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Journal articles on the topic 'Ethnoeducation; interculturality and intercultural education'

Author: Grafiati

Published: 5 June 2025

Last updated: 1 August 2025

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1

Ana, Cecilia Vidal Torrecilla, José Martelo Gómez Raúl, and Alejandro Marrugo Ligardo Yesid. "Concepciones etnoeducativas e interculturalidad, perspectivas hacia una educación intercultural." Revista de Filosofía, Centro de Estudios Filosóficos, Universidad del Zulia. Maracaibo - Venezuela 38, no. 99 (2021): 645–56. https://doi.org/10.5281/zenodo.5685014.

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El presente estudio analiza las concepciones, realidades y aportes de la etnoeducación como perspectiva de educación intercultural. Metodológicamente, posee un carácter bibliográfico y teórico documental por sus propósitos de exponer la perspectiva interpretativa del fenómeno de estudio desde la percepción de los autores. Entre los hallazgos, se devela que, a pesar de las políticas públicas existentes, la educación intercultural aún sigue siendo un desafío tanto para el sector educativo, como para

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Ngai, Phyllis Bo-yuen. "Discourse Analysis for Intercultural Competence Development." International Journal of Bias, Identity and Diversities in Education 6, no. 1 (2021): 17–30. http://dx.doi.org/10.4018/ijbide.2021010102.

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This article aims to explicate the connection between discourse analysis and interculturality in intercultural-communication education. Although communication researchers and students have been using discourse analysis as a method to investigate conversations in intercultural situations for decades, interculturality as a concept has been largely untapped in analysis and applications. Drawing from interdisciplinary insights, this article will discuss how the concept of interculturality and the lens of discourse analysis contribute to the study and teaching of intercultural communication. As exa

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Satya, Nilayam Research Institute of Philosophy &. Culture. "Towards Interculturality: Relevance of Imparting Interculturality education in School Levels." Satya Nilayam Chennai Journal of Intercultural Philosophy 43 (June 5, 2023): 121–29. https://doi.org/10.5281/zenodo.12919566.

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Interculturality and its proper form of education has become the need of the hour and a global necessity. This paper analyzes the importance of imparting intercultural education to the students at school levels to bring forth a better and just future for all. We live in a pluralistic society that is teemed with a varied range of cultures.

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Xu, Frank Hang, Vivien Xiaowei Zhou, Christine Penman, and Sibylle Ratz. "‘But Students Don’t Interact - What Do They Learn?’. Negotiating Interculturality in Internationalising Higher Education." Journal of Praxis in Higher Education 5, no. 1 (2023): 93–121. http://dx.doi.org/10.47989/kpdc409.

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In this article, we examine an oft-observed ‘interaction problem’ in the internationalising classroom for adding some reflections on universities’ internationalisation-interculturality praxis. Drawing on existing research and examples, we scrutinise the ‘path’ (multicultural interaction) and the ‘goal’ (intercultural learning) entailed in the ‘problem’ through the theoretical lenses of dialogicality, space and boundary. Our exploration suggests that the ‘interaction problem’ is possibly rooted in educators’ discursive construction and runs the risk of promoting an interculturality premised on

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Flores-Meza, Giannina, Valentina Quezada, Pablina del Pilar Escobar Poblete, Camila Oyarce Campos, and Marisela Andrea Ramírez Cañete. "Interculturality and pedagogical practices in Chilean preschool education." Salud, Ciencia y Tecnología 5 (January 22, 2025): 1394. https://doi.org/10.56294/saludcyt20251394.

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Introduction: currently in the educational field, boys and girls face new cultures, customs, and languages, through intercultural classrooms from the first years of Chilean education, this due to the growing migration and appreciation of native peoples.Objective: the study aims to describe the intercultural practices carried out by early childhood educators at different levels of early childhood education in educational establishments in the commune of Curicó, Maule region, Chile.Methods: research responds to a qualitative investigation, case study, descriptive, through a semi-structured inter

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Mateos Cortés, Laura Selene, and Gunther Dietz. "Local resignifications of transnational discourses in intercultural higher education: The case of the Universidad Veracruzana Intercultural in Mexico." Arts and Humanities in Higher Education 16, no. 1 (2016): 28–50. http://dx.doi.org/10.1177/1474022216633679.

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Our main objective is to analyze the different ways in which people involved in the Mexican intercultural education subsystem conceive interculturality. This subsystem is still emerging and we refer to the specific case of Veracruz. We point out the discursive elements implied in the construction of definitions as well as the linguistic screens generated by actors and institutions. How are significations, translations and adaptations in intercultural education models changed when passing from a European “migrant” context to a Mexican indigenous one? Through an ethnography of intercultural disc

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Lou, Feier. "Conceptualising a Liquid Interculturality for Foreign Language Teaching: A Case Study of Higher Education Teachers in China." International Journal of Learning, Teaching and Educational Research 22, no. 2 (2023): 92–112. http://dx.doi.org/10.26803/ijlter.22.2.6.

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Recent researchers and educators have suggested a renewed understanding for "culture" in order to transcend the essentialist perceptions that are deeply entrenched in intercultural education. This study adopted a critical, realistic liquid framework of interculturality to investigate how a group of foreign language teachers perceive and practise the content of culture and interculturality in a Chinese university. The study was conducted in a narrative inquiry style, in which interviews and journal entries were employed to collect data, and thematic and discourse analysis were combined to exami

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Ramos-Holguín, Bertha. "Comprehending Interculturality and its Future Directions in English Language Teaching and Teacher Education in the Colombian Context." HOW 28, no. 3 (2021): 93–104. http://dx.doi.org/10.19183/how.28.3.674.

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Interculturality has to do with the personal relational aspects of caring about the other. In this sense, interculturality confronts and challenges untruths and stereotypes that deny the existence of diversity. This article aims to provide a comprehensive view of what interculturality means, as well as to contribute to current and future trends in the field of English language teaching and teacher education in Colombia. I present examples of intercultural practices as possibilities to understand and explore interculturality in ELT, and I share a review of studies that have undertaken this comp

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Yücel, Nilgün, and Aysun Yavuz. "Rethinking Intercultural Training In Teacher Training." Journal of Intercultural Communication 19, no. 3 (2019): 1–10. http://dx.doi.org/10.36923/jicc.v19i3.793.

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Often lauded for its role in language education, very little is said or written about the integration of intercultural education into language teacher training. This research spotlighted different approaches to interculturality as well as focusing on the processes that pre-service English language teachers went through during their intercultural training. The context of this study was one particular English Teacher Education Department in Turkey. The methodology rested on the use of focus-group interviews. 3 categories and 8 themes emerged from the analysed data indicated the importance of rai

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Nuñez-Pardo, Astrid. "The English Textbook. Tensions from an Intercultural Perspective." GiST Education and Learning Research Journal, no. 17 (December 17, 2018): 230–59. http://dx.doi.org/10.26817/16925777.402.

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This review article addresses tensions, critiques and trends that are still latent in mainstream research on English textbooks that have looked at their intercultural aspects, which need to be explored from the perspective of critical interculturality to resist the instrumental, regulatory, homogenizing and commercial nature of textbooks developed by foreign and local publishing houses. The manuscript firstly elaborates on the textbook as an object of research; secondly, it discusses critical analysis of the content of textbooks; and thirdly, the text concludes by pondering critical intercultu

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Puțuntean, Nina. "Approaching the issue of interculturality based on literary-artistic texts." Revistă de Ştiinţe Socio-Umane = Journal of Social and Human Sciences 50, no. 1 (2022): 56–65. http://dx.doi.org/10.46727/jshs.2022.v50.i1.p56-65.

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Well known autjors define interculturality as an indispensable phenomenon to all humanity, as there are no human entities in the world formed exclusively on the values of national culture. Interculturality is examined from several perspectives, but the common denominator of all authors consists in their belief that because interculturality is a cultural fact, as well as the entity and identity, the way and extent to which cultures can approach can only be established and achieved through education. The development of students’ literary-artistic axiology based on literary-artistic texts in fore

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Machado, Eduardo Marques, Karine de Freitas Cáceres Machado, and Liliane Alves Pereira. "Academic portfolio: reflections on nursing education in interculturality." Revista Bioética 30, no. 2 (2022): 318–24. http://dx.doi.org/10.1590/1983-80422022302527en.

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Abstract This study seeks to reflect on intercultural care regarding the how to act in the nursing process in the face of different cultures. This is a theoretical study with reflexive approach based on the experience of the academic in building their portfolio carried out in 2020 by means of reflections based on academic portfolios of the fifth semester of a nursing program in the South region of Brazil. After analysis of the produced material and of the noted reflections in the portfolio diary, the following categories emerged: intercultural care in nursing courses and interculturality in th

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Villegas, Juan Carlos Suárez. "Communication and Interculturality." International Journal of Cyber Ethics in Education 3, no. 1 (2014): 54–72. http://dx.doi.org/10.4018/ijcee.2014010104.

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Citizenship as status implies the acknowledgment of individual rights as well as social ones. This very acceptance requires the consideration of all citizens as equal despite any personal difference and it represents an aim that is mostly dependent on the mass-media social function. The formal acknowledgment of the citizenship would be scarcely important if identity stereotypes and prejudice-based discrimination occurred during citizen's vital happenings. Today, citizenship must include the communicative dimension as part of the social integration project. Societies are every day more intercul

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Barbosa Aguiar, Janderson Jason. "Sistemas de recomendação na formação intercultural: desafios e caminhos para a etnoeducação na América Latina." Voces y Silencios. Revista Latinoamericana de Educación 16, no. 2 (2025): 128–50. https://doi.org/10.18175/vys16.2.2025.7.

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Recommender systems based on Artificial Intelligence (AI) can potentially transform educational experiences by suggesting content tailored to users’ realities. However, cultural biases in these systems can compromise their effectiveness in promoting inclusive and intercultural education. This article critically analyzes the impact of recommender systems on university ethnoeducation in Latin America, considering both their potential to enhance cultural diversity and the ethical and technical challenges associated with the reproduction of inequalities. We argued that adopting these technologies

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R’boul, Hamza. "Re-imagining intercultural communication dynamics in TESOL: culture/interculturality." Journal for Multicultural Education 14, no. 2 (2020): 177–88. http://dx.doi.org/10.1108/jme-03-2020-0016.

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Purpose This conceptual paper aims to problematize interculturality and intercultural communication within the conditions of Teaching English to Speakers of Other Languages (TESOL) and today’s circumstances. In spite of the new emphasis on intersubjectivity and non-linearity in intercultural communication studies, TESOL seems to still perpetuate hyper-solid and essentialist representations of interculturality. This paper argues for the necessity of altering common perceptions of TESOL students by critically considering the imbalanced sociopolitical realities that may be reflected/encouraged in

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Pratas, Maria Helena. "Interculturality and intercultural education in Portugal: recent developments." Intercultural Education 21, no. 4 (2010): 317–27. http://dx.doi.org/10.1080/14675986.2010.506023.

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Yonaiker Navas-Montes. "Strategy for the Integration of the Intercultural Axis in Higher Education Institutions. Case Study State University of Bolívar - Ecuador." Journal of Information Systems Engineering and Management 10, no. 20s (2025): 780–88. https://doi.org/10.52783/jisem.v10i20s.3235.

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Sumak Kawsay, or "good living", represents a way of life rooted in indigenous peoples, which ranges from everyday aspects to ritual practices. In Ecuador, interculturality in higher education is crucial to address inequality in access to education, especially among indigenous peoples. This implies ethical action that guarantees their rights and intercultural training to manage and operate in this context. Interculturality in higher education promotes diversity, respect and tolerance, develops intercultural skills and prepares for global citizenship. Furthermore, it enriches learning by exposin

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Raisa, Gavrilita. "Aspects of Intercultural Education in Romanian Language and Literature Lessons and through Activities Outside the Classroom." Journal of Educational Theory and Practice DIDACTICA PRO... 18, no. 4-5 (110-111) (2018): 63–67. https://doi.org/10.5281/zenodo.3462543.

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The article highlights the two dimensions of interculturality: the literary dimension (fiction with elements of interculturality, studied during classes) and the promotion of intercultural education by organizing extracurricular activities at the school and during regional festivals, through the compositions students write in order to reflect this aspect in its entirety.  

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Saquichagua, Fausto Fabricio Quichimbo, and Jennifer Paola Umaña Serrato. "Building Critical Interculturality from Decolonial Pedagogy: Experiences in Bilingual Institutions in Ecuador." Journal of Educational and Social Research 15, no. 3 (2025): 420. https://doi.org/10.36941/jesr-2025-0108.

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Introduction: The study explored the evolution of interculturality within the bilingual educational sphere in Ecuador, assessing its impact on decolonial pedagogy in intercultural learning institutions. Objective: The study investigated teachers' experiences and perspectives on interculturality, identifying strategies that foster diversity and cultural preservation. Methods: Using a qualitative and ethnographic approach, data were gathered from two intercultural bilingual institutions located in different regions. Through direct observation, documentary analysis, and interviews, the perspectiv

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Pérez-Jorge, David, Ana Isabel González-Herrera, Miriam González-Afonso, and Anthea Gara Santos-Álvarez. "Reality and Future of Interculturality in Today’s Schools." Education Sciences 13, no. 5 (2023): 525. http://dx.doi.org/10.3390/educsci13050525.

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In today’s society, high-quality educational contexts must include intercultural education and educational inclusion as main elements of school culture. Equity, social justice, and equal opportunities for everybody require the construction of flexible processes, relationships, and organizational structures open to diversity. This paper presents an updated review of studies focusing on models of educational responses adapted to cultural diversity. It analyzes the response of schools as collaborative communities in intercultural education and their reality as inclusive and intercultural communit

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Guedes Lobato, Huber Kline, Helen do Socorro Rodrigues Dias, José Anchieta de Oliveira Bentes, et al. "Inclusive special education in interface with critical interculturality: a look at research from the North of Brazil." Concilium 23, no. 11 (2023): 477–85. http://dx.doi.org/10.53660/clm-1441-23h12.

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The present research was carried out through a bibliographical survey in the postgraduate programs in education in the North region of Brazil. The investigation has the following objectives: a) to describe the perspective of authors who theorize about the concept of interculturality; b) verify if the works found deal with inclusion and the theory of interculturality; c) analyze how these works bring intercultural theory closer to the world of People with Disabilities (PwD). The research discusses Critical Interculturality and its interface with the universe of special/inclusive education. The

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Dervin, Fred. "Towards post-intercultural teacher education: analysing ‘extreme’ intercultural dialogue to reconstruct interculturality." European Journal of Teacher Education 38, no. 1 (2014): 71–86. http://dx.doi.org/10.1080/02619768.2014.902441.

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Liu, Yanqiong. "Revitalizing interculturality in education: Chinese Minzu as a companion." American Journal of Qualitative Research 7, no. 1 (2023): 226–30. http://dx.doi.org/10.29333/ajqr/12949.

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<i>Dervin and Yuan’s (2022) book Revitalizing interculturality in education: Chinese Minzu as a companion challenged the lack of diversity in the disciplinary field of Intercultural Communication Education (ICE) with a detailed exploration and discussion on Chinese Minzu and Minzu education from a “non-Western” approach. By utilizing a case study research design, the authors gave voices to the participants that provided detailed narratives of concepts and practices of Chinese Minzu education at Minzu University of China (MUC). The book explored how the notion of Minzu was deconstructed a

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Song, Hanlu. "Critical Issues in Interculturality for Young Language Learners." Journal of Educational Theory and Practice 1, no. 3 (2024): 6–10. http://dx.doi.org/10.62177/jetp.v1i3.88.

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This study critically addresses key issues related to interculturality among young language learners, focusing on an international primary school in Shenzhen, China. Interculturality is framed from a non-essentialist perspective, emphasizing the dynamic and reciprocal negotiation of meaning between individuals from diverse cultural backgrounds. The research explores how intercultural understanding can be cultivated through interactive pedagogical strategies such as storytelling and storycrafting, which facilitate both language learning and cultural exchange. The study highlights the unique cha

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Bjelak, Adnan H. "UTICAJ ELEMENATA INTERKULTURNOSTI I INTERKULTURNOG OBRAZOVANjA NA RAZVOJ INTERKULTURNE OSVEŠĆENOSTI I FORMIRANjE LIČNOSTI UČENIKA NOVOPAZARSKIH ŠKOLA." Lipar XXII, no. 76 (2021): 137–47. http://dx.doi.org/10.46793/lipar76.137b.

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The goal of the analysis is to confirm the hypothesis that the elements of interculturalism and intercultural education influence the development of intercul- tural awareness and the formation of the overall personality of students in schools оf Novi Pazar. In a survey conducted in October of the school year 2020/21. 83 students participated in Novi Pazar primary and secondary schools (43 primary school stu- dents and 40 secondary school students). The research was conducted by surveying students of Novi Pazar schools, in which case the survey consisted of closed and open questions, and examin

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Kokkonen, Lotta, Romée Jager, Alexander Frame, and Mitra Raappana. "Overcoming Essentialism? Students’ Reflections on Learning Intercultural Communication Online." Education Sciences 12, no. 9 (2022): 579. http://dx.doi.org/10.3390/educsci12090579.

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The fields of intercultural communication (IC) and intercultural education are in flux and the paradigmatic shift is away from essentialist approaches on culture and interculturality towards seeing IC and interculturality as flexible, fluid, contradictory, political, and ideological constructs. This study presents a virtual exchange project, a joint introductory course on IC between a Finnish university and a French university. One of the objectives of the course was to provide students with a more critical, non-essentialist perspective on interculturality. This study presents an analysis of 3

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de Leão, Ana Ponce. "Interculturality in English Language Teaching – A Small Study with Portuguese Teachers." e-TEALS 8, no. 1 (2018): 107–25. http://dx.doi.org/10.2478/eteals-2018-0005.

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Abstract UNESCO and many other organisations worldwide have been working on approaches in education to develop tolerance, respect for cultural diversity, and intercultural dialogue. Particularly, the Council of Europe has laid out guiding principles in several documents to promote intercultural competence, following Byram’s and Zarate’s efforts in integrating this important component in language education. The commitment to developing the notion of intercultural competence has been so influential that many countries, e.g., Portugal, have established the intercultural domain as a goal in the fo

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Mamani Daza, Lolo Jua, Ana Rosario Miaury Vilca, Liliana Rosario Alvarez Salinas, and Hilda Lizbeth Pinto Pomareda. "Migration and Education: Challengs of Interculturality." Universidad Ciencia y Tecnología 25, no. 110 (2021): 40–47. http://dx.doi.org/10.47460/uct.v25i110.474.

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The teaching work implies facing constant challenges, in all academic senses, and among these, the challenges of cultural diversity in the classroom, where scientific, technological, social and cultural traditions of each person's place of origin coexist in the classroom. This paper evaluates epistemological proposals for intercultural teaching practices. Academic works developed to improve multicultural teaching practice are reviewed. The results show that there has not been a real and conscious debate on multiculturalism in the classroom and aspects related to migration and education. Anthro

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Vergutz, Nairana Becker, Anelise de Oliveira Rodrigues, Milena Thaís Röhsler, and Sidinei Pithan da Silva. "Educação intercultural e práticas decoloniais na perspectiva da educação do campo." Revista de Educação Popular 24, no. 1 (2025): 310–30. https://doi.org/10.14393/rep-2025-74006.

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This study aims to highlight the importance of Intercultural Education and Decolonial Practices from the perspective of Countryside Education. The methodology is based on a bibliographic review, anchored in a qualitative approach. The theoretical foundation is mainly based on Freire's literature and academic articles on the subject. The results indicate that Popular Education and Countryside Education are essential for contextualized and emancipatory education in rural areas. Furthermore, they show that interculturality and decolonial practices are essential approaches to promoting dialogue be

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Navarro Martínez, Sergio Iván, and Antonio Saldívar Moreno. "CONSTRUCCIÓN Y SIGNIFICADO DE LA INTERCULTURALIDAD EN LA ESCUELA NORMAL INDÍGENA INTERCULTURAL BILINGÜE «JACINTO CANEK»." Revista Pueblos y fronteras digital 6, no. 12 (2011): 67. http://dx.doi.org/10.22201/cimsur.18704115e.2011.12.123.

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La relativa reciente aparición del paradigma intercultural ha derivado en que al implementarlo en las distintas experiencias educativas se presenten diferentes problemas. Principalmente el hecho de que se confunde la interculturalidad con aspectos que se reducen al rescate de las tradiciones y elementos culturales o a la incorporación de la lenguas indígenas en los procesos educativos. El presente artículo analiza la forma en que es comprendida la interculturalidad y la educación intercultural en la educación superior. El estudio se realiza en la Escuela Normal Indígena Intercultural Bilingüe

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Rivera, Sara Nila Yagual, Edgar Fabián Cobos Alvarado, and Wilson Alexander Zambrano Vélez. "Prosocial Education: An Intercultural Perspective and School Coexistence in Ecuadorian Adolescents." Journal of Posthumanism 5, no. 7 (2025): 107–22. https://doi.org/10.63332/joph.v5i7.2734.

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Prosocial education is inevitably the path to improved educational quality in contemporary educational systems, and specifically at the basic levels of continuing education. In Ecuador, basic educational institutions still struggle to establish links between these essential categories in the teaching-learning process. The objective of this study is to characterize the correlation between interculturality and school coexistence in a group of adolescents in their first and second years of higher basic education at the Juan Jacob Rosseau and Juan Dagoberto Montenegro centers in the province of Sa

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Olbertz-Siitonen, Margarethe. "Practical applications of naturalistic inquiry in intercultural education." Journal of Praxis in Higher Education 3, no. 2 (2021): 52–78. http://dx.doi.org/10.47989/kpdc127.

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In recent years, the field of intercultural communication has seen a remarkable shift characterized by a growth in publications that distance themselves from the traditional, essentialist understanding of culture. In research, this shift is reflected in approaches that appreciate culture-in-action instead of taking culture for granted as a stable entity that pre-exists social interaction and predicts as well as explains human behavior. However, despite attempts to introduce differentiated views on culture and interculturality in education, concrete options for critical intercultural training a

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Giavrimis, Panagiotis, and Sofia Dimitriadou. "Interculturality in Greek Education: Practices and Challenges of Implementation." Journal of Ethnic and Cultural Studies 10, no. 3 (2023): 72–88. http://dx.doi.org/10.29333/ejecs/1564.

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Intercultural education is an educational movement that aims to ensure all students have equal learning opportunities at school and in society. Intercultural education seeks to achieve a harmonious co-existence of all these different cultural groups. In intercultural education, diversity is deconstructed, and the boundaries of power between dominant and non-dominant groups are not fixed. The research aimed to study the views of primary and secondary school teachers on implementing interculturalism of immigrant/refugee students in Greek educational policy. Qualitative research through the semi-

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de Oliveira, Milene Mendes, and Melisa Stevanovic. "Interculturality and decision making: Pursuing jointness in online teams." Intercultural Pragmatics 21, no. 1 (2024): 1–32. http://dx.doi.org/10.1515/ip-2024-0001.

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Abstract Current times call for continuous communication across countries, negotiations on several levels, and the creation of international relationships based on dialogue and participation. Those ideals are often pursued in intercultural communication contexts and written about, as a desideratum, in the Intercultural Communication literature. However, how can this be achieved concretely? In this article, we analyze how decisions are taken by newly founded intercultural teams of higher-education students playing a so-called intercultural game online via Zoom. The game revolves around the crea

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Quichimbo Saquichagua, Fausto Fabricio. "Exploration of the Concept of Interculturality in higher Education." Universidad Ciencia y Tecnología 26, no. 116 (2022): 29–39. http://dx.doi.org/10.47460/uct.v26i116.641.

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Interculturality in higher education in Ecuador is linked to mainstreaming and programs aimed at teacher training, particularly for indigenous peoples and nationalities. This stage proposes a reflection on how the interculturality concept is used in higher education at the University of Cuenca. It had an analytical -interpretive approach of a hermeneutical nature. The results show that the interculturality concept in the programs is framed in terms of ethnic and linguistic processes. However, there is also a critical approach its questions of power relations, forms of coloniality, and colonial

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Choi, Jung Ah, and Hana Cho. "An Action Research on Play-Based Korean Language Education for Young Children Linked to Intercultural Education: Focusing on the 'Creating Our Tree' Project." Association of Global Studies Education 16, no. 2 (2024): 27–58. http://dx.doi.org/10.19037/agse.16.2.02.

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This study examines the 'Creating Our Tree' project as part of implementing play-based Korean language education for young children, linked to intercultural education. Using Kemmis and McTaggart's (2000) action research model, the study spanned 15 weeks, following cycles of planning, action, and evaluation. Participants were 11 children aged 4 to 6 in a pre-K class at a Korean school in a US city. Data were collected from class photos and videos, teacher journals, play observation records, lesson plans, and parent emails. Results showed that in the first cycle, 'initiating change through child

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Liddicoat, Anthony J. "The Ideology of interculturality in Japanese language-in-education policy." Australian Review of Applied Linguistics 30, no. 2 (2007): 20.1–20.16. http://dx.doi.org/10.2104/aral0720.

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Language learning is frequently justified as a vehicle for promoting intercultural communication and understanding, and language-in-education policies have increasingly come to reflect this preoccupation in their rhetoric. This paper will examine the ways in which concepts relating to interculturality are constructed in Japanese language policy documents. It will explore in particular the ways in which ideologies of nationalism and Japanese identity have an impact on understandings of the nature and purpose of interculturality and how these are developed discursively in Japanese language-in-ed

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Liddicoat, Anthony J. "The Ideology of interculturality in Japanese language-in-education policy." Australian Review of Applied Linguistics 30, no. 2 (2007): 20.1–20.16. http://dx.doi.org/10.1075/aral.30.2.03lid.

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Language learning is frequently justified as a vehicle for promoting intercultural communication and understanding, and language-in-education policies have increasingly come to reflect this preoccupation in their rhetoric. This paper will examine the ways in which concepts relating to interculturality are constructed in Japanese language policy documents. It will explore in particular the ways in which ideologies of nationalism and Japanese identity have an impact on understandings of the nature and purpose of interculturality and how these are developed discursively in Japanese language-in-ed

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Figueroa Sepúlveda, Mauricio, and Raquel Rebolledo Rebolledo. "Interculturalidad y lenguaje de contienda en la escuela: Un análisis de caso de las representaciones hegemónicas sobre cultura e interculturalidad contenidas en el discurso docente." REIDICS. Revista de Investigación en Didáctica de las Ciencias Sociales, no. 16 (March 30, 2025): 93–109. https://doi.org/10.17398/2531-0968.16.93.

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The objective of this study is to understand the representational variations of culture and interculturality in the discourse of first-cycle teachers at an intercultural public school in La Araucanía, Temuco, Chile. Through critical discourse analysis, the study identifies content guidelines, thematic cores, issues, ethical-political positions, and meanings attributed to intercultural social discourse. It examines ideological structures and power relations embedded in language, which can be grouped into hegemonic models that shape an ideological consensus in teachers’ representations. Based on

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Pareja de Vicente, Dolores, María José Alcalá del Olmo-Fernández, María Jesús Santos-Villalba, and Juan José Leiva-Olivencia. "A Qualitative Study on the Intercultural Educational Sensitivity of the Professors at the University of Malaga (Spain)." Education Sciences 11, no. 2 (2021): 74. http://dx.doi.org/10.3390/educsci11020074.

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This paper deals with the intercultural sensitivity of professors of Educational Sciences at the University of Malaga (Spain). The methodological approach of the study was qualitative, and the research techniques for data collection were in-depth interviews. The main technique for analyzing the information was content analysis. The results of the study show that the majority of university teachers identify interculturality as a value and a pedagogical proposal of great importance. Thus, there is a need to promote intercultural competences and a critical view of culture. In conclusion, the stud

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Kondrateva, Irina, Diana Sabirova, and Nailya Plotnikova. "Subjectivity functions in reflexive and intercultural process of linguistic development." Cypriot Journal of Educational Sciences 13, no. 4 (2018): 529–36. http://dx.doi.org/10.18844/cjes.v13i4.3858.

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The paper covers the issues of theoretical frameworks that are being developing around subjectivity and the utility of subjective language in future spealists’ language learning. This draws from a wide range of philosophical and socio-psycological work on language acquisition and the role of reflexitivity as a vehicle for interculturality. The study reflects emperical analysis based on observation, interviewing, testing and pedagogical experiment. Using innovative ways of engaging subjectivity and reflexivity in teaching, learning and research led to designing a model for students’ reflective

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Fernández-Agüero, María, and Carlos Chancay-Cedeño. "Interculturality in the Language Class – Teachers’ Intercultural Practices in Ecuador." RELC Journal 50, no. 1 (2018): 164–78. http://dx.doi.org/10.1177/0033688218755847.

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The purpose of this study is to identify how Ecuadorian university teachers of English as a foreign language (EFL) tackle intercultural teaching practice in their classrooms. To this end, we studied the reported intercultural practices of 68 EFL university teachers from Ecuadorian Region 4. Quantitative data drawn from a questionnaire were analysed through descriptive statistics. The results suggest that the activities put into practice emphasize the development of intercultural attitudes rather than knowledge or skills. Furthermore, the data indicate that these teachers often focus on the cul

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Sommier, Mélodine, Malgorzata Lahti, and Anssi Roiha. "From ‘intercultural-washing’ to meaningful intercultural education: Revisiting higher education practice." Journal of Praxis in Higher Education 3, no. 2 (2021): 1–16. http://dx.doi.org/10.47989/kpdc130.

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This is the first special issue that JPHE hosts—and could there be a more suitable forum for an issue dedicated to exploring and encouraging a critical dialogue around transformative intercultural communication teaching practices in higher education (HE)? What has led us to engage with the theme of making intercultural education meaningful is a shared observation that there seems to be an increasing disconnect between recent developments in intercultural communication theory and practice. With so much critique published over the years, we are perplexed as to why traditional notions of culture

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Fiorucci, Massimiliano. "Interculturality Between Formal and Non-formal Education in Italy." Educatia 21, no. 19 (December 19, 2020): 32–41. http://dx.doi.org/10.24193/ed21.2020.19.04.

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The paper focuses on the educational and cultural needs of adult migrants, in order to overcome a uniquely paternalistic view of immigration. Focusing on the educational and cultural needs affects, in fact, the quality of the experience of integration. Within this proposal the adoption of an intercultural mediation strategy can play an important role also with reference to the context of cultural services.

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Figueredo-Canosa, Victoria, Luis Ortiz Jiménez, Cristina Sánchez Romero, and María Carmen López Berlanga. "Teacher Training in Intercultural Education: Teacher Perceptions." Education Sciences 10, no. 3 (2020): 81. http://dx.doi.org/10.3390/educsci10030081.

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Background: The aim of the present study was to evaluate teacher perceptions on the training received in intercultural education. Methods: The article presents a quantitative, non- experimental and ex-post-facto type of research; directed to inquire about the perceptions of the teachers of primary education in Andalusia (Spain) in relation to the intercultural training received. Based on the descriptive survey method, two questionnaires were administered to a sample composed of 320 students and 80 teachers. Results: The results show certain strengths of the training teacher programs in the fie

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Suharni, Suharni, Siti Bahirah Saidi, and Nur Hafezah Hussein. "INTERCULTURAL COMPETENCE DEVELOPMENT OF EFL TEACHERS IN INDONESIA." International Journal of Education, Psychology and Counseling 9, no. 54 (2024): 60–69. http://dx.doi.org/10.35631/ijepc.954004.

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This paper explores EFL teachers’ perception of intercultural competence in Indonesian higher education institutions. It also provides some recommendations for teaching intercultural competence. The participants are 10 teachers who were purposively selected from different higher education institutions. The instrument for data collection was semi-structured interviews. The findings reveal that it is important to develop professional teachers’ intercultural competence. Teacher as participants found intercultural competence as a way of accepting cultural differences and respecting other cultures.

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Muhammad Jauhari Sofi. "Bringing Intercultural Perspectives into General EFL Learning during Covid-19: Some Insights." EDULANGUE 5, no. 1 (2022): 1–36. http://dx.doi.org/10.20414/edulangue.v5i1.4872.

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Studies on intercultural language learning have revolved around the descriptive report of cultural facts, adjustment to the target language's culture, and cross-cultural do's and don'ts. They have not yet exposed the issue in much detail, especially in an emergency situation. This study aims to investigate practical ideas on how to engage Indonesian Islamic higher education students with intercultural perspectives during the Covid-19 pandemic. It addresses what the teachers think about interculturality in the general EFL learning and how they accommodate intercultural perspectives during the v

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Duque Salazar, Diana Marcela, María Alejandra Tangarife Loaiza, and Ángela Patricia Velásquez Hoyos. "Interculturality in Latin American Rural Bilingual Education: A Systematic Literature Review." Profile: Issues in Teachers' Professional Development 26, no. 2 (2024): 199–215. http://dx.doi.org/10.15446/profile.v26n2.109822.

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This systematic literature review examines the panorama of interculturality in rural contexts of bilingual education in Latin America. It aims to provide a comprehensive overview of the current state of knowledge in Latin America and identify key themes, challenges, and gaps in the field. The review highlights the importance of recognizing and valuing linguistic and cultural diversity, particularly in marginalized rural communities. It also discusses the lack of adequate resources and educational policies as significant challenges to promoting intercultural bilingual education in these context

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Kullman, John. "Reflexivity in language and intercultural education: rethinking multilingualism and interculturality." Language and Intercultural Communication 17, no. 1 (2016): 76–78. http://dx.doi.org/10.1080/14708477.2016.1190679.

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O'Donnell, Jennifer Lee. "Reflexivity in language and intercultural education: rethinking multilingualism and interculturality." International Journal of Bilingual Education and Bilingualism 18, no. 4 (2014): 516–18. http://dx.doi.org/10.1080/13670050.2014.979602.

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