Log in

Relevant bibliographies by topics / Intercultural education

Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers
Reports

Academic literature on the topic 'Intercultural education'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Intercultural education.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Intercultural education"

1

Bayyurt, Yasemin, and Şebnem Yalçın. "Intercultural citizenship and pre-service teacher education." Journal of English as a Lingua Franca 11, no. 1 (March 1, 2022): 105–15. http://dx.doi.org/10.1515/jelf-2022-2072.

Full text

Abstract:

Abstract This article explores the concept of intercultural citizenship and the significance of involving culturally sensitive issues in English language teaching and teacher education curriculum to train future global citizens. Before exploring ways to implement intercultural citizenship education from K-12 to university level, it is necessary to emphasize the need to integrate “intercultural citizenship education” into teacher education programs. In other words, English language teachers should become intercultural citizens themselves so that they can help their students to become intercultural citizens. In this paper, we emphasize the importance of training interculturally sensitive future teachers of English. In this respect, we report the findings of studies on intercultural telecollaboration projects involving cultural exchange between students in pre-/in-service teacher education programs in Turkey and abroad. We also suggest ways of increasing these intercultural citizenship courses and modules in training teachers to gain intercultural communicative competence and intercultural citizenship skills.

APA, Harvard, Vancouver, ISO, and other styles

2

I, Barantsova. "INTERCULTURAL DIALOGUE AS THE BASIS OF INTERCULTURAL EDUCATION." Scientific Bulletin Melitopol State Pedagogica 2, no. 31 (February 15, 2024): 7–16. http://dx.doi.org/10.33842/22195203-2024-02-15-2-31-7-16.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Najar, Ulrike. "The ‘intercultural field’: interrogatingcontextin intercultural education." Language and Intercultural Communication 16, no. 2 (December 10, 2015): 148–63. http://dx.doi.org/10.1080/14708477.2015.1103248.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Escarbajal Frutos, Andrés, and Juan José Leiva Olivencia. "LA NECESIDAD DE FORMAR EN COMPETENCIAS INTERCULTURALES COMO FUNDAMENTO PEDAGÓGICO: UN ESTUDIO EN LA REGIÓN DE MURCIA (ESPAÑA)." Profesorado, Revista de Currículum y Formación del Profesorado 21, no. 1 (April 1, 2017): 281–93. http://dx.doi.org/10.30827/profesorado.v21i1.10363.

Full text

Abstract:

Resumen:En el presente artículo queremos enfatizar la importancia de las competencias interculturales en la formación de los profesionales de la acción social. Para ello realizamos un recorrido por las concepciones y significado de competencia y competencia intercultural, por considerar que son términos claves en una sociedad plural y globalizada donde el intercambio y la comunicación intercultural son elementos esenciales para la convivencia. Para reforzar e intentar clarificar nuestro propósito general, damos cuenta de una investigación de corte cuantitativo llevada a cabo en la Región de Murcia en la que escrutamos la formación en competencias interculturales de los profesionales que ejercen su labor con personas inmigrantes. Abstract:In this paper we emphasize the importance of intercultural competences in the training of professionals of social action. Therefore, we tour of the concepts and meaning of competence and intercultural competence because we are key terms in a plural and globalized society where intercultural interchange and communication are essential for conviviality. To reinforce and try to clarify our general purpose we realize a quantitative research in the Region of Murcia where scrutinize training in intercultural skills of professionals who work with immigrants.

APA, Harvard, Vancouver, ISO, and other styles

5

Sikorska, Iryna, Massimo Pendenza, Mykhailo Goncharenko, Nataliia Myroshnychenko, and Serhii Rtyshchev. "Intercultural Dimension of Internationalisation of Higher Education and Intercultural Learning in Formal and Non-formal Education: The Experts’ Views from Italy and Ukraine." Acta Paedagogica Vilnensia 51 (January 29, 2024): 63–83. http://dx.doi.org/10.15388/actpaed.2023.51.4.

Full text

Abstract:

This research seeks to contribute to a deeper understanding of intercultural dimension of internationalisation of higher education and intercultural learning through perception of educators, policy-makers, representatives of civil society sector in Italy and Ukraine. We have attempted to study if internationalisation has operated a shift towards qualitative learning objectives, making universities to focus on intercultural learning within the internationalisation process. For educators the growing presence of debates on intercultural issues has posited a series of challenges on preparing interculturally competent graduates. Methodology used consisted semistructured interviews of the selected experts in both countries. Findings indicate that intercultural dimension of internationalisation can intwine appropriately with the goals of higher education however analysis showed that qualitative outcomes of internationalisation process are rather underestimated at national and institutional levels in both countries. The study underscores the critical importance of integrating intercultural dimensions into the internationalisation of higher education, revealing distinct approaches in Italy and Ukraine, advocating for collaborative efforts between academia and civil society to enhance intercultural awareness and competences, and emphasising the positive potential for a transformative evolution in the future.

APA, Harvard, Vancouver, ISO, and other styles

6

Enkiwe-Abayao, Leah. "Mainstreaming Intercultural Education." Higher Education Policy 18, no. 4 (December 2005): 409–11. http://dx.doi.org/10.1057/palgrave.hep.8300101.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Bleszynska, Krystyna M. "Constructing intercultural education." Intercultural Education 19, no. 6 (December 2008): 537–45. http://dx.doi.org/10.1080/14675980802568335.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Paatela-Nieminen, Martina. "Intercultural Design Education." Procedia - Social and Behavioral Sciences 45 (2012): 84–94. http://dx.doi.org/10.1016/j.sbspro.2012.06.545.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Lanas, Maija. "Failing intercultural education? ‘Thoughtfulness’ in intercultural education for student teachers." European Journal of Teacher Education 37, no. 2 (January 28, 2014): 171–82. http://dx.doi.org/10.1080/02619768.2014.882310.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Barantsova, I., V. Kotlyarova, and M. Tkach. "COMMUNICATIVE ASPECTS OF INTERCULTURAL EDUCATION." Scientific Bulletin Melitopol State Pedagogical 2, no. 22 (February 13, 2019): 9–19. http://dx.doi.org/10.33842/22195203/2019/22/9/19.

Full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Dissertations / Theses on the topic "Intercultural education"

1

Mabuchi, Hitoshi 1955. "Discourses of intercultural education in Japan." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/9052.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Borg, Axisa Glorianne. "Intercultural education through school geography in Malta." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10041945/.

Full text

Abstract:

Population mobility and globalisation led to social, political and economic challenges globally, raising complex debates related to citizenship, human rights, democracy and education. Intercultural education is a response to the culturally heterogeneous societies. As understood in this study, it is a means to address the inequalities in education systems. It is a commitment to social justice by reducing achievement gaps. The challenge lies in translating this principle into practice within highly structured school systems. This research questions how school geography addresses the principles of intercultural education within the Maltese Islands. Both geography education and intercultural education are concerned to develop themes related to the changing global context. This study tracks if teachers of geography, in their role as ‘curriculum makers’, embrace the underlying principles of intercultural education and ‘powerful disciplinary knowledge’, to address social inequity. ‘Powerful knowledge’ as conceived by Michael Young considers subjects as a resource that enables teachers to take the students beyond their experience to higher forms of thought, to avoid perpetuating current inequalities. This research is a mixed methods case study. The data generation includes a questionnaire, several informal interviews and two focus group discussions with teachers of geography, a documentation review and a research journal. The scenario portrayed by the participating teachers is that of a heavy loaded exam oriented system that does not allow for flexibility, where often teachers cannot engage students with disciplinary knowledge and activities that allow them to think critically and reflect on alternatives. Most of the teachers seek to drive the students to reflect on their context and social equity, but not necessarily through disciplinary knowledge. This reflects teachers’ disposition but points out that unless they are aware of their ‘equity literacy’ and considers disciplinary knowledge as a teaching resource, they risk perpetuating education inequalities.

APA, Harvard, Vancouver, ISO, and other styles

3

Shah-Gordon, Ruta. "Intercultural Competence Development through Civic Engagement." Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1468846309.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Pena-Dix, Beatriz Maria. "Developing intercultural competence in English language teachers : towards building intercultural language education in Colombia." Thesis, Durham University, 2018. http://etheses.dur.ac.uk/12619/.

Full text

Abstract:

This research is a qualitative exploratory, constructivist study that aims to investigate Colombian (public sector) English language teachers’ existing or prospective intercultural communicative competence (ICC) to understand their teaching profiles and then to be able to build upon them. To achieve my aims, teachers’ perspectives on culture and interculturality are explored based on the underpinning assumption that there is a need to transform language education in Colombia and move forward from the «cultural turn» to the «intercultural turn». Within this vision of language teaching, teachers can become, in a near future, intercultural mediators who enlarge the objectives of contemporary language teaching to build Third Spaces for dialogue and negotiation through English. This study is motivated by one main research question: how do Colombian English language teachers’ current practices, beliefs, and professional self-concepts relate to an envisaged profile of the intercultural English language teacher? This question is embedded in the research aim of providing a comprehensive understanding of current English language teaching in Colombia, including teachers’ experiences and perspectives on culture and interculturality. While exploring the literature on ICC, insight was gained into how the teaching of languages becomes a natural scenario to develop ICC and the transformed role of the language teacher as an agent of change and pedagogical progress in transnational and global contexts (Crozet, 2017; Guilherme, 2002, 2007; Porto & Byram, 2015; Risager, 2000, 2007; Sercu et al., 2005). The empirical findings show that teachers feel positively disposed to intercultural competence English language teaching (IELT), but their approaches to culture are mainly essentialist and nationalist, based on communicative language teaching (CLT) approaches. Despite efforts and infrequent demonstrations of IELT, their profile does not meet yet the expectations pertaining to the knowledge, skills and attitudes that are desirable for IELT. However, they have a positive disposition to advance towards IELT. Based on these findings, a tripartite model and a statement of philosophy were proposed to help English language teachers move forward towards ICC. Finally, this investigation provides valuable insights into the status quo of ICC and ELT in Colombia and has practical implications for ELT education programmes, teachers and policy makers who are interested in reanalysing ELT in Colombia.

APA, Harvard, Vancouver, ISO, and other styles

5

Frimberger, Katja. "Towards a Brechtian research pedagogy for intercultural education : cultivating intercultural spaces of experiment through drama." Thesis, University of Glasgow, 2013. http://theses.gla.ac.uk/4593/.

Full text

Abstract:

This PhD thesis develops a Brechtian research pedagogy for intercultural education. Taking its lead from progressive intercultural educators and researchers who conceptualise intercultural experiences as being ‘radically embodied’, this thesis is underpinned by a concept of culture as fluid and constantly ‘in the making’. In order to give ethical and pedagogical consideration to such a performative view of culture, Brechtian thinking and theatre practice is employed and translated into the intercultural education research space. Placing Brechtian Verfremdung – ‘estrangement’ - at the heart of methodology, such research pedagogy works from within the precarity of intercultural spaces. Based on an immanent ethics that emerges from and shapes within the relationships built in the research space, the researcher’s role is that of the facilitator and co-producer of data. A Brechtian research pedagogy is thus considered a mode of production; one that does not conceptually presuppose ethics and pedagogy, but considers them as ‘becoming’ and integrated within its methods. It asks two questions i) can a Brechtian informed approach to pedagogy create and change experiences of ‘strangeness’ and ii) if so, how is this achieved and manifested? The focus of this thesis is international students’ dynamic and in flux experiences of strangeness. During four half-day workshops in consecutive weeks, a group of ten international postgraduate students encounter a Brechtian research space, where, using drama, creative writing and filming methods, they engage in an open, embodied conversation on ‘intercultural experiences’. I trace participants’ process of intercultural learning and ‘intercultural making’ through the embodied methods used in the drama research workshops. These embodied methods stimulate a variety of reflective modes and produce multilayered data for analysis: pictures, conversations, creative writing pieces and even non-verbal gestures. In order to prevent an early reification of these ‘texts’ into academic ‘strangeness knowledge’, they are in turn estranged and used in a mode of artistic production. This allows for active thinking about the research question as well as aids reflection on the modes of encounter within the research space. ‘Estrangement’ draws attention not only to the content of intercultural stories used, but to their inherent discursive structures and the effects these can have on participants’ well-being. The research project’s main emphasis, then, is on the process of research and starts to work towards a respective Brechtian representational practice by developing the term ‘dialogic aesthetic framing’. It is suggested that representations should be equally seen as modes of production, dependent on an audience’s active reading between the research’s ‘metaphoric gaps’. Future research would seek to develop this more product-oriented focus further, so as to test and develop concrete artistic, representational practices for a Brechtian research pedagogy.

APA, Harvard, Vancouver, ISO, and other styles

6

Renner, Jasmine, and Yi Lin. "Intercultural Communication Competence and Intercultural Communication Apprehension among Chinese Students Studying in the USA." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3048.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Wang, Liang. "Internet-mediated intercultural English language education in China's higher education institutions." Thesis, Open University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.530497.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Al, musaiteer Suliman Saleh. "The Saudi students' experience in intercultural communication." University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1439568586.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Björk, Maria. "Bilingual Intercultural Education in Peru : Opportunities and Challenges." Thesis, Södertörn University College, Lärarutbildningen, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-1602.

Full text

Abstract:

Offering basic education is the greatest investment the world can make in its future. Basic education improves live opportunity for people and also give them a chance to form a better life for them selves. Too many of Peru’s inhabitants live in extreme poverty and education could help the country improve this situation. In addition, in the rural areas of Peru a lot of people speak another language than Spanish as their mother tongue. The purpose of this thesis is to get a more profound knowledge about matters concerning Bilingual Intercultural Education in Peru.

The research question has been what issues can be found, involving EBI education in Peru; opportunities and challenges? I have researched this through interviews with people working in the rural areas combined with a literature study. I visited schools in the area of Cusco and Anchonga. In Cusco the school did not have EBI education and in Anchonga the visited school did have. Some of the findings made are that it is important for the people involved such as parents, principals and teachers to be supportive of EBI education to make it work. It is also a challenge to find teachers who know the method and are bilingual. Many schools are in addition dependent of support from non-governmental organizations, which are an opportunity and a challenge. Important is also to make some teachers and parents believe that EBI education is not against the social development of the country.

APA, Harvard, Vancouver, ISO, and other styles

10

Samuel, Joan. "Intercultural competency in English art and design education." Thesis, UCL Institute of Education (IOE), 2009. http://eprints.ioe.ac.uk/20589/.

Full text

Abstract:

The enquiry brings a generalist perspective to bear on the culture of art and design education. The disciplinary location is Intercultural Studies and the high modernist, constructivist framework justifies a critique of positivist approaches to research in the cultural field. Selected literary and visual texts are regarded as primary research data and are analysed from competing epistemological positions. The problem addressed IS an apparent neglect of the intercultural dimension of art education in England, and the need for greater attention to, and competency in, this area. English visual culture is featured, exemplified in National Trust properties and other English locations, including some associated with diasporic African Caribbean, South Asian and Jewish communities. Although the National Curriculum requires British citizenship to be addressed, exceptionally for the United Kingdom as a whole, local, English identity is largely ignored. The lack ofthis element of reflexivity is central to the problem. Three, theoretically conflicting, persistent, historiographic narratives explore intercultural competency in English art and art education - and they are each critically examined. Taken together, they demonstrate how extensive and com plex intercultural matters have become at the turn of the twen tieth century. They are supported by investigations of GCSE Art, and other examples of art educational practice identify interstitial dilemmas. It is concluded that art teachers need to become interculturally competent in the contemporary, globalised environment - and that this could be assisted through formal assessment. Proposed benchmarks include: multidimensional contextualisation of art "here and now, then and there"; theoretical rigour in engaging with contrasting narratives and ensuing difficulties; recognising the significance of Englishness within British identity and its integration into intercultural discourse. Proposals are made for change in the higher education of art teachers. The thesis claims to be original: in considering intercultural competency as a subject for assessment, in focusing on English identity, and in its even- handed respect for "traditionalist", "reforming" and "postmodernist" narratives.

APA, Harvard, Vancouver, ISO, and other styles

More sources

Books on the topic "Intercultural education"

1

David, Coulby, Gundara Jagdish S, and Jones Crispin, eds. Intercultural education. London: Kogan Page, 1997.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

2

Alred, Geof, Michael Byram, and Mike Fleming, eds. Intercultural Experience and Education. Bristol, Blue Ridge Summit: Multilingual Matters, 2002. http://dx.doi.org/10.21832/9781853596087.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Akkari, Abdeljalil, and Myriam Radhouane. Intercultural Approaches to Education. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-70825-2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Harris, Anne M. Ethnocinema: Intercultural Arts Education. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4226-0.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Marginson, Simon, and Erlenawati Sawir. Ideas for Intercultural Education. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9780230339736.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Dervin, Fred, and Anthony J. Liddicoat, eds. Linguistics for Intercultural Education. Amsterdam: John Benjamins Publishing Company, 2013. http://dx.doi.org/10.1075/lllt.33.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Dervin, Fred, and Zehavit Gross, eds. Intercultural Competence in Education. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-58733-6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Alred, Geof, Michael Byram, and Mike Fleming, eds. Education for Intercultural Citizenship. Bristol, Blue Ridge Summit: Multilingual Matters, 2006. http://dx.doi.org/10.21832/9781853599200.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Gonçalves, Susana, and Markus A. Carpenter. Intercultural policies and education. Bern: PETER LANG, 2012.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

10

Council, Hampshire County, ed. Strategies for intercultural education. Winchester: Hampshire County Council, 2001.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Book chapters on the topic "Intercultural education"

1

Pica-Smith, Cinzia, Rina Manuela Contini, and Carmen N. Veloria. "Intercultural education." In Social Justice Education in European Multi-ethnic Schools, 26–45. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781351057301-3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Børhaug, Frédérique Brossard. "Intercultural Education." In Handbook of the Anthropocene, 1435–38. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25910-4_234.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Sage, Rosemary. "Intercultural Communication." In Paradoxes in Education, 113–45. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-185-8_7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Jackson, Jane. "Online intercultural education." In Online Intercultural Education and Study Abroad, 175–203. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315098760-8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Almeida, Joana. "Intercultural seminars." In Intercultural Competence in Higher Education, 144–50. First edition. | New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315529257-13.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Arasaratnam-Smith, Lily A. "Intercultural competence." In Intercultural Competence in Higher Education, 7–18. First edition. | New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315529257-2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Schmelzer, Albert. "Intercultural Education and Waldorf Education." In Handbook of Research on Waldorf Education, 465–74. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003187431-42.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Jobst, Solvejg, and Anja Franz. "Lived democracy in intercultural education and intercultural education research." In Lived Democracy in Education, 40–52. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003088233-5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Garrard, Kerri Anne. "Doing intercultural history." In Decolonising Australian History Education, 141–58. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003435617-9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Aman, Robert. "Epistemological privilege in intercultural education." In Decolonising Intercultural Education, 15–24. Abingdon, Oxon ; New York, NY : Routledge, 2018. | Series: Routledge research in international and comparative education: Routledge, 2017. http://dx.doi.org/10.4324/9781315616681-2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Intercultural education"

1

Katai, Zoltan. "Intercultural computer science education." In the 2014 conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2591708.2591744.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Glotov, Sergei. "Intercultural Film Education Online." In Mindtrek '21: Academic Mindtrek 2021. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3464327.3464333.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Susilo, Andi, Ping Yang, and Ruying Qi. "Shaping EFL Teachers’ Critical Intercultural Awareness through Intercultural Education." In Proceedings of the 3rd English Language and Literature International Conference, ELLiC, 27th April 2019, Semarang, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.27-4-2019.2285307.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

ВЕЛИКСАР, Вероника. "Music as a tool of intercultural education for future teachers." In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v2.25-03-2022.p78-85.

Full text

Abstract:

The article deals with the problems of intercultural education of future teachers in the higher education system of Moldova through musical art. The author made a brief analysis of the state of intercultural education in the republic. Some methodological directions of the formation of intercultural competencies of students in the study of the discipline "Methods of musical education at school" are outlined. The key educational technologies, forms and methods of classroom and independent activities of students are identified, and criteria for evaluating/self-evaluating the results of individual works in the course of preparing a teacher for intercultural activities in a modern school are developed.

APA, Harvard, Vancouver, ISO, and other styles

5

Rackova, M., Z. Vranayova, and S. Fejedelem. "Intercultural Education - New Challenges for Higher Education." In 2019 17th International Conference on Emerging eLearning Technologies and Applications (ICETA). IEEE, 2019. http://dx.doi.org/10.1109/iceta48886.2019.9039999.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Lira, Andrea. "Place in Intercultural Teacher Education." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1888956.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

ZAHARIA, Viorica. "Intercultural dimensions of literary education." In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v3.25-03-2022.p28-33.

Full text

Abstract:

We live in a world of interference between cultures. In order to understand other ways of thinking, feeling and acting, different strategies of spiritual assumption are needed, one of them being interculturality. Conceptually, the notion emerged as a result of the tendencies of universalism and globalization, but as a phenomenon interculturality has manifested itself periodically throughout history. The phrase intercultural education is found today in many discourses that are also related to education. The literary text has a major contribution to the formation of the skills and life skills needed in a world of multiculturalism. Or, the core of the intercultural education is the dialogue of cultures.

APA, Harvard, Vancouver, ISO, and other styles

8

Voronina, H. "Life values in intercultural education." In Pedagogical comparative studies and international education – 2020: a globalized space of innovation. NAES of Ukraine; Institute of Pedagogy of the NAES of Ukraine, 2020. http://dx.doi.org/10.32405/978-966-97763-9-6-2020-119-121.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Shi, L. "Intercultural Communication and English Education." In 2015 International Conference on Social Science, Education Management and Sports Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ssemse-15.2015.20.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Neagu, Ana-Maria, Marta-Christina Suciu, and Maria Iuliana Dascalu. "INTERCULTURAL DIALOGUE AND INTERCULTURAL SENSITIVITY APPLICATION OF ISS-15 SCALE." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0919.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Intercultural education"

1

Abbe, Allison, and Rebecca Bortnick. Developing Intercultural Adaptability in the Warfighter: A Workshop on Cultural Training and Education. Fort Belvoir, VA: Defense Technical Information Center, November 2010. http://dx.doi.org/10.21236/ada533997.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Гарлицька, Тетяна Сергіївна. Формування міжкультурної компетентності як одна з умов запровадження європейських стандартів мовної освіти. Wschodnioeuropejski Institut Psychologii, 2022. http://dx.doi.org/10.31812/123456789/7064.

Full text

Abstract:

Статтю присвячено обґрунтуванню важливості формування міжкультурної компетентності, зокрема у студентів філологів. Реалізація міжкультурної компетентності розглядається як одна з умов запровадження європейських стандартів мовної освіти. Сучасні глобалізаційні процеси, розширення міжкультурних контактів вимагають від освітнього простору України орієнтації на виховання фахівця нового рівня – суб’єкта полікультурного простору. Професійна компетентність фахівців різних галузей стає неможливою без володіння ними міжкультурною компетентністю. Поняття «міжкультурна компетентність» розглядається в роботі як міждисциплінарний феномен та досліджується з позицій філософії, культурології, соціології, психології, педагогіки та лінгводидактики. Особливу увагу зосереджено на зв’язку культури та мови, оскільки мовні знання є інструментом пізнання іншої культури та важливою умовою міжкультурної комунікації. The article raises the problem of importance of intercultural competence forming, in particular among students of philology. The realization of intercultural competence is considered as one of the conditions for establishment of the European standards of language education. Modern globalization processes, expansion of intercultural contacts demand the Ukrainian education to be focused on the new level specialist – the subject of multicultural surrounding. Professional competence of specialists of different fields is impossible without possessing intercultural competence. The concept «intercultural competence» is considered as multidisciplinary phenomenon which is studied from different points of view: philosophical, cultural, sociological, psychological, pedagogical and linguodidactic. The main attention is focused of the connection of culture and language because language competence is the tool for another culture cognition and an important condition of intercultural communication.

APA, Harvard, Vancouver, ISO, and other styles

3

Bocarejo, Diana, Marcelo Drouet Arias, Gregory Elacqua, Carolina Méndez, and Magali Ramos. ¿Cómo reclutar mejores docentes para las escuelas interculturales bilingües?: lecciones del concurso Quiero Ser Maestro en Ecuador. Banco Interamericano de Desarrollo, August 2022. http://dx.doi.org/10.18235/0004428.

Full text

Abstract:

La Educación Intercultural Bilingüe (EIB) ha presentado grandes avances atendiendo las necesidades educativas de los pueblos y nacionalidades indígenas en los distintos países de la región. Sin embargo, pese a estos logros históricos, los sistemas educativos interculturales bilingües aún presentan importantes problemas estructurales, principalmente relacionados con bajas tasas de asistencia y altas tasas de deserción con respecto a sus pares no indígenas. Las brechas de aprendizaje también son mayores, como demuestran los resultados de las pruebas estandarizadas aplicadas a los estudiantes de las escuelas interculturales bilingües. La dotación de docentes eficaces para las escuelas interculturales bilingües resulta clave para mejorar la calidad educativa de la población indígena y cerrar las brechas de aprendizajes de sus estudiantes. A pesar de esto, existen varias investigaciones que han demostrado que estas escuelas presentan mayor escasez de docentes y, además, son espacios de concentración de docentes menos calificados. Por lo tanto, es importante fortalecer los procesos de selección y asignación de docentes hacia las escuelas del sistema intercultural bilingüe, buscando atraer maestros eficaces, por medio de acciones transparentes y equitativas. Con esta intención, Ecuador ha desarrollado el concurso “Quiero Ser Maestro Intercultural Bilingüe (QSMIB)”, diseñado exclusivamente para atender la escasez de docentes que presentan las instituciones educativas pertenecientes a los pueblos y nacionalidades indígenas del país. Este informe describe y analiza el desarrollo del concurso y presenta las principales ventajas y retos que ha enfrentado en su implementación. Por un lado, el QSMIB ha supuesto importantes avances relacionados con la certificación del conocimiento de la lengua ancestral por parte de los participantes, la adaptación de instrumentos de evaluación a los currículos propios del sistema de educación intercultural bilingüe y la focalización exclusiva en las vacantes de docentes para las instituciones de los pueblos y nacionalidades indígenas. Sin embargo, también se han revelado oportunidades para incorporar estrategias de mejora de cara a futuras convocatorias, con acciones orientadas a impulsar la formación asertiva de los aspirantes frente al fortalecimiento de sus lenguas ancestrales, a profundizar el aprendizaje de los contenidos del modelo de educación intercultural bilingüe, a adaptar mejor el diseño de los instrumentos de evaluación a los contextos de las nacionalidades indígenas y a promover la asignación oportuna de los docentes indígenas en sus propios contextos culturales y sociales.

APA, Harvard, Vancouver, ISO, and other styles

4

Jaimes, José Jairo, and Ronald Acacio Quintero. Discapacidad cognitiva en la educación superior: crítica, contexto y reflexión. Ediciones Universidad Cooperativa de Colombia, November 2023. http://dx.doi.org/10.16925/gclc.48.

Full text

Abstract:

La discapacidad cognitiva o intelectual (DC/DI) según la Asociación Americana de Discapacidad Intelectual y Discapacidades del Desarrollo (AAIDD) es dinámica y funcional, es decir, que el desempeño de un sujeto con esta discapacidad se puede reflejar en su entorno y no necesariamente desde sus rasgos clínicos, considerando que este puede desarrollar habilidades que le permitan adaptarse al medio. Se entiende por esto que una persona con DC/DI tiene la posibilidad de enfrentarse a diferentes campos de acción en su cotidianidad (laboral, educativa e interpersonal) y, en su interacción con estos, desarrollar nuevas habilidades y competencias que le ayuden a su propio crecimiento personal, lo cual se logra gracias a la inclusión que permite desde diferentes contextos brindarles oportunidades y prevenir la exclusión; es decir, la segregación ante las características de su trastorno. Por lo tanto, desde el desarrollo profesional docente, es importante reflexionar en cuanto a la formación integral en los procesos de inclusión de personas con DC/DI, con el fin de reconocer la diversidad intercultural del alumnado y, en aras de una crítica constructiva, lograr una educación de calidad basada en contextos inclusivos, donde se reconozca la diferencia y la diversidad como parte natural del ser humano.

APA, Harvard, Vancouver, ISO, and other styles

5

State of School Feeding in Latin America and the Caribbean: 2022: Executive Summary. Inter-American Development Bank, August 2023. http://dx.doi.org/10.18235/0005086.

Full text

Abstract:

This joint publication by the Inter-American Development Bank (IDB) and the World Food Programme (WFP) presents the state of school feeding programmes in Latin America and the Caribbean (LAC) as of 2022. Amidst the challenges posed by the COVID-19 pandemic and compounding challenges, the publication highlights the critical role of school feeding programs for the region. The publication offers comprehensive insights into the state of school feeding in LAC: scale, coverage, components, and impacts. It emphasizes the need to reach vulnerable children to prevent dropouts and promote holistic development. The publication emphasizes the importance of integrating health and nutrition interventions along with school meals programmes via multisectoral approaches. Key findings indicate that 80.3 million children across the region received school meals in 2022. Political commitment and investment in these initiatives is high with at least 19 countries having either a specific school feeding or school nutrition policy or law. Coverage ranges from 30 to 100 percent across the countries in the region. The publication recommends strengthening coverage and programme quality as well as regulatory frameworks, implementing local food procurement, investing in intercultural approaches, and enhancing multisectoral collaboration and partnerships. Moreover, it underscores the significance of crisis preparedness for school feeding programs, which were proven to be resilient and indispensable during the pandemic. The publication offers specific recommendations to support countries to effectively tackle challenges and ensure that school feeding programs continue to contribute to childrens development, education, and overall wellbeing.

APA, Harvard, Vancouver, ISO, and other styles

6

State of School Feeding in Latin America and the Caribbean: 2022. Inter-American Development Bank, August 2023. http://dx.doi.org/10.18235/0005080.

Full text

Abstract:

This joint publication by the Inter-American Development Bank (IDB) and the World Food Programme (WFP) presents the state of school feeding programmes in Latin America and the Caribbean (LAC) as of 2022. Amidst the challenges posed by the COVID-19 pandemic and compounding challenges, the publication highlights the critical role of school feeding programs to build human capital in the region. The publication offers comprehensive insights into the state of school feeding in LAC: scale, coverage, components, and impacts. It emphasizes the need to reach vulnerable children to prevent dropouts and promote holistic development. The publication emphasizes the importance of integrating health and nutrition interventions along with school meals programmes via multisectoral approaches. Key findings indicate that 80.3 million children across the region received school meals in 2022. Political commitment and investment in these initiatives is high with at least 19 countries having either a specific school feeding or school nutrition policy or law. Coverage ranges from 30 to 100 percent across the countries in the region. The publication recommends strengthening coverage and programme quality as well as regulatory frameworks, implementing local food procurement, investing in intercultural approaches, and enhancing multisectoral collaboration and partnerships. Moreover, it underscores the significance of crisis preparedness for school feeding programs, which were proven to beresilient and indispensable during the pandemic. The publication offers specific recommendations to support countries to effectively tackle challenges and ensure that school feeding programs continue to contribute to children's development, education, and overall wellbeing.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!