Intercultural Education (Education)

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.

Methods and Materials: the importance of difference in ELT

by Fiona English

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

by Stefan Brueck

2011-12-14-Recommendations Diversity Panel for the Police

by Rey Ty 鄭文華 (郑 文华)

Issues and Recommendations for
Police Officers for Cases Involving People of Diverse Backgrounds:
Diversity Panel for
Training Police Officers of the Department of Police and Public Safety
Northern Illinois University
Barsema Hall, 300, Northern Illinois University
December 13, 2011

© 2011 Dr. Rey Ty
International Training Office
Division of International Programs

Issues and Recommendations for
Police Officers for Cases Involving People of Diverse Backgrounds:
Diversity... more Issues and Recommendations for
Police Officers for Cases Involving People of Diverse Backgrounds:
Diversity Panel for
Training Police Officers of the Department of Police and Public Safety
Northern Illinois University
Barsema Hall, 300, Northern Illinois University
December 13, 2011

© 2011 Dr. Rey Ty
International Training Office
Division of International Programs

2012-01-09-Intercultural-Orientation-reyty-SUMMARY-CHART-version

by Rey Ty 鄭文華 (郑 文华)

Rey Ty. 2012. Intercultural Orientation for New International Students

Sørensen, Tore Bernt (2011). The two nationalistic narratives in Danish compulsory education. Exedra Revista Cientifica, Special Issue 2011, ‘Diversity, Communication and Coexistence’, vol.1, pp. 15-24.

by Tore Bernt Sørensen

As in many other European countries one of the most prominent challenges to the Danish education system in the last... more As in many other European countries one of the most prominent challenges to the Danish education system in the last twenty years has concerned how to cope with ethnic and cultural diversity. On the basis of existing research findings, this study discusses factors which sustain the educational inequalities facing ethnic minority pupils in the Danish context. The main argument is that two nationalistic narratives, adopted by policy-makers and education professionals respectively, continuously has impeded the development of intercultural education. The paper maintains that both narratives have drawn on national-liberal ideas popularly ascribed to Danish priest and scholar N.F.S. Grundtvig. Against this background, the paper points out two distinctive sets of effects. First, the nationalistic narrative adopted by policy-makers serves to legitimate neo-conservative education policies. Second, teachers and teacher trainers have for decades endorsed a ‘pedagogical nationalism’ which relies on implicit double standards. Vague ideas in the disguise of child-centred education have thus allowed a nationalistic framework to be taken more or less for granted while the backgrounds, resources and needs of ethnic minority pupils have generally been ignored. The paper concludes by discussing the prospects for intercultural education in Denmark in the light of the two nationalistic narratives and the impact of transnational policy trends related to market ideas and performativity. In that respect, it is argued that while certain initiatives and policies might improve educational equality for ethnic minority pupils in the longer term, the opportunities for substantial progress in the short term appear rather bleak.

Developing teacher competences in facilitating content and language learning among bilingual students in the Danish mainstream classroom

by Tore Bernt Sørensen

Chapter in Goncalves, Susana (ed. 2008). Identity, Diversity and Intercultural Dialogue. Proceedings 5th International Week, Instituto Politécnico de Coimbra, Escola Superior de Educação , Portugal.

الدراسات الدينيّة والتنشئة على التعارف والحوار

by Georges NAHAS

نحّاس، ج. ن. (2008). الدراسات الدينيّة والتنشئة على التعارف والحوار. سلسلة محاضرات الأديان والعنف. مركز الدراسات المسيحيّة-الإسلاميّة . جامعة البلمند.

تهدف هذه المداخلة إلى طرح موضع العلاقة بين الدراسات الدينيّة والتنشئة على التعارف والحوار. يكمن أساس الإشكالية في... more تهدف هذه المداخلة إلى طرح موضع العلاقة بين الدراسات الدينيّة والتنشئة على التعارف والحوار. يكمن أساس الإشكالية في تحديد ماهيّة الدراسات الدينيّة وعلاقاتها بتحديد هويّة المجموعة، وعلاقة المجموعة (ولاحقًا الأفراد) بالمجموعات الأخرى والأفراد الآخرين. فهل الدراسات الدينيّة الهادفة إلى بناء المعرفة تؤدي إلى الانغلاق، أم أنها باب مفتوح لمعرفة الآخر؟ هل من رؤية، وشروط ومعايير ليكون للدراسات الدينيّة دور في بناء الشخصيات الحوارية؟ ما هي الأفاهيم التي تحتاج إلى إعادة نظر جذريّة في هذا الاتجاه؟ ما هي الوسائل الممكنة لبلوغ قناعات فأفعال تقود إلى مجتمع متحاور؟

تسعى هذه المداخلة إلى الإجابة عن هذه الأسئلة من منطلق رؤية للدين، وللوطن، وللإنسان في آن معًا.

The University Experience, a way to meet the Other: A Lebanese Case

by Georges NAHAS

Nahas, G. N. (March 30 - April 2, 2008). The University Experience, a way to meet the Other: A Lebanese Case. In Proceedings of the 4th International Barcelona Conference on Higher Education. Global University Network for Innovation - Barcelona.

The objective of this presentation is to show, based on a case study, the role universities can play in creating an... more The objective of this presentation is to show, based on a case study, the role universities can play in creating an adequate atmosphere for intercultural dialogue in a pluralistic human environment such as Lebanon. Having in mind the multi-confessional adherence of Lebanon’s population, our aim is to show that universities face serious problems in trying to introduce a culture of tolerance and conviviality. However, these difficulties may be overcome if the adopted curriculum is chosen to enhance knowledge of the “other”, and if the espoused university life is practiced in such a way as to help in establishing common values leading to a better national understanding.

For a Culture of Dialogue and Mutual Understanding

by Georges NAHAS

Nahas, G. N. (November, 2010). For a Culture of Dialogue and Mutual Understanding: a Lebanese case. In Speaking across borders: the role of higher education in furthering intercultural dialogue. Council of Europe Publishing.

Lebanon presents a unique human environment in the Middle East with its long tradition of conviviality. The new... more Lebanon presents a unique human environment in the Middle East with its long tradition of conviviality. The new atmosphere prevailing after September 11 has created tensions between, and within, individual countries. Even a place like Lebanon, has not been spared these tensions.

Within this context, universities in Lebanon, and citing UOB as an example, are trying to overcome these difficulties and to prepare for a more open-minded future. What actions may be taken? Are there any success stories? What are some possible recommendations?

This presentation will endeavor to answer such questions and to highlight the importance of adopting new approaches to university curricula to overcome this problem and to promote a more tolerant society

An exploration of the clinical learning experience of nursing students in nine European countries.

by M Flores Vizcaya

The overall aim of the study was to develop a composite and comparative view of what factors enhance the learning... more The overall aim of the study was to develop a composite and comparative view of what factors enhance the learning experiences of student nurses whilst they are in clinical practice. The study involved students undertaking general nurse training programmes in nine Western European countries. The study focused on: (1) student nurse experiences of clinical learning environments, (2) the supervision provided by qualified nurses in clinical placements, and (3) the level of interaction between student and nurse teachers. The study utilised a validated theoretical model: the Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) evaluation scale. The evaluation scale has a number of sub-dimensions: Pedagogical atmosphere
on the ward; Supervisory Relationships; the Leadership Style of Ward Managers; Premises of Nursing; and the Role of the Nurse Teacher. Data (N=1903) was collected from Cyprus, Belgium, England, Finland, Ireland, Italy, Netherlands, Spain and Sweden using web-based questionnaire 2007–2008. The findings revealed that respondents were generally satisfied with their clinical placements. There was clear support for the mentorship approach; 57% of respondents had a successful mentorship experience although some 18% of respondents experienced unsuccessful supervision. The most satisfied students studied at a university college, and had at least a seven week clinical placement supported by individualised mentorship relationships. Learning to become a nurse is a multidimensional process that requires both significant time being spent working with patients and a supportive supervisory relationship.
Keywords: Nurse education Clinical placements Mentorship Professional development

Appunti sulla formazione e la ricerca interculturale in Italia

by Patrick Boylan

AIF Learning News, II: 4, April 2008

A panorama of how “intercultural communication” is seen in Italy at present: in businesses, NGOs and universities. A... more A panorama of how “intercultural communication” is seen in Italy at present: in businesses, NGOs and universities. A new professional association has been created to improve awareness of what it takes, in intercultural situations, to really understand and be understood.

Una panoramica sul modo di concepire la “comunicazione interculturale” oggi in Italia (nelle aziende, nelle ONG, nelle università). Nasce una nuova associazione professionale per promuovere una maggiore consapevolezza di come capire e farsi capire davvero nelle situazioni interculturali.

Intercultural Competence in Language Teaching: Does in Exist (1998)

by Laurence Raw

Originally presented as a conference paper at a 1997 conference, and republished in TEACHING TOWARDS INTERCULTURAL COMPETENCE, eds. Leah Davcheva and Ruth Cherrington (Sofia: The British Council, 1998): 34-45

In this paper, I want to suggest that 'intercultural competence' should not be thought of as an objective of language... more In this paper, I want to suggest that 'intercultural competence' should not be thought of as an objective of language and/or cultural studies teaching that eliminates difference; on the contrary, I believe that teaching and learning culture - whether a foreign culture or the students' own cultures - involves everyone, whether teachers or students, in a process of contending with (but not necessarily coming to terms with) difference, which may not only be intercultural but also intra-cultural.  Such an approach demands that difference should be looked at not only in terms of binary oppositions (black/ white, self/other, home culture/ target culture), but also requires us to look for the specificities of difference within particular cultural contexts.  It is this engagement with difference, rather than the acquisition of 'intercultural competence' through the study of language, literature or culture, which, if taken seriously, should prompt reflection not only on what is being learned, and how it is learned, but more importantly on why it is being learned. 

On Being European: The Contribution of Intercultural Communication Theory and Pedagogy

by Patrick Boylan

Keynote talk at the 6th Annual Conference of the International Association for Language and Intercultural Communication, 'Europe inside out', Brussels, December 10-11, 2005..Published in Language and Intercultural Communication, vol. 6, no. 3&4, 2006, pp. 286-96 [1470-8477/06/3 286-11]

Europe can become "united in diversity" only by helping its citizens internalize experientially their... more Europe can become "united in diversity" only by helping its citizens internalize experientially their composite cultural identity; experiential language teaching can help.


Europa può diventare “unita nella diversità” solo se promuove tra i suoi cittadini l'internalizzazione esperienziale delle loro identità culturali composite; un mezzo è l'insegnamento esperienziale delle lingue.

La comunicazione interculturale nella scuola multietnica

by Patrick Boylan

In: Puglielli A. et al., Qui è la nostra lingua, CD-ROM pubblicato dal Dipartimento di Linguistica, Università di Roma Tre, per conto dell'Assessorato alle Politiche Educative e Scolastiche del Comune di Roma, 2003..

This training session for teachers with multicultural classes shows how to get pupils to appreciate and relate to... more This training session for teachers with multicultural classes shows how to get pupils to appreciate and relate to other cultures as 'mind sets'.

Questo resoconto di un seminario per insegnanti con classi multietniche, mostra come far capire e condividere la cultura come categorie mentali.

Microcultures, Local Communities, and Virtual Networks

by Doctorado en Psicologia Social

José Luis Lalueza; Isabel Crespo; Marc Bria (2008)

José Luis Lalueza; Isabel Crespo; Marc Bria (2008). Microcultures, Local Communities, and Virtual Networks.... more José Luis Lalueza; Isabel Crespo; Marc Bria (2008). Microcultures, Local Communities, and Virtual Networks. (pp.117-130).  EnThomas Hansson (Ed)  Handbook of Research on Digital Information Technologies: Innovations, Methods, and Ethical Issues. IGI

Through a case study, we will exemplify how ICT can be used in a collaborative way to constitute the foundations of intercultural projects in local and global communities. First, we present a local learning community based on the Fifth Dimension model where, adopting a collaborative model, each of its activities departed from the traditional teaching-learning form based on transmission. Collaboration mediated by ICT in local computer-supported learning communities, understood to be borderer zones that are not the exclusive property of any one specific cultural group, has the potential to generate genuine neo-cultures in which participants can share meanings and appropriate artefacts. Second, the same approach is adopted to analyse the dialogue established between educational researchers and technologists. Setting out with different goals, both groups engaged in a borderer activity involving the development of educational artefacts that could be accessed via the Internet. Common participation in those activities gave rise to a set of shared beliefs, knowledge, behaviours and customs, i.e. a network of meanings that crystallised into a common microculture.