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Peta Salter Jacinta Maxwell 《Discourse: Studies in the Cultural Politics of Education》2018,39(1):15-30
The structure of the Australian national curriculum encompasses engagement with ‘intercultural education’. Significantly, the context from which the curriculum was developed was heavily influenced by a multiculturalist ideology in which notions of cohesion and harmony were dominant. Therefore, those working with the curriculum need to understand the limited ways in which ideas of ‘diverse’ culture might be constructed. As a cultural text this curriculum is a place of encounter between teachers and the various influences on the curriculum document itself. We assert that the perpetuation of ideographs in the context and text of the curriculum, underpin how ‘intercultural understanding’ is positioned in the Australian Curriculum, and limit the narrative possibility of this encounter. It is essential to identify and interrogate such ideographs if we are to be cognisant of the complex politics of national curriculums and opportunities to ‘re-open’ the place for encounter. 相似文献
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Albeit indispensable to understanding human action, the concept of culture has suffered from excessive enthusiasm in the fields of intercultural education as well as in intercultural teacher training, leading too often to culturalist stances. These excesses of intercultural education and training as well as their contradictory message (between praising and minimising – even ignoring – culture and cultural differences) have led some scholars to advocate for the abandonment of the concept of culture altogether. Rather than this radical and counterproductive approach, we propose a heuristic tool: the dialectical square of cultural difference, as well as three metaphors of culture, that should help teacher educators to foster a dynamic and complex understanding of culture and cultural difference among pre- and in-service teachers. 相似文献
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Fred Dervin 《欧洲师范教育杂志》2015,38(1):71-86
The ‘intercultural’ is now omnipresent in most departments of teacher education in Europe and elsewhere. It can be implemented under the guise of, amongst others, multicultural, transcultural, global and/or development education. In this paper, I problematise post-intercultural teacher education. The context of this study is that of Finnish education. Famed worldwide for its ‘miraculous’ educational system, Finland is rarely talked about for dealing with diversities in education. In this article, I explore the impact of a course on ‘multicultural education’ given to a cohort of ‘local’ and international student teachers studying to become Newly Qualified Teachers. I taught the course myself and decided that since only 8?h would be devoted to the issue of interculturality, the course would have to help the students to learn to develop quickly critical competences towards the many and varied approaches to diversities that are ‘available on the market’. The methodology rests on the use of a documentary on ‘extreme’ intercultural dialogue that the students discussed at the end of the course. Set in Israel, the documentary follows a class in a multicultural school in Tel Aviv during the second Gaza War in 2008–2009. I hypothesise that the documentary, which is often conflictual, would help me to evaluate the students’ learning and how they discuss and problematise such a case of ‘intercultural dialogue’ in education and relate it to their future practice. 相似文献
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Nektaria Palaiologou 《Compare》2012,42(4):563-584
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
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ABSTRACTThis research study focuses on the ways in which teachers’ professional identity is being shaped and influenced in ‘super-diverse’ school settings. For the purposes of this research, we used the Cyprus educational system as our case study to investigate how teachers experience the enactment of intercultural education at the school level. To this end, 20 interviews were carried out along with 11 female and 9 male teachers of 10 primary schools, which presented diverse profiles of their student populations. Research data revealed that teachers’ professional identity and its underpinning constructs such as emotions, job satisfaction, professional commitment, autonomy and confidence were constantly challenged and negotiated within the changing educational setting. Contextual and professional factors such as work intensification, lack of training and resources, lack of respect and negligence of teachers’ previous experiences, ideologies, values and beliefs were found to affect teachers’ identity and consequently intercultural policy enactment. Therefore, the case is made that the complexity of professional identity needs to be taken into account by policymakers because teachers are the ones who embrace, reinterpret and develop the curriculum. The way and degree to which teachers understand, adjust, perceive and enact on educational policies are affected by the extent to which these policies interact with and challenge existing identities. 相似文献
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Guro Hansen Helskog 《Educational Action Research》2013,21(3):340-362
The empirical basis of this article is the reconciliation process in a destructive conflict between students of different cultural and religious backgrounds in upper secondary education in Norway. The Dialogos approach to dialogical philosophizing was tried out through an action research process in order to bring about reconciliation, letting the students explore existential, ethical, religious and emotional topics together. The empirical reconciliation process is discussed in relation to elements of the philosophical concept Bildung, aiming at answering the following overarching questions: how did the movement from conflict to reconciliation come about through the action research process; to what extent might the Reconciliation Project be understood as a process of Bildung towards human maturity and wisdom; and how might philosophical dialogues become an institutionalized part of interreligious and intercultural education? 相似文献
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This paper reports on the results of a narrative-grounded investigation ofstudent teachers' intercultural experiences and learning during their teaching practice. Our interest is in the meaning of the intercultural contact zone and how education for diversities is conceptualised and reflected upon in Finnish teacher education. Critical event narratives were collected from 10 kindergarten student teachers' teaching practice portfolios where the focus was on observing and reflecting on diversities in education. Theoretically, the study relies on Pratt's theory of contact zone. The methods and conditions for supporting student teachers' understanding of diversities in teacher education are discussed. 相似文献
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Neil Murray 《International Journal for Academic Development》2016,21(3):166-177
Higher education institutions around the world are educating an increasingly diverse student population. While this responds to government discourse around widening participation and the need to internationalise, and while it can make for a stimulating teaching-learning environment, it can also present teachers with certain challenges that demand greater intercultural competence. This article considers how, as part of their intercultural repertoire, teachers – and by extension, students – can benefit from developing an understanding of language, and, in particular, the general principles governing how we mean in language and the lingua-cultural variability that impacts upon the process of doing so. It proposes awareness-raising activities as a way of promoting such understanding. 相似文献
10.
Anders Sjöborg 《British Journal of Religious Education》2013,35(1):36-54
Recent studies show that religious education (RE) may play an important role for teaching intercultural understanding in many Western societies facing increased cultural and religious pluralism. Quantitative and qualitative research have however failed to examine what role the religiosity of the students plays in their attitudes towards RE. A nationally representative Swedish sample of 1850 students answered a classroom questionnaire. The main result was that, when controlling for background variables such as gender, foreign background, parents’ education level and study programme, the students’ religiosity had a significant effect on their attitudes towards (a) existential issues, (b) preferences on what to study in RE as well as (c) incentives for studying RE. Regression analyses demonstrated that by entering individuals’ religiosity into the model the effect of foreign background was suspended in 11 out of 14 cases. In order to understand the attitude towards RE, it is useful to include the students’ religiosity. As a consequence, this article argues that in order to reach the citizenship goals of educating for intercultural understanding in RE, the subject should be developed to reach male students, students with parents with lower levels of education, students in vocational study programmes and students who are not religious. 相似文献
11.
The present study aims to examine the impact of encounter between two different ethnic groups, Jews and Arabs, of Israeli first-year graduate students who study in four colleges of education, on the development of their intercultural competence: (1) knowledge regarding the “other,” (2) change in attitudes and behavior towards the other, and (3) multicultural educational practice. The findings point to two clear factors affecting the development of intercultural competence: the formal and informal college experience as reported by respondents, particularly the contents and tools that both Jews and Arabs acquired at the college in addition to personal characteristics and off-campus encounters. The second factor is the difference between the experiences of Jewish and Arab students: while Arab students are more knowledgeable regarding the Jewish culture and are more willing to change attitudes and educational practices in light of multiculturalism, Jewish students are less prone to make such changes. Thus, according to our findings, intercultural encounters among educators during their graduate studies could create a unique opportunity to turn the college experience transformational in terms of intercultural competence, particularly in the segregated structure of Israeli society. 相似文献
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Mitchell R. Hammer 《Communication quarterly》2013,61(4):252-262
It was the purpose of the present study to measure the effects of an intercultural communication workshop (ICW) on American participants’ intercultural communication competence. This study utilized the behavior observation methodology developed by Ruben (1976) with the contrast‐American simulation technique developed by Stewart (1966) to investigate intercultural communication competence development. Using a nonequivalent control group design, a structured communication event employing the contrast‐American technique was developed in which each subject discussed the topic of leadership communication with a contrast‐American at two intervals (pretest and posttest) and these interactions were videotaped. Two judges then viewed the videotaped interactions and rated the subjects’ intercultural communication competence using behavioral observation measures. The results suggest that (I) behavioral observation methodology can be reliably employed to assess intercultural communication competence and (2) the ICW did not significantly improve the American participants’ intercultural communication competence. These findings are discussed in terms of intercultural education/training and suggestions for future research on the ICW are presented. 相似文献
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Melina Porto 《Education 3-13》2018,46(3):317-334
This article describes a telecollaboration project about the environment in the primary English as a foreign language classroom carried out in 2013/2014 between Argentina and Denmark. It combines English language teaching with intercultural citizenship education and forms part of a network of projects in Europe, the US and East Asia. This is the only one set in the primary school context and in Latin America. After some preparatory work, the Argentinian and Danish children met online through Skype, using English, Spanish and Danish, to design a collaborative poster to raise awareness of the importance of taking care of the environment. Conversational and documentary data were collected and analysed qualitatively, in this case focusing on the Argentinian perspective. With a critical literacy conceptualisation, the project demonstrates growth in self/intercultural awareness, criticality and social justice responsibility, and the emergence of a sense of community of transnational peers amongst the children involved. 相似文献
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This paper reports on domestic and international students’ perceptions of the influence of group diversity on communication, learning, task performance and assessment grades. The study’s methodology involved quantitative and qualitative analysis of surveys (N?=?312), focus group interviews of students (n?=?26) and individual staff interviews (N?=?7). More domestic (79%) than international (29%) students stated that they preferred working with students from a similar background. While a proportion of the sample of domestic students stated that intercultural group work raised their awareness of interaction styles in other cultures, others noted that the group experience was negatively affected by issues related to language proficiency and awareness of academic requirements. Qualitative analysis reveals that ‘othering’, a process by which members of an in group (Us) distance themselves from an outgroup (Them), was often used as a basis for these students avoiding intercultural group assessment. Finally, there was a clear pattern overall of higher achieving international and domestic students perceiving that their grades for group assignments were below what they would normally receive for individual assignments, and lower achieving students perceiving that their grades were higher for group assignments. 相似文献
15.
Contemporary researchers need to work across many cultural boundaries between ethnicities, between disciplines, between universities and industry, between professional cultures, and between various workplace cultures. While many authors have sought to characterise aspects of this boundary work, there remains little research on how researchers, especially research higher degree students, might be adequately prepared to work sensitively in these cultural borderlands. This article draws upon the post-colonial concept of the ‘contact zone’ to reconceptualise the knowledge and skills required by the successful intercultural researcher. It demonstrates how recognition of and engagement with cultural difference can create deconstructive, productive possibilities for innovative research and new knowledge. The article also examines the consequences of a lack of intercultural sensitivity and equity – the symbolic violence and exploitation present in the contemporary research arena. This recasting of research has significant implications for future research training. 相似文献
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Tarchi Christian Surian Alessio Daiute Colette 《European Journal of Psychology of Education - EJPE》2019,34(4):873-894
European Journal of Psychology of Education - This study analyzed study abroad students’ orientations to cultural differences as assessed with mixed methods, including traditional... 相似文献
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Maarten Matheus van Houten 《Journal of Vocational Education & Training》2018,70(1):130-147
The Netherlands has a binary higher education system in which academic education and higher professional education at EQF levels 5–8 co-exist. There is also secondary vocational education at EQF levels 1 up to 4. In this paper, I analyse policy documents resulting from the Bologna Process and argue that under neo-liberal conditions, higher professional education brings opportunities for both students and employers, but also creates a socio-economic tension in terms of employability. The gap between higher professional education and secondary vocational education adds to the formation of a labour market in which higher professional education graduates are prepared to an international labour market but employability pressure is being put on lower skilled employees, creating unequal employability opportunities for vocational education graduates. 相似文献
18.
Caprice Lantz-Deaton 《Teaching in Higher Education》2017,22(5):532-550
Universities’ internationalisation rhetoric suggests that students studying on internationally diverse campuses will automatically engage positively with one another and develop intercultural competence. This study examined the extent to which a cohort of first year UK and non-UK students studying on an internationally diverse campus developed intercultural competence. The Intercultural Development Inventory® (IDI®) and a locally designed survey were used to assess students’ intercultural competence and to explore their intercultural experiences over seven months. Students began almost exclusively in lower (ethnocentric) stages of intercultural development and most showed little progress despite reporting relatively high levels of intercultural contact, friends from other cultures and positive experiences. Findings suggest that even positive intercultural experiences do not necessarily lead to the development of intercultural competence and that university policy and practice may need to be enhanced if producing graduates with higher levels of intercultural competence is to become a realised outcome of internationalisation. 相似文献
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