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Journal articles on the topic 'Intercultural education'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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

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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.

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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.

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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.

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Szczurek-Boruta, Alina. "Intercultural Education in Cieszyn Silesia." American Journal of Educational Research 2, no. 3 (March 9, 2014): 154–58. http://dx.doi.org/10.12691/education-2-3-8.

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Mitchell, Lize-Mari. "Intercultural Competence: Higher Education Internationalisation at the Crossroads of Neoliberal, Cultural and Religious Social Imaginaries." Religions 14, no. 6 (June 19, 2023): 801. http://dx.doi.org/10.3390/rel14060801.

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As the world is becoming more globalised, intercultural competence development within higher education is at a crossroads between the competing aims of neoliberal and cultural social imaginaries. On the one end, the global market demands graduates that are interculturally competent. Higher education is attempting to meet this demand with internationalisation endeavours, specifically virtual exchange programmes. There exists a widely held assumption that these programmes will lead to intercultural competence development. However, this article questions this assumption due to the neoliberal hegemony within which higher education functions, which emphasises market rationales. This is placed in contrast to intercultural competence development within a humanistic educational setting, which emphasises cultural pluralism. A strong link is drawn between the importance of intercultural competence and the ability of graduates to navigate diverse cultural social imaginaries. This paper argues that the neoliberal social imaginary poses a risk of trivialising the humanistic meaning of intercultural competence development in higher education to mere neoliberal cosmopolitan capital for the human consumer.

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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 (October 29, 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 still prevail not only in mainstream intercultural communication research but also in institutional discourses in HE and in popular discourses as articulated by the people who sit—or have once sat—in our classrooms. In this editorial and Special Issue, we approach intercultural communication from a critical angle, akin to the theorization of interculturality as a discursive and contingent, unstable and contradictory, political and ideological construct. We are thrilled to see this approach gain ground in the field of intercultural communication. However, at the same time, we are worried that the terrain of intercultural communication teaching across HE settings has become quite unruly and is characterized by pedagogical solutions that do not have a stable connection to state-of-the-art theory, and that might lead to naive, simplistic, and essentialist understandings of ‘culture’ and ‘the other’.......

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Lourdunathan, Antony Christy. "Intercultural Theology Competence for an Intercultural Faith Education." Religions 13, no. 9 (August 30, 2022): 806. http://dx.doi.org/10.3390/rel13090806.

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The article begins with clarifying what an Intercultural Faith Education would mean in a global culture that seems to be growing more pronounced in its pluralistic nature. Taking for granted the evident fact that Intercultural theology is the bedrock for a faith education in an intercultural context, it seeks to enumerate certain specific Intercultural theology competences that can render the process of intercultural faith education possible, significant and feasible. From a catechetical or faith education point of view, it analyses the three perspectives of faith that intercultural theology should promote, namely, the dialogic personalisation of faith, the prophetic challenging of faith and the cohesive exchange of faith—corresponding to personal and interpersonal dimensions, communitarian and social dimensions and expressive and missionary dimensions of faith, respectively. Each of these three perspectives declinate themselves into at least three specific competences, amounting to nine practical competences in all: comparative understanding, critical interpretation, cultural collaboration, the recognition of power equations, the ratification of identity formation, the recommendation of theological bonum, equality of expression in faith, an eagerness to learn and empathy in engagement. Interpreting each of these competences and their distinctive contributions, the article configures the foundational framework of intercultural theology for intercultural faith education in terms of these competences.

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Neves, Fagner Henrique Guedes, and Paulo Pires de Queiroz. "EDUCAÇÃO INTERCULTURAL EM SAÚDE: UM DEBATE DESEJÁVEL À FORMAÇÃO DOCENTE." Investigações em Ensino de Ciências 27, no. 3 (December 28, 2022): 178–97. http://dx.doi.org/10.22600/1518-8795.ienci2022v27n3p178.

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O artigo relata pesquisa empreendida acerca da educação intercultural em saúde na escola básica e da formação crítico-reflexiva de professores de Ciências. O estudo teve por objetivo analisar os efeitos do desenvolvimento de dinâmicas dialógicas interculturais nas ideias sobre a saúde e a educação intercultural cultivadas por professores de Ciências do ensino fundamental de ambos os segmentos. Para tanto, a investigação se assentou em processos de pesquisa-ação numa escola pública da Região Metropolitana do Rio de Janeiro, organizados em etapas de diagnóstico, intervenção e avaliação dos achados. A pesquisa demonstrou a educação intercultural em saúde como uma aposta não só altamente possível como também desejável a um ensino que seja pensado como uma práxis crítico-reflexiva.

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Arias-Ortega, Katerin, Viviana Villarroel-Cárdenas, and Segundo Quintriqueo-Millán. "Voces de personal docente universitario sobre necesidades de formación profesional intercultural en la Araucanía, Chile." Revista Electrónica Educare 27, no. 2 (April 28, 2023): 1–18. http://dx.doi.org/10.15359/ree.27-2.16296.

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Objetivo. Exponer resultados de investigación sobre las necesidades de formación profesional intercultural en la docencia universitaria en contextos de colonización, desde las voces de sus docentes. Esto, para promover el desarrollo de planes de investigación sobre docencia en interculturalidad y estrategias de enseñanza apropiadas, entre los sujetos encargados de formar a nuevos grupos profesionales en las distintas áreas disciplinarias. Metodología. Cualitativa de tipo descriptiva, participaron nueve personas académicas universitarias, quienes, a través de una entrevista semidirigida, relevan las necesidades, los ejes y contenidos de formación profesional que necesitan en perspectiva intercultural. Se consideró la técnica de análisis de contenido. Resultados. Dan cuenta de la necesidad de ampliar el conocimiento a nivel teórico, metodológico y práctico que el personal docente formador de las nuevos grupos profesionales tienen acerca de la interculturalidad. Esto les permitiría resignificar la formación profesional desde un enfoque educativo intercultural. Discusión. Es urgente que la formación profesional transite a una perspectiva intercultural que se constituya en una herramienta de cambio y de innovación para la transformación y mejora de los contextos sociales y educativos indígenas e interculturales. Asimismo, es urgente explorar los vacíos que emergen en la formación profesional intercultural y cómo se construye su identidad profesional.

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Mehdaoui, Ahmed. "An Assessment of Undergraduate EFL Students’ Intercultural Competence at Ibn Khaldoun University of Tiaret." Arab World English Journal, no. 1 (January 20, 2023): 144–56. http://dx.doi.org/10.24093/awej/comm1.11.

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Today’s education places a strong emphasis on helping students become interculturally competent. Given its significance, the current study aims to evaluate the development of intercultural competence of undergraduate EFL students at the Ibn Khaldoun University of Tiaret. Because there are not many studies assessing or how to assess university EFL students’ intercultural competence in Algeria, it is necessary to research how much intercultural competence is incorporated into the current university English education program. Thus, the main question addressed is whether Algerian undergraduate EFL students have intercultural competence. To address this question, 36 third-year English major students at the Ibn Khaldoun University of Tiaret were randomly chosen to participate in the study. The measurement tool was a questionnaire with inquiries regarding the following three intercultural competence dimensions: attitudes, knowledge and skills. The findings of this study showed that although the participants’ intercultural attitudes and knowledge are high, they lack the intercultural skills that are essential for attentive intercultural speakers to interpret and use appropriate expressions associated with the cultural environment. As a result, this study strongly recommends that it is crucial to incorporate all the elements of intercultural competence in the current English curriculum at Algerian universities.

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Onestini, Cesare. "Intercultural Education within European Education Programmes." European Journal of Intercultural studies 6, no. 3 (January 1996): 49–53. http://dx.doi.org/10.1080/0952391960060306.

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Frisancho, Susana, and Guillermo Enrique Delgado. "Moral education as intercultural moral education." Intercultural Education 29, no. 1 (January 2, 2018): 18–39. http://dx.doi.org/10.1080/14675986.2017.1405214.

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김정혜. "Intercultural Education Through Novel." Journal of the society of Japanese Language and Literature, Japanology ll, no. 42 (August 2008): 189–206. http://dx.doi.org/10.21792/trijpn.2008..42.010.

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Pascua, Isabel. "Translation and Intercultural Education." Meta 48, no. 1-2 (September 24, 2003): 276–84. http://dx.doi.org/10.7202/006974ar.

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Abstract This paper deals with translated Canadian multicultural literature written for children and its reception in an intercultural education context in Spanish schools. In the first part of the paper I will introduce intercultural education. In the second part, I will examine the role of the translator working in a multicultural environment where texts are written in one language (English) in one country (Canada), then translated into another language (Spanish) and published in Spain. I will also look at the reception of these translations as well as the strategies translators should use to maintain the otherness of the original texts.

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Skubic-Ermenc, Klara. "Intercultural dimensions of education." Nastava i vaspitanje 65, no. 1 (2016): 7–16. http://dx.doi.org/10.5937/nasvas1601007s.

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Chira, Rodica Gabriela. "TALES AND INTERCULTURAL EDUCATION." Journal of Linguistic and Intercultural Education 11, no. 2 (December 15, 2018): 41–56. http://dx.doi.org/10.29302/jolie.2018.11.2.3.

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Niziołek, Katarzyna. "Intercultural education through art." Pogranicze. Studia Społeczne 17, no. 1 (2011): 149–63. http://dx.doi.org/10.15290/pss.2011.17.01.11.

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Reich, Hans H. "Intercultural Education in Germany." European Journal of Intercultural studies 4, no. 3 (January 1993): 14–24. http://dx.doi.org/10.1080/0952391930040303.

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Campani, Giovanna. "Intercultural Education in Italy." European Journal of Intercultural studies 4, no. 3 (January 1993): 44–53. http://dx.doi.org/10.1080/0952391930040306.

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Rosen, Harold. "Narrative in Intercultural Education." European Journal of Intercultural studies 10, no. 3 (November 1999): 343–53. http://dx.doi.org/10.1080/0952391990100319.

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Hadjisoteriou, Christina, and Panayiotis Angelides. "Intercultural education in situ." Journal for Multicultural Education 10, no. 1 (April 11, 2016): 33–52. http://dx.doi.org/10.1108/jme-03-2015-0006.

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Purpose The overarching purpose of this paper is to explore the transformation of intercultural education in Cyprus in the context of European integration. More specifically, it indicates the ways in which intercultural policy has been formed by complex and often counteractive influences. The analysis draws upon policy documents collected from the Ministry of Education and Culture (MEC) and interviews carried out with Cypriot policy-makers. Europe has come to play an important role in the development of Cypriot intercultural policy by becoming a mechanism of pressure for educational change. Through monitoring processes, Europe has indicated problems deriving from the culturally pluralistic character of the Cypriot society that should be addressed by national policies. In this context, Cyprus has initiated an educational reform, including a reform of the national curriculum towards a more intercultural orientation. Nonetheless, the findings of this research assert that there is a gap between policy rhetoric and practice. Design/methodology/approach This study reports on an analysis of the policy dynamics influencing intercultural education in the Greek–Cypriot context. The authors aim to examine the context and content of educational policies and directives which have been initiated and/or developed at the Greek–Cypriot level. To this end, the authors drew upon policy documentary and data derived from interviews conducted with Greek–Cypriot policy-makers and education officers. Findings It appears that intercultural education became an important part of the state’s rhetoric. Cyprus has initiated an educational reform, including a reform of the national curriculum towards a more intercultural orientation. Therefore, since 2008, the state and particularly the MEC have replaced the previously used term of multicultural education with the rhetoric of intercultural education and inclusion as the preferable educational responses to immigration. Research limitations/implications The findings of this study suggest that the development of intercultural education requires the re-conceptualisation and re-structuring of the Cypriot educational system and schooling. The state should adopt a balanced governance model between school autonomy and centralised management. Practical implications This paper can help schools and teachers to improve their intercultural education approach. Social implications The findings could be helpful for improving the intercultural education policy in Cyprus. Originality/value These research finding are the first that deal with intercultural education policy in Cyprus.

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Green, Paula. "Intercultural Education for Peacebuilders." Anthropology News 48, no. 8 (November 2007): 8. http://dx.doi.org/10.1525/an.2007.48.8.8.

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Forward, Martin. "Book Reviews : Intercultural Education." Expository Times 103, no. 10 (July 1992): 319. http://dx.doi.org/10.1177/001452469210301035.

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Coulby, David. "Intercultural and comparative education." Intercultural Education 23, no. 5 (October 2012): 465–66. http://dx.doi.org/10.1080/14675986.2012.728044.

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Ydesen, Christian. "Intercultural policies and education." Intercultural Education 24, no. 5 (October 2013): 498–500. http://dx.doi.org/10.1080/14675986.2013.843242.

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Broadbent, John. "Linguistics for intercultural education." Intercultural Education 25, no. 1 (January 2, 2014): 70–72. http://dx.doi.org/10.1080/14675986.2014.883157.

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Bystray, Yelena, Elena Вaronenko, Larissa Belova, Julia Raisvich, and Tatiana Shtykova. "DETERMINANTS OF INTERCULTURAL EDUCATION." Humanities & Social Sciences Reviews 7, no. 6 (December 23, 2019): 946–53. http://dx.doi.org/10.18510/hssr.2019.76141.

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Purpose of the study: The article aims to identify the determinants of intercultural education and describe their essence. Methodology: The authors used the cluster of methods: the diagnostics of cultural identity and a foreign cultural-reflexive position in communication with representatives of other cultures, the analysis of activity-related products, rapid assessment questionnaire "Tolerance index", questionnaire. The study comprised 135 students of the South Ural State Humanitarian-Pedagogical University (Chelyabinsk, Russia). Main Findings: The authors have determined typical features and target-oriented aspects of intercultural education and presented them in the form of a matrix. The authors have also developed and tested the course "Basics of intercultural communication", considered the formation of the cultural self-identity and foreign culture-reflexive position of students, as well as their tolerance index and types of ethnic identity. Applications of this study: The study results can be used in teaching courses concerned with problems of intercultural communication to students of foreign language faculties, international faculties, and other humanities faculties. The research materials are of scientific significance for undergraduate and graduate students working on their dissertations. Novelty/Originality of this study: The study novelty is as follows.: At the theoretical level, it determines the typical features and determinants of intercultural education. At the practical level, it introduces and tests the course "Fundamentals of intercultural communication". It analyzes the formation of the cultural self-identity and foreign cultural-reflexive position of students, as well as their tolerance index and types of ethnic identity.

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Leeman, Yvonne, and Guuske Ledoux. "Teachers on intercultural education." Teachers and Teaching 11, no. 6 (December 2005): 575–89. http://dx.doi.org/10.1080/13450600500293258.

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Nestian Sandu, Oana. "Civic and Intercultural Education." SAGE Open 5, no. 2 (April 8, 2015): 215824401558037. http://dx.doi.org/10.1177/2158244015580371.

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Razum, Ružica, and Marija Jurišić. "Methodical Approaches to Intercultural Education in Confessional Religious Education in the Republic of Croatia." Religions 13, no. 11 (November 17, 2022): 1112. http://dx.doi.org/10.3390/rel13111112.

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After many years of neglecting the religious dimension within intercultural education, today there is a broad consensus in Europe that religious education represents an important dimension in the intercultural education of young people. Awareness of the connection between intercultural and interreligious learning is becoming increasingly stronger and more present. One of the important questions related to intercultural education in general, and especially to the religious dimension of that education, relates to the qualification of the confessional religious education teachers with regard to the achievement of intercultural goals and especially the qualification to develop intercultural competence in students. This paper consists of two parts. The theoretical part elaborates on issues related to the development of intercultural competence in confessional religious education. The second part presents some of the results of the quantitative research (descriptive statistics methods were used), which was carried out in the Republic of Croatia and aimed to examine the attitudes and opinions of religious education teachers regarding the necessary intercultural competence for work in schools. The results have revealed that religious education teachers highly value the development of intercultural competence in students, as well as great motivation and openness of religious education teachers of confessional classes for the development of intercultural education. At the same time, they point to the relative scarcity of methods within religious teaching that promote intercultural and interreligious learning.

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Sándorová, Zuzana. "Developing Intercultural Competence at Slovak Secondary Schools." Journal of Intercultural Communication 21, no. 3 (July 12, 2022): 1–13. http://dx.doi.org/10.36923/jicc.v21i3.17.

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The importance of developing intercultural competence as one of the key competences in today’s rapidly changing and multicultural society has been spoken of often. The requirement of preparing interculturally competent communicators has therefore become one of the goals of today’s foreign language education. The aim of the present paper is to shed light on the practice of fostering intercultural skills in teaching English as a foreign language at Slovak secondary schools. The findings of the research, including observations of lessons, interviews with teachers, as well as analysis of teaching materials, reveals that the development of intercultural competence is still not integrated into foreign language education in Slovakia.

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Rudik, Z. F., and N. F. Nemchenko. "Оn developing intercultural citizenship in education." Bulletin of Shokan Ualikhanov Kokshetau University. Philological Series 2022, no. 3 (September 30, 2022): 126–33. http://dx.doi.org/10.59102/kufil/2022/iss3pp126-133.

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This scientific article is a review of the literature on the definition of the concept of intercultural citizenship. The article considers the emergence and origin of intercultural communication, its impact on modern foreign language education. The concepts of citizenship are discussed from different points of view. The definition of intercultural citizenship as an important aspect of modern foreign language education is given. The paper considers the component composition of the concept of intercultural citizenship in the context of education. Also, the authors propose components that should be included in the concept of intercultural citizenship. Moreover, it describes the expected stages of the formation of communication skills and abilities that reflect these components, and also reflects the logarithm of constructing a block of tasks on this aspect. Key words: intercultural citizenship, citizenship, intercultural communication, foreign language education

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Castellano Pérez, José Luis. "Competencias interculturales en Servicios de Orientación para el desarrollo de la carrera." REOP - Revista Española de Orientación y Psicopedagogía 16, no. 1 (January 28, 2014): 13. http://dx.doi.org/10.5944/reop.vol.16.num.1.2005.11360.

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RESUMENSe presenta un modelo de análisis de competencias interculturales en el área de conocimiento de la orientación adaptado a los servicios de orientación en universidades a distancia europeas. Tanto servicios como profesionales trabajando en ellos son foco del análisis. En primer lugar, se procede a un acercamiento al concepto de competencia. En segundo lugar, se comenta lo que desde el contexto norteamericano se ha hecho en orientación para el desarrollo de la carrera y se comenta el estado actualde la investigación en orientación intercultural. A continuación se presenta un modelo de competencias interculturales, explicamos su necesidad y comentamos brevemente los resultados de la investigación en torno a este tópico en Europa.ABSTRACTIt is presented a model of intercultural competencies analysis within the general knowledge area o fcounselling focused on counselling services at European distance universities. Services as well as practitioners working in them are themes of the analysis. First of all, it is presented a competence concept. On the other hand, it is commented what from the North American context has build up in career counselling. Third, it is offered an insight of the research situation in intercultural counselling. Finally, it is presented an intercultural model of competencies and it is briefly explained and commented last results of the research on this topic.

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Radeck, Ereni. "INTER/MULTICULTURAL EDUCATION." Revista Gênero e Interdisciplinaridade 5, no. 02 (April 3, 2024): 120–36. http://dx.doi.org/10.51249/gei.v5i02.1977.

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Introduction: Reflection on the possibilities and intercultural challenges encountered in the pedagogical work of integrating teachers, specifically in the assistance provided to high school students, leads us to studies that seek to identify interfering factors or pedagogically outdated models being followed. This article presents a contribution to the study of intercultural teacher education, aiming to enhance knowledge through a literature review on the relevance of cultural conceptions. Furthermore, it seeks to innovate and propose new pedagogical models to address the challenges of interculturality, both in the behavior and professional practice of integrating teachers. Objective: To address the intercultural challenges present in the context of inclusive education, especially in the assistance provided to students with disabilities. This text is based on research by authors who contribute to theoretical understanding, assisting in applied classroom practice. The research primarily aims to answer the question: How does intercultural education contribute to pedagogical practice, considering public policies? Results: Through studies, projects, reflections, and research, it is evident that the debate on intercultural education is gaining prominence in Latin American societies. In this scenario, it is essential to promote interventions to ensure that government and academic community policy initiatives, in proposing degree courses, foster critical intercultural education capable of intervening in societal transformation and construction. Conclusion: Therefore, there is a need for pedagogical resources, teacher training to better serve students and connect with learning, as well as proper assessment of children.

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Petrushenko, Yu M., Т. А. Vasilyeva, H. О. Shvindina, Т. М. Mayboroda, and K. O. Zaichyk. "THE EUROPEAN UNION EXPERIENCE REGARDING THE EDUCATION POLICY FOR INTERCULTURAL CITY DEVELOPMENT." Vìsnik Sumsʹkogo deržavnogo unìversitetu, no. 1 (2019): 149–53. http://dx.doi.org/10.21272/1817-9215.2019.1-20.

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The article analyzes the trends of the European Union's education policy in the field of intercultural dialogue and intercultural development. The chronology of the intercultural education, the transformation of the terms interculturalism is presented, the main legislative acts of the Council of Europe, European conventions, UNESCO documents are analyzed. The basic principles of intercultural education, which form the basis for the development of appropriate education policies, are summarized. The paper proposes the next stage of the interculturalism evolution – the intercultural cities network movement. Sumy city has joined the network but there is a new stage of intercultural education is needed. Keywords: intercultural dialogue, education policy, Council of Europe, intercultural urban development, intercultural education, intercultural cities network.

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Bautista-García-Vera, Antonio, Laura Rayón-Rumayor, and Ana María de-las-Heras-Cuenca. "Value of Audiovisual Records in Intercultural Education." Comunicar 20, no. 39 (October 1, 2012): 169–76. http://dx.doi.org/10.3916/c39-2012-03-07.

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This article discusses the possibilities of audiovisual records as research data in intercultural relationships, or those that allow us to understand the Other. The research aims to contribute to the theory that is being developed on the nature and value of narratives in photographic and video representation and analysis of basic realities of teaching that are difficult to capture and quantify. Specifically, we examine whether audiovisual recording is a good tool for gathering and analysing information about intentions and interpretations contained in human relationships and practices. After presenting some epistemological and methodological dilemmas such as the crisis of representation in the social sciences or the «etic-emic» conflict and proposing some solutions taken from audiovisual anthropology, we analyse the nature of intercultural relationships in two schools –ethnographies– that support the study completed in 2011 and funded by the Spanish Ministry of Science and Innovation: the use of visual narratives as a substrate of intercultural relationships between culturally diverse kindergarten and primary education pupils. As an example, we describe how we discovered some categories that allow us to understand the universe of meanings that make sense of, determine and shape their cultural relations. Finally, we describe the contributions of NVivo 9, a software package that facilitates the analysis of photo and video recordings and narratives.Este artículo analiza las posibilidades de los registros audiovisuales como datos en la investigación sobre relaciones interculturales, o aquellas que van dirigidas al conocimiento del otro. Pretende contribuir a la teorización sobre el valor de las narraciones fotográficas y videográficas en la representación y análisis de realidades de la enseñanza que son difíciles de captar y cuantificar. Concretamente, estudiamos si el registro audiovisual es una buena herramienta para recoger y analizar información situada sobre las intenciones e interpretaciones contenidas en las relaciones humanas. Después de presentar algunos dilemas epistemológicos y metodológicos, como la denominada crisis de la representación en ciencias sociales o el conflicto «etic-emic», y de plantear algunas soluciones dadas desde la antropología audiovisual, analizamos la naturaleza de algunas situaciones de educación intercultural recogidas en los dos colegios –etnografías– que soportan el estudio finalizado en 2011 y financiado por el Ministerio de Ciencia e Innovación de España, sobre el uso de narraciones audiovisuales como sustrato de las relaciones entre el alumnado diverso culturalmente de educación infantil y primaria. A modo de ejemplo, describimos cómo hemos llegado a algunas de las categorías o constructos que llevan a entender el universo de significados que dan sentido a la vez que condicionan y configuran las relaciones interculturales de esos centros. Finalmente, describimos las aportaciones de algunas herramientas del software NVivo 9 en el análisis del contenido de registros y narraciones foto-videográficas.

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Smoter, Katarzyna. "Understanding Diversity: Antidiscrimination Education and Intercultural Education." Journal of Vasyl Stefanyk Precarpathian National University 5, no. 1 (April 25, 2019): 73–79. http://dx.doi.org/10.15330/jpnu.5.1.73-79.

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The issue of social exclusion and the consequences of this process for members of minority groups is becoming increasingly important in the field of education. The answers to this state are the postulates of anti-discrimination education and intercultural education. It is worth reflecting what common features, and what are the differences between the two approaches? How can we define the interrelationships between the intercultural education and anti-discrimination education? In this article the two approaches are mentioned as: “the two sides of the same coin” and also as: “anti-discrimination education as a specific continuation of intercultural education ... and vice versa”, or as a result of seeing different problems “being together in manifold world”. These different reviews of the problem generate different consequences for understanding these two approaches. Their association may be present in a variety of events and initiatives at both school and other institutions of education and socialization among children, adolescents and adults

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Wyant, James D., Lara Killick, and Kristi Bowen. "Intercultural Competence: Physical Education Teacher Education Recommendations." Quest 71, no. 4 (November 15, 2018): 416–33. http://dx.doi.org/10.1080/00336297.2018.1542320.

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Norberg, Katarina. "Intercultural education and teacher education in Sweden." Teaching and Teacher Education 16, no. 4 (May 2000): 511–19. http://dx.doi.org/10.1016/s0742-051x(00)00008-1.

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Rahmawaty, Anisa, Lenny Kartini, Silvi Noviani Agustin, Ratna Andhika Mahaputri, and O. Suzana Rahman. "Speaking Interculturally in the Era of Global Englishes: Voices from Indonesian English Language Teacher Educators." Revista de Gestão Social e Ambiental 18, no. 7 (June 12, 2024): e06967. http://dx.doi.org/10.24857/rgsa.v18n7-120.

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Objective: The objective of this study is to investigate the Indonesian English language teacher educators’ understanding, preferences, and challenges in preparing future English teachers to be able to speak interculturally in the Global Englishes era. Theoretical Framework: The theoretical framework of this study emphasizes how crucial it is to comprehend both the conceptualizing intercultural speakers and the global English era to analyze intercultural speakers' competency in the global English context. Method: The study examined the issue among English language teacher educators working in a teacher education study program of a private university in West Java, Indonesia. Using open- and closed-ended questions distributed to the participants via Google Forms. Results and Discussion: The results obtained reveal that preparing future English teachers to be intercultural speakers who can teach both language and culture is urgent. Integrating cultural aspects and developing intercultural communicative competence is a must. However, teacher educators believe they are not yet ready to be globally competent and become intercultural speakers. Research Implications: This study contributes to the teacher education program by providing valuable information about effective language learning strategies, especially in teaching speaking and intercultural communication.

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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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Hysenaj, Valdet, and Hasan Mujaj. "Language education and intercultural style." Technium Social Sciences Journal 19 (May 8, 2021): 186–90. http://dx.doi.org/10.47577/tssj.v19i1.3343.

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Language education in the state of Kosovo is not given due attention during schooling at all levels of education. A major flaw in education at the country level. Language education is a broad, very broad and highly contemplative notion. It captures a long range of sub-factors of personality formation, so it is not just a matter of language, but also of other components of various social activities. However, the state does not deal with this major identity issue because the statesmen, ministers, deputies, etc. themselves. they do not know how to write no or no, nor to discuss according to the laws of the standard Albanian language. Very big surprise! For any criticism.

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Guntermann, Gail, Dennis Ager, George Muskens, and Sue Wright. "Language Education for Intercultural Communication." Modern Language Journal 80, no. 1 (1996): 112. http://dx.doi.org/10.2307/329077.

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