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1.
In this essay, Bruce Maxwell, David Waddington, Kevin McDonough, Andrée‐Anne Cormier, and Marina Schwimmer compare two competing approaches to social integration policy, Multiculturalism and Interculturalism, from the perspective of the issue of the state funding and regulation of conservative religious schools. After identifying the key differences between Interculturalism and Multiculturalism, as well as their many similarities, the authors present an explanatory analysis of this intractable policy challenge. Conservative religious schooling, they argue, tests a conceptual tension inherent in Multiculturalism between respect for group diversity and autonomy, on the one hand, and the ideal of intercultural citizenship, on the other. Taking as a case study Québec's education system and, in particular, recent curricular innovations aimed at helping young people acquire the capabilities of intercultural citizenship, the authors illustrate how Interculturalism signals a compelling way forward in the effort to overcome the political dilemma of conservative religious schooling.  相似文献   

2.
Schools in Greece particularly in inner-city areas, have seen a considerable increase in the number of migrant students over the past two decades. In this article, we discuss the intercultural education policy, which was introduced in 1996, in response to the migration and diversity the country has seen since the mid-1980s. We explore how policymakers and other stakeholders in the field of education have defined the notion of interculturalism and its implementation in schools. Our discussions draw on two separate studies, which used very similar tools and methods to elicit information. The article provides new insights from educators about how to respond to Greece’s diverse student population. The results not only highlight gaps between government policy and school practice, differences between traditionalists and progressivists, but also show that Greece has still a long way to go, to leave behind its ethnocentric image and fully implement intercultural education within all public schools, not only in the so-called intercultural schools.  相似文献   

3.
《Compare》2012,42(2):235-257
This article investigates discourses of intercultural education, taking as its starting point two ‘encounters’ in 2010 with contrasting aims and expectations of intercultural education. One is the launch of the 2010 Global Monitoring Report, where intercultural education is viewed as a means of overcoming marginalisation and promoting inclusion, and the other is in a rural Amazonian community context, where intercultural education serves to actively compound processes of exclusion. The article examines these discourses of intercultural education, locating them socially, culturally, politically and historically, and draws distinctions between educational analyses of diversity that emphasise identity and difference and those that prioritise interculturalism. It exposes complex and intersecting dynamics of social change and political contestation in the Amazonian ‘encounter’, which question the viability of globalised (technical-adaptive) strategies for inclusion of people whose intercultural lives are characterised by abjection and marginalisation.  相似文献   

4.
Abstract

The pluralisation of European societies has produced national and cultural diversification, increasing the need for communication and understanding to support recognition, equality, justice, self-determination and identification with others. This paper responds to the social and political challenges accompanying immigration by focusing on gender differences in intercultural competence among a selection of Danish and Norwegian secondary school students. Data came from questionnaires given to 895 students from four schools—two Danish and two Norwegian. One major finding was gender differences in intercultural competence, which is discussed using inclusive citizenship theory, gender socialization theory and feminist standpoint theory. For the control variables, cultural capital theory and intergroup contact theory were used to analyse students’ experiences of school diversity and their intercultural competence. School diversity contributed moderately to greater intercultural competence while moderate differences arose between national samples. Finally, teaching implications are discussed.  相似文献   

5.
ABSTRACT

This paper explores the attitudes of secondary-school head teachers towards religious diversity, intercultural and interreligious dialogue and the role of education in fostering intercultural and interreligious dialogue. A sample comprising 275 head teachers in Catalan secondary schools answered an online questionnaire. The results revealed attitudes which were moderately favourable towards cultural and religious diversity, more strongly favourable towards interreligious dialogue, and less favourable towards education playing a major role in managing religious and cultural diversity and in fostering interreligious dialogue. We found significant differences in head teachers’ attitudes in line with the specific features of the schools where they worked. Amongst these differences, it was noticeable that heads of religious and private–public schools had more positive attitudes towards managing religious and cultural diversity and towards education playing a leading role in promoting dialogue. Also, we identified three groups of head teachers who showed differing degrees of positivity according to the perceived religious diversity of their schools. The more diverse the school, the less favourable the attitude, and vice-versa; the most moderate favourability was also associated with the most moderate diversity.  相似文献   

6.
In 2010, the Ministry of Education and Culture (MEC) in Cyprus introduced a ‘new’ national curriculum for all public schools of the Cypriot republic. The overarching purpose of this study is to examine how the ongoing educational reform in Cyprus could set a different ideological framework, within which intercultural education may be developed and implemented. To this end, it provides a number of important insights into the intercultural dimension of the ‘new’ national curriculum by exploring the formal and the ideological levels of the curriculum. More specifically, it indicates the ways in which the ideological curriculum has been formed by the complex and often counteractive discourses of monoculturalism, multiculturalism and interculturalism due to the socio-historical context of Cyprus. The conclusions of this study assert that further research should be conducted to examine the implications pertaining to teachers’ practice and student learning with regard to intercultural education.  相似文献   

7.
The paper offers a neo‐Marxist framework of interculturalisation to accommodate the increasing cultural diversity in the internationalisation of higher education with specific reference to Chinese students in New Zealand. At present, there are few official strategies in place to provide for the needs of international students in New Zealand universities. Tolerance is often promoted to cope with differences in general, but this notion is not sufficient to embrace and encourage cultural diversity in higher education. The paper reviews neoliberal and neo‐Marxist perspectives of interculturalism/interculturalisation. In order to move beyond mere tolerance of cultural diversity, which is seen as a problem to be overcome, the paper concludes that a national and institutional policy for internationalisation in higher education should be underpinned by neo‐Marxist principles of interculturalism.  相似文献   

8.
顺应时代发展要求，培养具有跨文化交际意识和能力的人才，已成为大学英语教学的重心所在。跨文化交际是承认不同文化的差异并容许差异共存的交际行为。对母语和目的语的文化现象和深层价值观的溯源和比较将有利于跨文化意识的建立，对于大学生的人文素养的全面提高也是具有决定作用的。  相似文献   

9.
This article explores the concept of interculturalism and its complementary relationship with the Aboriginal Australian idea of ‘both ways’. The need for Aboriginal and non-Aboriginal staff to learn to be intercultural teachers and leaders, as well as the needs of the system to work interculturally to achieve educational outcomes, is emphasised. This article suggests that in order for Aboriginal and non-Aboriginal educational leaders to work within an intercultural world, new leadership capabilities must be learned and acquired.  相似文献   

10.
跨文化化:适应高等教育中文化多样性的新途径   总被引：1，自引：0，他引：1  
在分析中国和新西兰高等学府个案的基础上,本文为在高等教育国际化进程中如何适应日益增加的文化多样性提出了新途径--新马克思主义的跨文化化.笔者的个案研究表明新西兰的高等学府在满足留学生的需求方面鲜有合适的对策.笔者建议高等学府不应只是容忍文化多样性,而应在国家和教育机构政策法规的制定上重视跨文化主义的原则,发挥跨文化主义的积极作用,以更好地适应高等教育中文化多样性的形势.  相似文献   

11.
Interculturalism, in its two forms, critiques multiculturalism. A European version emphasises cultural encounter and novelty, and is relatively apolitical except for its disavowal of the national in preference for the local and the transnational. In contrast, its Quebecan counterpart gives significance to the idea of the right of a national community to use state power to reproduce itself. Whilst the former is a recognisably cosmopolitan vision I ask if the latter represents a distinctive mode of integration. The core of the article is a textual examination of two recent publications by leading public intellectual scholars in Quebec, Gerard Bouchard and Charles Taylor, respectively, including a lengthy discussion of the former’s concept of ‘majority precedence’. I argue that Quebecan interculturalism challenges multiculturalists to offer a positive view of ‘the majority’, which to date they have largely neglected to do, but which is possible within the conceptual and normative resources of multiculturalism.  相似文献   

12.
《课程研究杂志》2012,44(6):745-760
Traditional rhetoric attempts to find the available means of persuasion in public assemblies, law courts and ceremonials and is grounded in cultural values and beliefs. Traditional rhetoric supports the development of social communities and posits education as a primary means of maintaining these communities. In contrast, contemporary alternatives to traditional rhetoric recognize multiple cultural values both within and between social communities and seek larger unities that encompass but do not eradicate individual and communal differences. US rhetorician Kenneth Burke seeks syntheses among multiple and potentially competing persuasive acts, promotes educational practices of mutual respect and reciprocal learning and advocates a rhetorical theory and practice with potentially global reach. Russian literary theorist Mikhail M. Bakhtin envisions novelistic practices of polyphony, heteroglossia and carnival as modes of dialogue that embrace individual differences within larger, more complex unities. These complementary rhetorical and dialogical practices support US multiculturalism and Russian transculturalism, respectively, but they also and more significantly promote dialogue across cultural boundaries as the basis of an intercultural rhetoric and an intercultural approach to curricula across a range of disciplines.  相似文献   

13.
《Quest (Human Kinetics)》2012,64(4):416-433
ABSTRACT 

The increasing diversity of the K-12 student population presents challenges and opportunities for growth in the physical education profession. To address the cultural gap in today’s classroom, many people highlight the need to improve the intercultural competence of teachers. The focus of this article is to summarize the shifting demographics of American society, its impact on K-12 education, and how one California physical education teacher education (PETE) program is preparing pre-service teachers for the multicultural classroom. The article also outlines recommendations for PETE programs to address intercultural competence.  相似文献   

14.
隐私是人们控制及调节与他人交往的机制,在当前文化多元化和文化全球化的进程中,隐私问题已成为人们日益关注的问题。在跨文化交际中,由于东西方文化差异而引起的人们的隐私观的差异,是造成交流障碍的因素之一。  相似文献   

15.
ABSTRACT

This paper explores the tensions that exist between the recognition of the importance of ethnicity and culture for individual and group identities without essentilisation, by reframing conceptualisations of multi- and interculturalism. Drawing from our ongoing ethnography conducted with a research community of Alaska Native PhD candidates involved in participatory action research, we examine how situated and multiple positionalities enacted through participation in Engeström’s concept of an ‘activity system’ can: (a) contribute to the ‘doing’ of ethnography and provide an analytic framework for ethnographic research; and, (b) contribute to understandings of multi- and intercultural education that promote the questioning of hierarchical power structures through dialogue aimed toward equity and social justice.  相似文献   

16.
EDUCATION, INTERCULTURAL DIALOGUE AND THE INFORMATION SOCIETY – The present study examines the contribution of education to developing the potentials of intercultural dialogue. The author reflects on educational means for distinguishing between, on one hand, universalization and, on the other, the elimination of particularity at a time of increasing cultural exchange. He presents some thoughts on the fundamentals of ethics for intercultural dialogue at school, examining difficulties in multicultural dialogue or its eventual risks. The study also addresses the conditions for producing and spreading educational messages, their quality, and the content necessary for reinforcing dialogue, as well as the interconnections between education and technology. Finally, the author identifies possible ways to avoid transforming dialogue into an ideological instrument or accepting an exclusive economic, financial or technical logic.  相似文献   

17.
从事数码新媒体艺术的研究与学习,软件并不是终结者。人与机器的关系、人与社会的关系、人与生活的关系,乃至不同学科,不同技术之间的关系,只有通过学科文化这个特殊的载体,才能将机器、地域、人的精神与情感、文化与思想上升到进行自由的对话与融合这样一个境界,才能在不同的领域找到契合．点。文章从新媒体艺术专业的生存语境和发展应对策略的认识来关注这一全新的专业。提出了价值取向的专业定位和培养目标,以及专业建设应注重的四个要义。  相似文献   

18.
Immigration is an integral phenomenon of our globalising world. The increasing flow of people creates new challenges for educational institutions and workplaces. The purpose of this article is to address challenges that vocational teachers face with diversity at colleges and workplaces. Two research questions are addressed: how do teachers prepare immigrant students for working life? What challenges related to intercultural competence do teachers preparing immigrant students for working life face? The theoretical background lies in cultural–historical activity theory, developmental work research and in the concept of intercultural competence. The change laboratory method used in study is a formative intervention method evolved within developmental work research. The data comprised two change laboratories organised at the same vocational college in 2001 and 2011. The results showed that teachers’ work with multicultural students and groups can be developed by following five perspectives: preparation, reflection, contribution, guidance and responding. Intercultural competence is constructed contextually and is intertwined with activities such as teaching, facilitating students’ learning and cooperating with workplaces. The participants of the change laboratories experienced it as a good instrument for their intercultural work. Based on the results, some implications are suggested.  相似文献   

19.
The paper examines the debate taking place in Peru, and also more generally in South and Central American countries with large indigenous populations, on the nature of interculturality and intercultural education. It investigates concepts fundamental to interculturality such as democracy and equality and asks what they mean in the context of the Peruvian state, civil society and the indigenous movement. It questions whether an interculturality based in apolitical calls for dialogue and respect for cultural and linguistic plurality can meet the needs of indigenous peoples and their daily confrontations with oppressive and unequal intercultural relations. Taking Peru as an example, it investigates the possibilities for the development of an interculturality that is characterised by equality and participation and which enables indigenous peoples to have greater control over their lives. It then briefly examines the nature of the intercultural lives of the Harakmbut of SE Peruvian Amazon and a new indigenous intercultural education programme which the Harakmbut hope will help them address the inequalities and exploitation which they face.  相似文献   

20.
EDUCATION, INTERCULTURAL DIALOGUE AND THE INFORMATION SOCIETY – The present study examines the contribution of education to developing the potentials of intercultural dialogue. The author reflects on educational means for distinguishing between, on one hand, universalization and, on the other, the elimination of particularity at a time of increasing cultural exchange. He presents some thoughts on the fundamentals of ethics for intercultural dialogue at school, examining difficulties in multicultural dialogue or its eventual risks. The study also addresses the conditions for producing and spreading educational messages, their quality, and the content necessary for reinforcing dialogue, as well as the interconnections between education and technology. Finally, the author identifies possible ways to avoid transforming dialogue into an ideological instrument or accepting an exclusive economic, financial or technical logic.  相似文献   

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