Intercultural Education最新文献

{"title":"“Introduction to multiculturalism”: an intercollegiate distance learning course - the Druze Arab case","authors":"Eman Abu Hanna Nahhas, Manal Yazbak Abu Ahmad","doi":"10.1080/14675986.2022.2090687","DOIUrl":"https://doi.org/10.1080/14675986.2022.2090687","url":null,"abstract":"ABSTRACT This case study aims to explore the experience of a group of religious Druze students in an advanced distance learning intercollegiate course on multiculturalism, that involved a distant learning platform and a virtual world (VW). Though 96 students from four different colleges and backgrounds took part in this intercollegiate course, this study focuses only on one group of twenty religious Druze students from one college. This group is of particular interest and significance since it is culturally detached from the Arab and Jewish communities in Israel. The qualitative data was collected by examining students’ reflections on the experiences they had in the VW during the distance learning course, their responses to the forum assignments as well as their reflections (video/open-ended questions) at the end of the course. The findings revealed three main themes that reflect the students’ self-exploration journey throughout the course. These themes relate to the students’ experiential, techno-emotional, and cognitive aspects of the learning experience throughout the course.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46054907","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The adjustment to emergency remote teaching during the COVID-19 global crisis among diverse students in higher education","authors":"Yael Shraga-Roitman, A. Hellwing, N. Almog, Ayelet Goffer","doi":"10.1080/14675986.2022.2090685","DOIUrl":"https://doi.org/10.1080/14675986.2022.2090685","url":null,"abstract":"ABSTRACT This study aims to identify the factors that explain undergraduate students’ adjustments to emergency remote teaching (ERT) during the COVID-19 crisis. The participants were 390 undergraduate students from four academic colleges in Israel who responded to the role adjustment to online learning questionnaire and the motivated strategies for learning questionnaire. The quantitative findings showed low adjustment rates to ERT, moderate use of metacognitive strategies, and moderate environmental and personal distractions. Adjusting to ERT was related to gender, age, academic year, environmental and personal distractions, and metacognitive strategies. The findings highlight the different barriers that affected undergraduate students’ adjustments to ERT during the first semester after the COVID-19 pandemic began. The rapid changes to teaching-learning educational platforms are challenging higher education institutes (HEIs) to improve their support for diverse students from different backgrounds and academic experiences.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48813332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Being empathic in complex situations in intercultural education: a practical tool","authors":"Gabriella Landler-Pardo, Rinat Arviv Elyashiv, Michal Levi-Keren, Y. Weinberger","doi":"10.1080/14675986.2022.2090688","DOIUrl":"https://doi.org/10.1080/14675986.2022.2090688","url":null,"abstract":"ABSTRACT Empathy, being multidimensional in nature, addresses cognitive, social-emotional, and behavioural components of interpersonal interaction. It is considered a core element of global competence. As schools become more diverse, empathy, which expresses the ability to observe social situations from other people’s points of view plays a critical interpersonal and societal role in the educational arena. Using the Delphi technique, this study developed and validated a practical tool for identifying empathic behaviours through a deep discourse analysis of complex emotionally charged interactions, practiced in simulated encounters. The Empathic Patterns in Interpersonal Communication (EPIC) practical tool, presented in this paper, was developed and validated through a structured instrument validation process that enabled the multifaceted and complex phenomenon of empathy to be addressed in a concrete way. The EPIC practical tool offers a new approach to developing awareness to cultural differences and diversity among teachers while refining the communication and the emotional skills which are significant components in teachers’ socio-emotional learning.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45049124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Introduction","authors":"Miri Shonfeld, L. Bash","doi":"10.1080/14675986.2022.2124498","DOIUrl":"https://doi.org/10.1080/14675986.2022.2124498","url":null,"abstract":"The articles in this special issue are based upon a selection of presentations at the online IAIE conference, organised by the Kibbutzim College in Israel, in 2021. The wide range of 300 presentations reflected themes related to various aspects of the conference title: “Intercultural Education in an Age of Information and Disinformation”. They represented an extensive variety of research and case studies in disciplines relevant to intercultural education, such as: history, technology, education, art, language, and more. Together they demonstrated significant contributions to the field. Unfortunately, COVID-19 limited the conference to a virtual space, which, nevertheless, was designed as a most inviting venue. It enabled the more than 500 participants from all over the globe to find their way easily among the various “rooms”, and offered spaces where people could “meet” old and new colleagues to discuss common concerns. The following are brief summaries of the eight articles in this issue, representative of the major themes addressed at the conference. They reflect both local and global concerns and suggest possible applications for effective intercultural education. In light of the pandemic, the first article, based on the study: Adjustment to Emergency Remote Teaching during the COVID-19 Global Crisis among Diverse Students in Higher Education, attempts to identify factors that explain low rates of undergraduate students’ adjustments to emergency remote teaching (ERT) during the pandemic. The findings highlight various barriers that affected undergraduate students’ adjustments to ERT, related to gender, age, academic year, environmental and personal distractions, and metacognitive strategies. The second article: One Size Doesn’t Fit All – Educational Assessment in a Multicultural and Intercultural World, deals with attempts to challenge multicultural educational assessment. The authors discuss the need to change the educational assessment paradigm, adapt it to a multicultural world, the challenges involved, and potential ways of coping with these challenges. Educational assessment is also discussed in the article: Being Empathic in Complex Situations – A Practical Tool for Practice through Simulation-based Learning, which describes the use of the Delphi technique to develop and","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46325178","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Disciples of Christ and cosmopolitanism in a city of conflict: minority subjectivities in a faith-based school in Jaffa, Israel","authors":"Lance Levenson","doi":"10.1080/14675986.2022.2090686","DOIUrl":"https://doi.org/10.1080/14675986.2022.2090686","url":null,"abstract":"ABSTRACT Located in Israel’s contested city of Jaffa, The Church of Scotland’s Tabeetha School is a faith-based, colonial-international school featuring an unlikely combination of Arab-Palestinian pupils, Christian ethos, Scottish spirit, and globally oriented curriculum. Drawing on an ethnographic case study of the Scottish School, this article unpacks the value of a Christian and international education as an alternative to the segregated Israeli public education system, which has institutionalised discriminatory practices against the Arab-Palestinian minority. Considering the hostile sociopolitical context, findings reveal how complex intersections of religious tradition, colonial legacy, local ethnonational agendas, and multicultural discourses shape student subjectivities rooted in transnational, cosmopolitan, and advocacy global citizenship models. For Jaffa’s Arab-Palestinians, international education within a Christian school offers alternative avenues to attain educational equity, employment opportunities, and belonging by accumulating international capital and developing pragmatic global citizenships. Despite the exclusion of Arab-Palestinian identities within the bounds of the Jewish state, Tabeetha School creates space enabling their preservation while encouraging students to forge new transnational attachments and allegiances, which provide advantage in our increasingly globalised world.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44291960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The LIFE programme – University students learning leadership and teamwork through service learning in El Salvador","authors":"Christine Schmalenbach, Harold Monterrosa, Ana Regina Cabrera Larín, Susanne Jurkowski","doi":"10.1080/14675986.2022.2090689","DOIUrl":"https://doi.org/10.1080/14675986.2022.2090689","url":null,"abstract":"ABSTRACT The programme LIFE (Líderes Inspirando Futuro y Éxito/Leaders Inspiring Future and Success) was developed to foster socio-emotional development of university students and pupils from urban marginalised schools in El Salvador. Youth in this region grow up facing many challenges, including a high rate of violence and a lack of access to opportunities. In LIFE, university students implement a workshop on teamwork and entrepreneurism for pupils from the 8th and 9th grades. They work in teams and become mentors for the pupils. The 8th and 9th graders also work in teams to develop a project plan. This article focuses on the perspectives and experiences of the university students, as documented through focus group interviews and learning diaries. The analyses revealed that students perceived learning outcomes in the areas of leadership, teamwork, strategic thinking/problem solving and personal growth.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45415085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Simulations in virtual worlds: improving intergroup relations and social proximity","authors":"Elaine Hoter, Noa Shapira","doi":"10.1080/14675986.2022.2080969","DOIUrl":"https://doi.org/10.1080/14675986.2022.2080969","url":null,"abstract":"ABSTRACT This paper examines an intervention using experiential learning and simulations in a virtual world that can promote social proximity, tolerance, and cooperation in diverse societies. The participants in the study were 125 Jewish and Arab students living in Israel. A mixed linear model for repeated measures analysis that included time of measurement (pre and post), ethnicity, and students’ age as independent variables revealed a main effect for time for most social groups included in this study; that is, the participants reported more social proximity to other groups after the course, including groups not studied in the course (the LGBTQ community and people of colour). The results of the study suggest that experiential learning has considerable potential in the field of education to help students question their prejudices, experience being someone else, and ultimately feel social proximity for the other, thus reducing stigmas and racism.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46129131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Neoliberal influences on the implementation of intercultural curriculum initiatives: teacher interactions with the Australian Curriculum","authors":"Renee Desmarchelier","doi":"10.1080/14675986.2022.2070129","DOIUrl":"https://doi.org/10.1080/14675986.2022.2070129","url":null,"abstract":"ABSTRACT Curriculum initiatives with intercultural educative aims are not uncommon in many schools around the world. This paper argues that these initiatives and their classroom implementation by teachers is strongly impacted and influenced by the prevailing neoliberal context of schooling. The findings of a project working with teachers on implementing the Intercultural Understanding General Capability and the Aboriginal and Torres Strait Islander Histories and Cultures Cross Curriculum Priority of the Australian Curriculum are used to demonstrate the specific ways in which neoliberalism has shaped and defined teachers’ work. The neoliberal elements of consumption, individual responsibility, individuals being set adrift from values, surveillance and the illusion of autonomy are used to highlight teachers’ approaches to understanding and implementing the curriculum elements in their science classrooms. Teachers in the study saw the potential for enacting social justice in terms of intercultural education in their classrooms but were often hampered in their efforts by prevailing neoliberal discourses influencing their own assumptions and actions, as well as those of the schools they worked in. It is only through interrogation of how neoliberalism impacts on intercultural educative aims that openings for counter-hegemonic activities can be identified.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46664837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reflections: effects of systemic racism on multiethnic youth","authors":"E. King","doi":"10.1080/14675986.2022.2071035","DOIUrl":"https://doi.org/10.1080/14675986.2022.2071035","url":null,"abstract":"The article presents the discussion on pandemic and Covid 19 virus pushing millions of people around the world into extreme poverty. Topics include attributed to an increase in interracial marriages as well as international adoptions;and myths and pervasive attitudes promulgating the idea about mixed-race people being the products of miscegenation.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45852354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A training to develop six- to nine-year-olds’ empathy towards ethnically different people","authors":"Paolo Albiero, Alessandra Gaspari, Giada Matricardi","doi":"10.1080/14675986.2022.2070697","DOIUrl":"https://doi.org/10.1080/14675986.2022.2070697","url":null,"abstract":"ABSTRACT Europe has recently seen a massive multi-ethnic influx of migrants, marred by high social costs of inter-ethnic confrontation. This has prompted scholars to develop training schemes to improve the social skills needed to cope with this situation. Decades of studies have acknowledged empathy as a crucial variable in the development of positive interpersonal and intergroup relations. In this study, we tested a training program for enhancing empathy towards ethnically diverse people in 170 six- to nine-year-old children. The materials were drawn from other best-known training schemes and active techniques were used. Multicultural empathy was assessed with a self-report measure. Test, retest and follow-up (at 6 months) comparisons demonstrated the training’s efficacy, with improvement in multicultural empathy persisting six months later. The results suggest that it can be a useful tool to encourage the development of ethnocultural empathy starting from the first years of elementary school. The practical implications for school education are discussed.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45869682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}