Intercultural Education最新文献

{"title":"Developing intercultural competences through participatory strategies: a multiple case study","authors":"Auxiliadora Sales, A. Portera, Marta Milani","doi":"10.1080/14675986.2023.2211854","DOIUrl":"https://doi.org/10.1080/14675986.2023.2211854","url":null,"abstract":"ABSTRACT The training of professionals for a global world remains a challenge for Higher Education. From an intercultural educational approach, this study describes and analyses two educational proposals in Italy and Spain, which have helped to develop students’ intercultural competences, thanks to a teaching framework based on participatory strategies. A multiple case study with a qualitative approach is elaborated to analyse the data on the situation in order to describe and recognise the relevance of examining participation, collaborative culture and social transformation in two Master’s Degrees. Findings show that the synergy between participatory strategies and intercultural competences enhances dialogue and renegotiation of meanings, reconceptualisation of diversity, critical thinking and agency for change. The conclusions point to the need to generate collaborative networks to further mobilise the knowledge generated in training for intercultural professionals.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":"34 1","pages":"426 - 445"},"PeriodicalIF":1.2,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46612662","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 novel has simply made me more aware of how I meet other people” – attitude awareness in intercultural education","authors":"Camilla Häbler, Kari Spernes","doi":"10.1080/14675986.2023.2213672","DOIUrl":"https://doi.org/10.1080/14675986.2023.2213672","url":null,"abstract":"ABSTRACT To prepare student teachers for the diversity they will face in schools, they have to develop intercultural competence. This paper analyses an assignment in teacher education, where the purpose is to impart this competence to student teachers. Student teachers read and reflected on a novel related to a multicultural context, and we examined in what way(s) fiction, in teacher education, may contribute to their awareness of attitudes related to othering and stereotyping of Third Culture Kids. The data consists of individual texts, group discussions, and group presentations. We found, first, the student teachers were made aware of how their ways of expressing diversity may contribute to othering. Second, they became aware of their stereotyping and questioned accepted truths. Third, they demonstrated they can transfer knowledge from one situation (the novel) to another (the society). Our understanding is that the assignment analysed can be a valuable supplement to theory in teacher education.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":"34 1","pages":"479 - 493"},"PeriodicalIF":1.2,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42798135","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":"Questions in qualitative social justice research in multicultural contexts","authors":"Urszula Markowska‐Manista","doi":"10.1080/14675986.2023.2193031","DOIUrl":"https://doi.org/10.1080/14675986.2023.2193031","url":null,"abstract":"The book Questions in qualitative social justice research in multicultural contexts exploits the potential associated with examining a multiplicity of methodological approaches and theories in qualitative research to better understand the social world. The main focus of each chapter is social justice in multicultural contexts. The lens is interdisciplinary. This publication is a collection of academic texts and reflective writings by researchers who combine theory and research approaches with the practical realities of field research. In individual chapters, the authors cross disciplinary boundaries and analyse aspects from the field of social justice in qualitative research addressing, among others, power discourses, dilemmas of privilege, issues of trust, ethical issues, insider/ outsider status and positions, online research engagement, transformative research challenges, arts-based research, participatory strategies, co-production and decolonisa-tion processes in research. The book is structured with classical chapters and bolded key terms and questions for self-reflection, boxed case studies from international scholars and a glossary of key terms . A noteworthy procedure is that each chapter contains a section on Reflections from the Field , which presents diverse case studies and reflections presented by both well-known international and new researchers. The composition of the book makes it easy to find theoretical and practical elements to facilitate critical and reflective thinking for researchers and students in multicultural research contexts, together quite diverse issues concerning the construction of research that promotes social justice practices, key approaches for understanding what they are and why they are so important in research carried out by researchers aware of multicultural processes. The book addresses the design, implementation and evaluation of social justice research, providing an up-to-date and essential resource for experienced and novice researchers on considering the questions and issues that continually arise in all qualitative research in diverse contexts. The editors have divided the material into 8 chapters, a section on Contributors, Preface, Acknowledgements, Introduction with explanations of how to use the book and why it is important for researchers in different contexts, Glossary and Index . Chapter 1: Owning Our Power explains what power of the","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":"34 1","pages":"326 - 327"},"PeriodicalIF":1.2,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47967443","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":"In Other Words – a Contextualized Dictionary to Problematize Otherness: an online educational resource to challenge – and reverse – discriminatory language","authors":"Paola Giorgis","doi":"10.1080/14675986.2023.2193032","DOIUrl":"https://doi.org/10.1080/14675986.2023.2193032","url":null,"abstract":"Accenteism, chakka, foreignness, gender, immigrant, muxe, propaganda, silence, tradition. What do these words have in common? They are all words that, in different contexts and in different countries, (re)produce different forms of Otherness. They are also some of the keywords analysed in the online dictionary In Other Words – a Contextualized Dictionary to Problematize Otherness (IOW), a free resource that critically discusses discriminating keywords and presents creative proposals taken from the arts, literature, music, street art, and videos, to provide counter illustrations capable to reverse predominant narratives of the Other. Many historical and contemporary examples show how words are used, manipulated, and mobilised to contribute to the construction of Otherness, creating specific narratives that have the power to shape individual and collective representations and interpretations of the self and others. IOW dictionary is a site to develop and share critical and intercultural awareness able to challenge the reification, the stigmatisation, the stereotyping, or the folklorisation of ‘the Other’ carried out through the dissemination of dehumanising language. By promoting reflections and collective discussions on discriminating language, IOW dictionary fosters intercultural dialogue and mutual understanding across diversities. The website is responsive, so IOW dictionary is a very accessible and user-friendly resource that can be used on different devices in various educational contexts, both formal and informal. Moreover, unlike a book that, at the end, has a final full stop, being online allows IOW dictionary to be a constant work in-progress, of being not so much a product, but rather an ongoing process always open to further collaborations and contributions. Indeed, we believe that raising critical awareness on discriminating language is just part of our work as intercultural educators. That’s why the creative subversion is a relevant step to engage directly students, teachers, activists, scholars, and artists as active participants. Therefore, we encourage the readers of Intercultural Education not only to use the dictionary for their practice and teaching but also","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":"34 1","pages":"324 - 325"},"PeriodicalIF":1.2,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43436258","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":"Intercultural sensitivity of instructors in Ethiopian public universities","authors":"Tariku Gutu, W. Tegegne","doi":"10.1080/14675986.2023.2188174","DOIUrl":"https://doi.org/10.1080/14675986.2023.2188174","url":null,"abstract":"ABSTRACT Higher education institutions are a place where transformation is a guiding principle. Instructors, as major agents for change, are expected to have qualities that transcend the boundaries of one-size-fits-all. This study, therefore, examined the intercultural sensitivity of university instructors in Ethiopian public universities. It was primarily aimed at investigating their intercultural sensitivity across several major demographic and background variables. A quantitative research approach substantiated with qualitative data was employed for the study. Results show that instructors’ intercultural sensitivity in all universities regarding their demographic characteristics and background information, except academic status and gender, were not found to be determinants of sensitivity. Their intercultural sensitivity levels across the dimensions, however, were different among instructors in all universities. Recommendations are made, taking into account the findings and their implications underpinning intercultural sensitivity as the sine qua non for academic prowess.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":"34 1","pages":"412 - 425"},"PeriodicalIF":1.2,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42667886","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":"‘You’re not a better person, but you look like you are.’ Hate speech and privilege: contributions from a participatory research study with teenagers","authors":"Alba Quirós-Guindal, Noemi Laforgue-Bullido, Íñigo lorón-Díaz, Alberto Izquierdo-Montero","doi":"10.1080/14675986.2023.2187350","DOIUrl":"https://doi.org/10.1080/14675986.2023.2187350","url":null,"abstract":"ABSTRACT The current expansion of hate speech in different areas of public life poses a challenge for educators committed to developing their praxis from an intercultural approach. In this sense, the social privileges enjoyed by part of the population are exploited through these discourses with political and economic objectives that are incompatible with collective justice. To delve deeper into this issue, a participatory research study was carried out among 52 adolescents and nine educators with the aim of identifying the scenarios, agents and strategies related to these discourses, as well as to create collective strategies to address this social problem. Over a period of 9 months, dialogic workshops were conducted to identify relevant issues that would facilitate a pedagogical approach to addressing hate speech. This article presents results that clarify the role of privilege in educational reflection and action in the face of hate speech. It concludes with some reflections, questions and possible guidelines to promote critical literacy in educational scenarios that help question hate speech when it is based on the defence of inequality through naturalised privileges.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":"34 1","pages":"329 - 345"},"PeriodicalIF":1.2,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44899263","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":"Towards a new multi-modality campus: unboxing Pandora’s box","authors":"Shira Soffer-Vital, Idit Finkelstein","doi":"10.1080/14675986.2023.2187351","DOIUrl":"https://doi.org/10.1080/14675986.2023.2187351","url":null,"abstract":"ABSTRACT Changing times force us to rethink our academic policies in higher education institutions. Traditional narrow views on students coming to campuses might be problematic for full inclusion. In this paper, we present an innovative model for student inclusion with the goal of producing a new framework for practice in higher education. We suggest re-examining the interactions between student characteristics while taking them into account as a whole and adopting a new holistic view of their identity-derived needs. The New Multimodality Diversified Campus (NMDC) model takes into account multiculturism, multiple technological literacies, multiple identities, multilingualism, multiple religions, and multiple disabilities. This model, based on multiple pedagogies, multiple curricula, multiple evaluations and multiple policies, serves as a compass to reach our desired destination, which is a fully inclusive campus. We present new observations about Universal Design for Learning (UDL) as a guiding tool that can be used in higher education, contextualising it in the framework of our model.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":"34 1","pages":"396 - 411"},"PeriodicalIF":1.2,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45218676","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":"Transforming, translanguaging, and transcending identities: developing culturally responsive educational leadership","authors":"Ariadna Phillips, Soribel Genao","doi":"10.1080/14675986.2023.2180619","DOIUrl":"https://doi.org/10.1080/14675986.2023.2180619","url":null,"abstract":"ABSTRACT This study offers a review of existing research on translanguaging, inclusion, and computational literacies. It assesses existing school statistics and a student opinion survey released by the New York City Department of Education in Spring 2019 to investigate the attitudes and experiences of students at a public secondary school in the South Bronx that incorporates translanguaging into grades 6–8 computer science and Spanish courses given to most students. The findings of this study indicated that both Language Heritage Learner (LHL) and Non-Language Heritage Learner (NLHL) and perceived overall positive cultural responsiveness from the school community regarding their language identity in a setting where translanguaging exists (most notably in the Dual Language programme), but a minority of staff felt that they did not sufficiently incorporate considerations for cultural heritage and linguistic background into instruction. This study concludes with implications to further improve cultural responsiveness at the staff and administrative levels, the limitations of the study, and thoughts on further research on the issue of assessing whether culturally responsive education is accessible to neoindigenous student populations, particularly given that a citywide survey instrument facing hundreds of thousands of students throughout New York City does not specifically ask about language inclusivity.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":"34 1","pages":"305 - 323"},"PeriodicalIF":1.2,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44981042","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":"Towards multicultural, inclusive and diverse evaluation – Exploring post-Secondary students’ perceptions","authors":"Yael Shraga-Roitman, Revital Cohen-Liverant, Shira Soffer-Vital, Idit Finkelstein, Tsfira Grebelsky-Lichtman","doi":"10.1080/14675986.2023.2187349","DOIUrl":"https://doi.org/10.1080/14675986.2023.2187349","url":null,"abstract":"ABSTRACT Higher education acknowledges evaluation as a core component in pedagogy. However, K–12 institutions implement different applications of formative evaluation, and Higher Education Institutes (HEIs) still use traditional evaluation almost exclusively. Adjustments made for students with disabilities (SWDs) are often exam accommodations rather than modifications in the evaluation process itself. The current study aims to examine the perceptions of students from different cultural backgrounds and abilities on Culturally Responsive Academic Evaluation (CRAE), which also takes into consideration SWDs and sees them as a distinct cultural group. Universal Design for Learning (UDL) was used as a guiding framework for formative evaluation for students with and without disabilities. The study used a qualitative method through a phenomenological approach. Twelve undergraduate and graduate students were interviewed using in-depth semi-structured interviews. Results showed three themes concerning CRAE in higher education: Multiculturalism and diversity sensitivity, diversification in evaluation methods, and social responsibility. According to the participants’ statements, the student population is ready for more flexible and diverse evaluation methods, as long as boundaries are set to preserve academic standards.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":"34 1","pages":"378 - 395"},"PeriodicalIF":1.2,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41483814","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":"Social skills for the educational integration of pre-adolescent and adolescent immigrants","authors":"Christian Fernández-Leyva, Maria Tomé Fernández, José Manuel Ortiz-Marcos","doi":"10.1080/14675986.2023.2180620","DOIUrl":"https://doi.org/10.1080/14675986.2023.2180620","url":null,"abstract":"ABSTRACT In this study, the variable ‘age’ was analysed in terms of its influence on the development of social skills among immigrant students enrolled in compulsory secondary education (12 to 18 years old) in the South of Spain. The social skills construct was defined with responses of N = 749 immigrant students using the Social Skill Scale for Young Immigrants (SSSYI). Six dimensions were evaluated: the ability to say ‘no’ and cut off interactions; self-expression in social situations; defending one’s own rights; ability to express anger or disagreement towards others; ability to make requests, and the ability to initiate positive interactions with the opposite sex. The analyses were carried out with the statistical software packages SPSS and STATA. The results showed that the probability of immigrant students to acquire social skills increased with age.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":"34 1","pages":"205 - 219"},"PeriodicalIF":1.2,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41534823","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}