Intercultural Education

Negotiation strategies in written communication between adult teacher-student dyads: a cross-cultural perspective

by Nicla Rossini

Chinese Journal of Communication, 4 (1): 60-72. Routledge.

This paper presents the results of an analysis of written communication strategies between adults engaged in a teacher... more This paper presents the results of an analysis of written communication strategies between adults engaged in a teacher student relationship, with a strong crosscultural component. In presenting data available from actual written communication between students and teachers of diverse cultural backgrounds and age, this work aims to highlight significant strategies for negotiation in dyadic (i.e., nonmediated) conflict resolution between adults in higher education, by means of an analysis of the linguistic, pragmatic, and cultural traits within each text. The texts are taken from written communications between teacher student dyads that are distributed as follows: a) European dyads of same nationality; b) European dyads of different nationality; and c) Chinese–European dyads. By providing a contrastive analysis of the different strategies recorded for dyadic conflict resolution and negotiation, and by elucidating the major causes of miscommunication – such as misunderstanding and wrong footing, either between European–European and European Chinese dyads or between dyads of the same nationality but different age – this research aims primarily to provide a key for the linguistic analysis of effective interpersonal and intercultural written communication in unequal relationships, such as that between teacher and student. The present study is also aimed at establishing a baseline for future
linguistic research in this field.

The EU and the Recycling of Colonialism: Formation of Europeans through intercultural dialogue

by Robert Aman

Published in 'Educational Philosophy & Theory', 2012.

The present essay focuses on problematizing the European Union’s claim that intercultural dialogue constitutes an... more The present essay focuses on problematizing the European Union’s claim that intercultural dialogue constitutes an advocated method of talking through cultural boundaries – inside as well as outside the classroom – based on mutual empathy and non-domination. More precisely, the aim is to analyze who is being constructed as counterparts of the intercultural dialogue through the discourse produced by the EU in policies on education, culture and intercultural dialogue. Within the Union, Europeans are portrayed as having an a priori historical existence, while the ones excluded from this notion are evoked to demonstrate its difference in comparison to the European one. The results show that subjects not considered as Europeans serve as markers of the multicultural present of the space. Thus, intercultural dialogue seems to consolidate differences between European and Other – the ‘We’ and ‘Them’ in the dialogue – rather than, as in line with its purpose, bringing subjects together.

Interculturalism in Practice: Québec's New Ethics and Religious Culture Curriculum and the Bouchard-Taylor Report on Reasonable Accommodation

by David Waddington

Pre-print version of book chapter. Co-authored with Bruce Maxwell, Kevin McDonough, Marina Schwimmer, and Andrée-Anne Cormier.

Observación de procesos didácticos y organizativos de aula en Educación Primaria desde un enfoque intercultural

by Ines Gil-Jaurena

Gil-Jaurena, Inés. (2012). Observación de procesos didácticos y organizativos de aula en Educación Primaria desde un enfoque intercultural, en Revista de Educación, nº 358, mayo-agosto 2012. ISSN 0034-592X. Pp. 85-110.

La atención a la diversidad cultural desde un enfoque intercultural se considera una premisa básica de este estudio.... more La atención a la diversidad cultural desde un enfoque intercultural se considera una premisa básica de este estudio. El artículo se centra en la presentación de parte del trabajo y de los resultados de una investigación desarrollada en el marco de un proyecto de I+D nacional que abarca el análisis de diferentes dimensiones del discurso y de la práctica escolar desde una perspectiva intercultural. Este trabajo se centra en los aspectos descriptivos del análisis de la práctica escolar tal y como se ha podido observar en diversas aulas de Primaria de centros educativos en la Comunidad de Madrid. La técnica utilizada ha sido la observación, realizada a través de una escala de estimación referida a las estrategias didácticas y aplicada de forma sistemática en 23 aulas de Educación Primaria. La escala fue diseñada de acuerdo con los presupuestos del enfoque intercultural y tiene, por tanto, un valor metodológico y al mismo tiempo teórico y formativo. La recogida de información ha permitido identificar aquellas dimensiones e indicadores en los que los procesos de aula de carácter organizativo-didáctico se ajustan más al enfoque intercultural, así como identificar los ítems o las dimensiones en los que el ajuste es menor. Destacan entre los primeros el fomento del aprendizaje significativo y el cuidado de aspectos de la motivación y afectivos, y entre los segundos, la escasez de prácticas en las que se potencien la autonomía, la participación de los estudiantes y la autorregulación. Las valoraciones finales del artículo incluyen apreciaciones sobre la práctica escolar y la formación del profesorado, así como consideraciones de tipo metodológico que hacen hincapié en el valor formativo de los instrumentos de observación y en la conveniencia de recurrir a técnicas menos estructuradas, complementarias a las escalas, que ayuden a profundizar en los aspectos cualitativos del análisis de los procesos de aula.

Student’s Perceptions of Time Management and Deadlines: A Special Challenge in E-Learning-based Cross-Cultural Education

by Thomas Richter

Richter, T. (2012). Students’ Perceptions of Time Management and Deadlines: A Special Challenge in E-Learning-based Cross-Cultural Education. In: Proceedings of the World Conference on Educational Mul-timedia, Hypermedia and Telecommunications 2012, Chesapeake, VA: AACE. (forthcoming in June 2012)

This paper addresses the students’ cultural understanding of time management. In our study, which was conducted... more This paper addresses the students’ cultural understanding of time management. In our study, which was conducted between 2010 and 2012 and mainly took place in the academic context of Germany and South Korea, we found out that the students’ perception of time management is strongly related to their culture. When edu-cation takes place in cross-cultural settings, which related to Internet-based education in future will be the stan-dard-setting, this particular difference can lead to major frustration as well for the learners as also for the educa-tors. Particularly in the e-Learning scenario, where learners rarely communicate upcoming conflicts, and where ongoing motivation needs to be understood as a crucial condition to succeed (Richter & Adelsberger, 2011a, p.1600), this issue needs to be targeted. In this paper, after introducing the relevant theoretical background, we first present our study setting and finally discuss the results.

Trabajo en red: análisis de proyectos internacionales del Grupo INTER

by Ines Gil-Jaurena

(2011). "Trabajo en red: análisis de proyectos internacionales del Grupo INTER". XV Congreso Nacional y I Internacional de Modelos de Investigación Educativa. Investigación y Educación en un mundo en red, Madrid, 21-23 septiembre 2011. Simposio. Publicación: UNED, CD-Rom, ISBN: 978-84-694-9839-2. Participan: Ballesteros, Belén; Gil Jaurena, Inés; Hernández, Caridad; Mata, Patricia; del Olmo, Margarita y Osuna, Carmen.

Intercultural approach in primary education in Madrid: school practice at a glance

by Ines Gil-Jaurena

Gil-Jaurena, Inés. (2008). “Intercultural approach in primary education in Madrid: school practice at a glance”. Celebrating the European year of intercultural dialogue. Theory and practice in intercultural education. Inter Network Warsaw Conference Proceedings. Varsovia, 30 junio - 3 julio 2008.. ISBN: 978-3-200-01762-7. Pp. 225-235.

Studying a bit different than at a home university

by Piotr Kowzan

Authors: Piotr Kowzan, Aleksandra Kurowska, Magdalena Prusinowska, Małgorzata Zielińska (2009)
Published in a book: Learning in academia: socio-cultural and political perspectives. ed. by M. Cackowska. Wydawnictwo Uniwersytetu Gdańskiego. pp. 163-175

The aim of this article is to present different sources of learning while studying abroad. All the four authors of... more The aim of this article is to present different sources of learning while studying abroad. All the four authors of this text have at least twice taken the opportunity to study in a different
country, not only being exchange students at foreign universities (in Linköping and Bremen), but also enrolling to Folk High Schools or doing an internship abroad. We have
also met other international students and used the opportunity to inquire about their experiences. We will attempt here to create a mulitidimensional picture of the international students’ course of learning, showing both the most easily noticeable sources of learning as well as the more subtle ones.

Brüggemann, C. & Škobla, D. (2012) Special schooling in Slovakia: a long way to go for desegregation policies. In Development and Transition (19).

by Christian Brüggemann

Forthcoming

Given the political commitment to avoid disproportionate streaming of Roma in special education settings, this paper... more Given the political commitment to avoid disproportionate streaming of Roma in special education settings, this paper explores the extent of ethnic segregation in education in Slovakia using household research data. Based on UNDP household surveys in Slovakia,  we compare 2005 and 2010 data on the number of young Roma enrolled in special education settings. We pay particular attention to the influence of settlement type and mother tongue on disproportionate streaming of Roma in special schools and classrooms.  Finally, we argue that institutional change is necessary to prevent unfair treatment, especially of those Roma with an insufficient command of the language of school instruction.

The Intercultural School”

by Miriam Fernández-Santiago

Africa e Mediterráneo. Abril 2007, (58, 22-26). ISSN: 1121-8495.

Interculturalidad y Educación Bilingüe: de la mano hacia una educación de calidad

by Estefanía Almenta

Autora: Estefanía Almenta

ALMENTA, E. (2010). “Interculturalidad y Educación Bilingüe: de la Mano hacia una Educación de Calidad”. En SORIANO, E., GONZÁLEZ, A.J., ZAPATA, R.M. (eds.). Retos internacionales ante la interculturalidad. Almería: Universidad de Almería. ISBN: 978-84-693-0784-7.

Vivimos en una sociedad cada vez más diversa en todos los ámbitos. Precisamente los movimientos migratorios de los... more Vivimos en una sociedad cada vez más diversa en todos los ámbitos. Precisamente los movimientos migratorios de los últimos quince años han venido a incrementar la variedad lingüística y cultural presente, especialmente, en el Mundo Occidental. Lamentablemente, no siempre sabemos cómo manejar positivamente esta diversidad. El miedo a lo diferente, a lo desconocido, a “el otro” nos acompaña sin que a veces seamos capaces de percibirlo.

En este contexto, los idiomas juegan un importante papel. La lengua es un elemento constitutivo de la cultura y, al mismo tiempo, vector de la misma. Así pues, siendo la lengua el vehículo cultural por excelencia y la marca de identidad social más importante, va a ser el conocimiento de la lengua el que marque las fronteras de la actuación de cada individuo. Así, la lengua es la llave para entrar en una cultura, y también el primer paso para valorarla. Aprender otro idioma es una vía para que quien me resultaba desconocido y amenazante, deje de serlo. A su vez, el conocimiento es un sustento para el respeto.

En los últimos años los sistemas educativos de muchos países han empezado a contemplar el desarrollo de programas de educación bilingüe (Daller, 2001; Mar-Molinero, 2001). Con ellos, las lenguas extranjeras dejan de ser meros objetos de estudio para erigirse como instrumentos y vehículos del aprendizaje de los contenidos curriculares. Éste es el caso del Programa de Centros Bilingües de la Junta de Andalucía, contemplado dentro del Plan de Fomento del Plurilingüismo.

Ciertamente, con la puesta en práctica de estos programas de educación bilingüe han crecido significativamente las investigaciones que se interesan por ellos (Ipiña, 1997; Ramos, 2007; Casal y Moore, 2009). No obstante, son pocas las que se han detenido en explorar las implicaciones organizativas y culturales de estos programas. El principal foco de interés ha sido la competencia lingüística que desarrolla el alumnado, en función del cual se valora la mayor o menor efectividad del programa.

El presente trabajo recoge un proyecto de investigación desarrollado en un Centro Bilingüe de la Comunidad Autónoma de Andalucía, durante el curso 2008/2009.

Experiências e desafios na formação de professores indígenas no Brasil

by Ricardo Cavalcanti-Schiel

Review - Resenha
2003. In: Em Aberto 76: 179-185. (Brasília: Instituto Nacional de Estudos e Pesquisas Educacionais - INEP).

La escuela rural de la Reforma Educativa: pequeño ensayo sobre una historia reciente

by Ricardo Cavalcanti-Schiel

2004. In: Anuario de Estudios Bolivianos, Archivísticos y Bibliográficos 10: 179-222. (Sucre, Bolivia: Archivo y Biblioteca Nacionales de Bolivia/ Fundación Cultural del Banco Central de Bolivia).

Para abordar la interculturalidad: apuntes críticos a partir de (y sobre) la nueva educación escolar indígena en Sudamérica

by Ricardo Cavalcanti-Schiel

2007. In: Anath Ariel de VIDAS. (org.). Les limites de l interculturalité en Amérique Latine aujourd hui: 167-183. (Cahiers ALHIM v. 13. Saint-Denis: Groupe de Recherche Amérique Latine Histoire et Mémoire- Université de Paris VIII).

Intercultural schools in Greece and the exclusion of foreign childrens voices.

by Vasiliki Repana

5th Annual ICEDC conference 1 July 2011

A Global Invitation - Toward the Expansion of Dialogue, Reflection, and Creative Engagement

by Stefan Brueck

PROFILE OF INTERCULTURAL INNOVATORS

by Adam Strickson

Knowledge Must Brochure

by Daniel Ratheiser

Knowledge Must assists students, professionals, and organisations to successfully cross cultural boundaries, mainly... more Knowledge Must assists students, professionals, and organisations to successfully cross cultural boundaries, mainly between East Asia, South Asia, and the Western world. The organisation has five divisions: Career Must, Language Must, Training Must, Travel Must, and Culture Must. Starting with career counselling, they provide study and work experience, language immersion, culture-specific and process-oriented training, individualised travel arrangements, and intercultural events, in order to fully equip people to work more effectively across a multitude of cultures.

Ortloff et al. 2008. Examining the State of International Education in Secondary School in Indiana

by Jingjing Lou

Policy Brief

Ortloff D.H., Shah, P., Lou, J. & Hamilton, E. (2012). International education in secondary schools explored: A mixed-method examination of one Midwestern state. Intercultural Education. 23/2. (in press)

by Jingjing Lou

Through this study, researchers strive to recognize and confront barriers to developing a curriculum that addresses... more Through this study, researchers strive to recognize and confront barriers to developing a curriculum that addresses international needs for students to function in society as well as expands their perceptions of the academic and social world which surrounds them. Researchers acknowledge that one of the barriers to an internationally based education is the lack of empirical research on international education within the public schools (Smith, 2002). A second barrier involves the growing number of federal and state assessment requirements that have narrowed, rather than expanded the curriculum. Recognizing these two barriers, researchers sought to examine the current status of international education in a Midwestern state’s public schools. The study is fueled by a desire to better understand several overarching elements in international education which include: the current state of perceptions, capacity, and resource allocation of international education in secondary schools, the extent to which principal leadership impacts international education initiatives and visions in secondary schools, the barriers that prevent schools from developing strong international education programs, as well as an understanding of the best existing practices in the state’s secondary schools regarding international education. Researchers postulate that the state is poised to serve as a leader in the realm of internationally based education, but also recognize factors able to jeopardize such progress in the school system as is. Ultimately, researchers hope the results of this study will aid in policy reform regarding international education in K-12, teacher preparation programs, and potential avenues for resource allocation in the state.