Primary) degree, who were in their third year of studies, could enrol in the elective course entitled ‘Intercultural Understandings’ which offered four international destinations. The aim of this study tour was to immerse students in the social-cultural facets of life in Italy as well as gain first-hand experience from educators in early childhood centres in Reggio Emilia. Dewey’s (1938) philosophy of education that enabled the learner to not only learn from teachers and texts, but to learn through experience, underpins this study. In addition, a conceptual framework offered by Kolb (2014) provides a tool for analysing and demonstrating the potential of incorporating experiential learning through higher education. Findings from this study, revealing both intentional and incidental learning, support the philosophy that education is to not only educate the mind, but to develop more complex types of intellectual development necessary for effective citizenship.
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Ndung’u, Stacy Wangari, and Paul Mbutu, PhD. "MEDICAL PRACTITIONERS INFLUENCE ON THE INTERCULTURAL COMMUNICATION EXPECTATIONS BY EXPECTANT MOTHERS DURING CONSULTATIONS." Journal of Communication 1, no. 1 (February 14, 2017): 64–82. http://dx.doi.org/10.47941/jcomm.111.
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Purpose: The purpose of this study was to establish if medical practitioners meet the intercultural communication expectations by expectant mothers during consultations.Methodology:The study utilized a correlation research design. The target population comprised all expectant mothers within Kibera slums who were present at the selected clinics during antenatal day at the time of data collection. The target population also constituted all the twenty eight medical practitioners working at the five selected clinics as well as all the peer professionals who listen to the expectant mothers’ complaints. The study conducted a census for the medical practitioners and used convenience sampling for the expectant mothers and peer professionals. The sample size was 38 respondents. The study used a questionnaire; focus group discussion and a key informant interview guide as research instrumentsto obtain primary data.The questionnaires were self-administered with the help of two research assistants while the researcher conducted the focus group discussion with the expectant mothers and the key informant interview with the two peer proffessionals. The researcher analyzed both quantitative and qualitative data.Results:The medical practitioners indicated that expectant mothers have various expectations towards them.The medical practitioners also indicated that the expectationsofexpectant mothers affect intercultural communication of health information among expectant mothers.The peer professionals also revealed that expectant mothers had various expectations towards the medical practitioners.The expectant mothers also indicated that the medical practitioners do not have the right intercultural communication skills.Policy recommendation: The Ministry of Health should take the initiative to educate the residents of Kibera slum on the importance of attending antenatal and prenatal clinics. The MOH should also lead campaigns that condemn outdated cultural customs which subject expectant mothers to adverse risks even to the point of losing their lives. This can be done through the local media
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Tomasik, Christina. "Good Intentions Aren’t Good Enough." Undergraduate Journal of Service Learning & Community-Based Research 12 (June 8, 2021): 30–59. http://dx.doi.org/10.56421/ujslcbr.v12i0.361.
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In recent years, the industry of international service learning has become highly commodified, in both the private and corporate sector, with half-hearted attempts by companies to give tourists an “authentic” and “transformative” experience, without really asking what these words mean. Most notably, there has been a boom in higher education for students to participate in such projects, and with the rise of short term and long term service-learning programs, there becomes the need for accountability and consistency to ensure rigor. This article details the action research study I conducted over the course of 2 years that culminated in a curriculum designed to educate faculty as they consider taking on the intercultural, pedagogical and logistical challenges of building an international service-learning partnership. This curriculum developed as a solution to problems and concerns about faculty approaches at one school, and this essay uses journal excerpts and discussion to follow the timeline of my own growing awareness of that problem. Included is my involvement in two service learning programs as a student and eventually my role in a committee created to revamp the programs at a small New England university. The findings from this process can support other programs that are looking to review their projects for sustainability and alignment with moral ethics, and examine how they improve learning of social media, intercultural communication, power, and privilege.
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Ailauova, Zh S. "PEDAGOGICAL CONDITIONS FOR THE FORMATION OF CROSS-CULTURAL COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS." Bulletin of the Korkyt Ata Kyzylorda University 59, no. 4 (2021): 302–10. http://dx.doi.org/10.52081/bkaku.2021.v59.i4.126.
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In modern conditions, the problem of multicultural education is very relevant to the formation and development of cross-cultural competence of a primary school teacher. The problem of the formation of cross-cultural competence is currently acquiring special social significance. Particular attention is paid to highlighting the problem of constructive transfer of knowledge in a multicultural environment. This may be due to the processes of globalization taking place in the world, integration in the educational space, as well as the low level of cross-cultural competence of people. The formation and development of cross-cultural competence is important in the system of foreign language education, especially in the process of professional training of a teacher. The teacher must be ready to solve urgent educational problems always associated with the need to train and educate students. Students can be from different ethnic and social groups with different cultural values, traditions and lifestyles. Accordingly, the education system should first of all strengthen intercultural ties and harmony in Kazakhstan, which entails a change in the requirements for modern graduates of higher educational institutions with a high level of competence in the field of cross-cultural relations. In this regard, the purpose of this study is to identify the pedagogical conditions for the formation of cross-cultural competence of future primary school teachers, capable of understanding and accepting values, having a developed cross-cultural self-awareness, capable of intercultural interaction, inherent in other cultures.
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Ndung’u, Stacy Wangari, and Paul Mbutu, PhD. "ATTITUDE OF EXPECTANT MOTHERS TO MEDICAL PRACTITIONERS’ADVICE AND ITS EFFECT ON MATERNAL MORTALITY IN KIBERA SLUM, NAIROBI." Journal of Communication 1, no. 1 (February 14, 2017): 83–100. http://dx.doi.org/10.47941/jcomm.112.
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Purpose: The purpose of this study was to examine the attitude of expectant mothers to medical practitioners’ advice and its effect on maternal mortality in Kibera slum, NairobiMethodology:The study utilized a correlation research design. The target population comprised all expectant mothers within Kibera slums who were present at the selected clinics during antenatal day at the time of data collection. The target population also constituted all the twenty eight medical practitioners working at the five selected clinics as well as all the peer professionals who listen to the expectant mothers’ complaints. The study conducted a census for the medical practitioners and used convenience sampling for the expectant mothers and peer professionals. The sample size was 38 respondents. The study used a questionnaire, focus group discussion and a key informant interview guide as research instrumentsto obtain primary data.The questionnaires were self-administered with the help of two research assistants while the researcher conducted the focus group discussion with the expectant mothers and the key informant interview with the two peer proffessionals. The researcher analyzed both quantitative and qualitative data.Results: Based on the findings the study concluded that expectant mothers’ in Kibera slum uphold various cultural norms which affect intercultural communication between the mothers and medical practitioners negatively. The study also concluded that expectant mothers in Kibera slum had expectations about the medical practitioners’ intercultural communication skills. These expectationsaffect intercultural communication of health information among expectant mothers. Further, the study concluded that expectant mothers have negative attitudes towards the medical practitioners which significantly contributed to maternal mortality in Kibera slum.Policy recommendation: The Ministry of Health should take the initiative to educate the residents of Kibera slum on the importance of attending antenatal and prenatal clinics. The MOH should also lead campaigns that condemn outdated cultural customs which subject expectant mothers to adverse risks even to the point of losing their lives. This can be done through the local media
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Исраилова, Л. Ю., and Т. И. Усманов. "Difficulties of teaching translation to students of non-linguistic faculties." Management of Education, no. 6(52) (June 30, 2022): 202–6. http://dx.doi.org/10.25726/y7132-1273-4385-x.
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Статья посвящена основным приемам перевода и трудностям обучения переводу на неязыковых факультетах. Изучение приемов перевода требует немало времени и усилий от студентов, но сформированные умения и навыки будут составлять важную часть профессиональной компетенции будущих специалистов, их языковой культуры и общего развития. В статье приведен ряд приемов, используемых в процессе перевода для создания контекстуальных замен, в частности: прием конкретизации; прием генерализации; прием антонимического перевода; прием компенсации; прием смыслового развития; прием целостного переосмысления. The article deals with the possibilities of using authentic films as a means of forming students' communicative competence, the important component of which is the socio-cultural component. The authors underline that in the process of forming communicative competence, emphasis is placed not only on the language itself, but also on the foreign language culture of native speakers of this language. Their dialectical unity makes it possible to educate the internationally oriented personality who is aware of the interdependence and integrity of the world, the need for intercultural cooperation in solving global problems of humanity.
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Исраилова, Л. Ю., and А. Ш. Давлетукаева. "Authentic films as a mean of forming a communicative competences of students of language faculties." Management of Education, no. 6(52) (June 30, 2022): 159–64. http://dx.doi.org/10.25726/e4508-8025-6211-y.
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В статье рассмотрены возможности использования аутентичных художественных фильмов как средства формирования коммуникативной компетенции студентов, важной составляющей которой является социокультурный компонент. Авторы отмечают, что в процессе формирования коммуникативной компетенции ставится акцент не только на сам язык, но и иноязычную культуру носителей этой языка. Их диалектическое единство позволяет воспитывать международноориентированную личность, которая осознает взаимозависимость и целостность мира, необходимость межкультурного сотрудничества в решении глобальных проблем человечества. The article deals with the possibilities of using authentic films as a means of forming students' communicative competence, the important component of which is the socio-cultural component. The authors underline that in the process of forming communicative competence, emphasis is placed not only on the language itself, but also on the foreign language culture of native speakers of this language. Their dialectical unity makes it possible to educate the internationally oriented personality who is aware of the interdependence and integrity of the world, the need for intercultural cooperation in solving global problems of humanity.
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Gantschow, Alexander. "„Zeitkritik und Freiheitspathos“." Politisches Denken. Jahrbuch 29, no. 1 (January 1, 2019): 63–86. http://dx.doi.org/10.3790/jpd.29.1.63.
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Karl Jaspers’ political thinking can be understood as time-critical thinking, which systematic centre is the concept of freedom. While Jaspers already discussed various facets of human freedom in his early writings, he continued to develop this basic concept. The „Grenzsituation“ of the totalitarian system initiates a change to an explicitly political thinker. With the writings published after the Second World War, Jaspers accomplishes a justification of the democratic constitutional state. Freedom takes on full form in the constitutio libertatis, which opens up a space of proving for human existence. In this reading, democracy is a way of life in which citizens educate themselves while accompanying public affairs. They are called upon to share a common concern for freedom. In his remarks on world philosophy it becomes clear that this concern is not only a domestic but also a foreign policy task. For Jaspers, the challenges of mankind can be mastered in an intercultural dialogue, which also secures a lifestyle of freedom.
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Mao, Yan Fen, Ming Chen, Hans Wiedmann, and Xiao Feng. "Effects of Multi-Disciplinary and Intercultural Engineering Education in Automotive Engineering/Service at CDHAW of Tongji University." Advanced Materials Research 156-157 (October 2010): 177–84. http://dx.doi.org/10.4028/www.scientific.net/amr.156-157.177.
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This paper examined the requirements of economy, industry and society for the education of engineers in the field of automotive engineering/service (AES). It introduced a novel engineering education model and investigates the effects at its implementation in a Sino-German educational research project in Tongji University. From three main requirements for engineers in automotive industry, it discussed the orientation and features of AES which focus on application-oriented, multi-disciplinary, and intercultural education. The objective of AES is to educate competent engineers meeting industrial requirements and acquiring a double degree as Bachelor of Science at CDHAW and as Bachelor of Engineering at the German partner universities of applied sciences. To guarantee the quality of bachelor-level engineers on knowledge, know-how, engineering competence and soft skills, this education model integrated a useful operation conception from curriculum design, bilingualism, multi-disciplinary and application-oriented education, education structure, and other resources of teaching and combined them into a system. Out of the education model we derived the effects for students, university staffs, and related companies, and the challenges from the implementation at the Sino-German College of Applied Sciences (Chinesisch-Deutsche Hochschule für Angewandte Wissenschaften, for short CDHAW in German language) of Tongji University. The education model and its positive effects can be successfully used for reference to international engineering education reform and practice.
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León, David Leonardo García, and Javier Enrique García León. "Educación bilingüe y pluralidad: reflexiones en torno de la interculturalidad crítica." Cuadernos de Lingüística Hispánica, no. 23 (February 26, 2014): 49. http://dx.doi.org/10.19053/0121053x.2338.
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ResumenEn este artículo se plantea el problema de la educación bilingüe en la sociedad globalizada. Se describe las características de dicha sociedad y el rol de las lenguas como medio de comunicación en este contexto. Además, se defiende la idea de que la educación bilingüe debe basarse en la perspectiva intercultural crítica, dado que a partir de ella se logra no solo formar en la diversidad y la pluralidad, sino que además permiteproblematizar situaciones de poder que mantienen relaciones de desigualdad entre los hablantes de diferentes idiomas. Los postulados teóricos que guían estas reflexiones surgen de autores como Grundy (1998), Habermas (1972), Walsh (2010), Freire (1967), García (2009), entre otros. Se espera que este trabajo contribuya a la discusión en torno de la educación bilingüe y las políticas lingüísticas en Colombia.Palabras clave: educación bilingüe, Interculturalidad crítica, pluralidad, políticas lingüísticas.AbstractThe problem of bilingual education in globalized society is discussed in this article. In this context, the characteristics of society and the role of language as a means of communication are described. Furthermore, this study defends the idea that bilingual education should be based on a critical intercultural perspective. From this idea, it is possible to educate not only in diversity and plurality, but it is also possible to problematizesituations of power that maintain relations of inequality among speakers of different languages. The theoretical principles that guide these reflections come from authors such as Grundy (1998), Habermas (1972), Walsh (2010), Freire (1967), García (2009), among others. We hope that this work contributes to the discussion of bilingual education andlinguistic policies in Colombia. Key words: Bilingual education, critical interculturality, plurality, linguistic policies.
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Granholm, Nels H. "Global Imperatives of the 21st Century: The Academy’s Response." Perspectives on Global Development and Technology 12, no. 1-2 (2013): 162–78. http://dx.doi.org/10.1163/15691497-12341249.
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Abstract Our twenty-first century world deteriorates socially, biologically, and physically while we in the Academy blindly pursue our “disciplinary truths.” As responsible members of the Academy and as interdisciplinary global studies specialists, we have an obligation to educate our students and colleagues by providing fundamental knowledge, tools, training, and hopefully passion to become interculturally competent and authentic global citizens. As a Coordinator of a Global Studies Program at a Land-Grant University, I would like to discuss specific strategies on how to motivate students, faculty members, and administrators alike in order to confront and resolve widespread problems in global social injustice and the ominously declining biological and physical states of our Earth. Most critically, we in the Academy, our honored and treasured professoriate, are obliged to provide the knowledge, tools, and leadership to engage the world and work toward resolution of our twenty-first century global imperatives.