Intercultural Education最新文献_第5页

Academic performance differences between Spanish and indigenous speakers in Ecuador 厄瓜多尔西班牙语和母语者的学习成绩差异

IF 1.2

Intercultural Education Pub Date : 2023-03-09 DOI: 10.1080/14675986.2023.2187348

Ximena D. Burgin

引用次数: 0

The role of parenting styles for the relationship of stays abroad, self-efficacy and intercultural competence 父母教养方式在留洋、自我效能和跨文化能力关系中的作用

IF 1.2

Intercultural Education Pub Date : 2023-03-08 DOI: 10.1080/14675986.2023.2187347

Petia Genkova, Henrik Schreiber, Verena Fässler

引用次数: 0

Education and ethnicity: personal-professional identity of Mizrahi teachers 教育与族群:米兹拉希教师的个人职业认同

IF 1.2

Intercultural Education Pub Date : 2023-03-07 DOI: 10.1080/14675986.2023.2180489

Nissim Avissar

{"title":"Education and ethnicity: personal-professional identity of Mizrahi teachers","authors":"Nissim Avissar","doi":"10.1080/14675986.2023.2180489","DOIUrl":"https://doi.org/10.1080/14675986.2023.2180489","url":null,"abstract":"ABSTRACT Israel is an ethnically diverse country. This diversity is expressed among teachers and students and impacts learning, socialization, and education processes. Ethnic diversity frequently translates into a hierarchy in whose framework a certain cultural background is preferred over another. Those at the bottom of the ranking may experience silencing and erasure of parts of their identity. This situation has negative implications for self-esteem, the quality of social relations, and for social mobility. Despite there being relatively extensive writing about ethnicity and Mizrahi identity, educational research on these topics is meager. Moreover, most of the relevant literature addresses the experience of students whereas the experience of teachers is barely examined. This article focuses on the ethnic identity of teachers and examines it from psychological and educational perspectives. It is based on a qualitative study in which 23 in-depth, semi-structured interviews were conducted. Through analysis of the responses we will seek to become more closely acquainted with the experiences of teachers with respect to the ethnic facet of their identity and to delve deeper into subjective perceptions related to ethnic identity, including their implicit and intimate aspects. Three main insights emerge which can promote sensitively cultural and socially responsible educational practice.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":"34 1","pages":"220 - 234"},"PeriodicalIF":1.2,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42975562","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}

引用次数: 0

A decolonial critique of ‘diversity’: theoretical and methodological implications for meta-intercultural education 对“多样性”的非殖民化批判:对元跨文化教育的理论和方法意义

IF 1.2

Intercultural Education Pub Date : 2023-03-04 DOI: 10.1080/14675986.2023.2177622

Michalinos Zembylas

引用次数: 3

Person to Person Peacebuilding, Intercultural Communication and English Language Teachings 人对人建设和平、跨文化交流和英语教学

IF 1.2

Intercultural Education Pub Date : 2023-03-04 DOI: 10.1080/14675986.2023.2184551

A. Susanti, M. Fatoni

引用次数: 0

When Greeks learn Turkish: developing intercultural competence through learning the language of the ‘enemy’ 当希腊人学习土耳其语：通过学习“敌人”的语言培养跨文化能力

IF 1.2

Intercultural Education Pub Date : 2023-03-04 DOI: 10.1080/14675986.2023.2177618

K. Magos, Kanella Georgopapadakou

引用次数: 0

Example of Practice: Designing and teaching a course that matters: going beyond business as usual 实践范例:设计和教授一门重要的课程:超越常规

IF 1.2

Intercultural Education Pub Date : 2023-03-04 DOI: 10.1080/14675986.2023.2184550

Ribut Wahyudi

引用次数: 1

Interculturalism, ethnicity, and multilingualism in upper secondary school: an analysis of social pedagogical identities during pedagogical work with newly arrived students in Sweden 高中的跨文化、种族和多语性：对瑞典新来学生教育工作中社会教育身份的分析

IF 1.2

Intercultural Education Pub Date : 2023-03-04 DOI: 10.1080/14675986.2023.2177623

Hennie Kesak, Goran Bašić

{"title":"Interculturalism, ethnicity, and multilingualism in upper secondary school: an analysis of social pedagogical identities during pedagogical work with newly arrived students in Sweden","authors":"Hennie Kesak, Goran Bašić","doi":"10.1080/14675986.2023.2177623","DOIUrl":"https://doi.org/10.1080/14675986.2023.2177623","url":null,"abstract":"ABSTRACT The aim of the present study is to attain new knowledge about interculturalism, ethnicity, and multilingualism in the upper secondary school context in conjunction with pedagogical work with students who are newly arrived in the country. The empirical material for the study was collected in the upper secondary context in Sweden and consists of documents, field notes, and qualitative interview. Analysis shows that a distance relationship is created and recreated in the interactive flow between the newly arrived students and the teachers' institution when ethnic social pedagogical monitoring and control are represented in writing by the institution (the upper secondary school) and verbally in the observed and recounted situations. Social pedagogical identities are produced and reproduced in the interactive dynamic, in which the newly arrived student is represented as a successful student, developing in the social pedagogical meaning. However, the newly arrived student also is represented as a humiliated, weary, excluded student who, through demonstration of moral dissolution, displays an ethnified victim student identity that is in opposition to the teachers and institution. This represented humiliation, weariness, and exclusion of the newly arrived student constructs and reconstructs the image of a disadvantaged student. The effect is likely a negative impact on the aims of the upper secondary school to include and integrate newly arrived students into the school community and society at large.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":"34 1","pages":"180 - 198"},"PeriodicalIF":1.2,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47941504","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}

引用次数: 2

Insights into intercultural communication from a global citizenship framework: Voices of South Korean university students 全球公民框架下的跨文化交流洞察:韩国大学生之声

IF 1.2

Intercultural Education Pub Date : 2023-03-03 DOI: 10.1080/14675986.2023.2180488

Andrea Rakushin Lee, Farinaz Dastpish, Monique Freemon, Jalesa Parks

{"title":"Insights into intercultural communication from a global citizenship framework: Voices of South Korean university students","authors":"Andrea Rakushin Lee, Farinaz Dastpish, Monique Freemon, Jalesa Parks","doi":"10.1080/14675986.2023.2180488","DOIUrl":"https://doi.org/10.1080/14675986.2023.2180488","url":null,"abstract":"ABSTRACT The aim of this phenomenological study was to explore South Korean university students’ views of the importance of intercultural communication. It also sought to obtain participant recommendations on how to improve awareness of intercultural communication in their personal lives, on campus, and in society. Intercultural communicative competence is becoming increasingly important as the world becomes more interconnected online and through intercultural exchanges that take place in a variety of capacities. This study was conducted during the spring semester of 2020 at a university in central South Korea. Participants included 14 South Korean university students who were enrolled in an intercultural communication class that was conducted online and designed for English language learners. Data comprised individual interviews, a focus group, and essays. Data analysis centred on examining commonalities and key statements made by participants. In terms of why it is important to study intercultural communication, results highlighted the need for people to be understanding and knowledgeable about diverse cultures, have respect for other people and cultures, and ensure that past intercultural conflict does not happen in the future. Students provided a wide range of recommendations for improving their awareness of intercultural communication. This paper concludes with practical implications.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":"34 1","pages":"271 - 287"},"PeriodicalIF":1.2,"publicationDate":"2023-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42581001","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}

引用次数: 2

Teacher’s perceptions of separate language learning models for students with immigrant background in Austrian schools 教师对奥地利学校移民背景学生独立语言学习模式的看法

IF 1.2

Intercultural Education Pub Date : 2023-03-02 DOI: 10.1080/14675986.2023.2180487

K. Resch, Marie Gitschthaler, S. Schwab

{"title":"Teacher’s perceptions of separate language learning models for students with immigrant background in Austrian schools","authors":"K. Resch, Marie Gitschthaler, S. Schwab","doi":"10.1080/14675986.2023.2180487","DOIUrl":"https://doi.org/10.1080/14675986.2023.2180487","url":null,"abstract":"ABSTRACT The majority of European educational systems regard the provision of high-quality language and learning support for students with immigrant background as the greatest challenge and consider separate language support classes as ‘the solution’ to the educational disadvantages these students face. Austria recently implemented separate language support programmes (‘German language support classes and courses = GLSCC’) for students with beginner-level German language skills. There is a growing body of literature which indicates that separate language learning programmes result in lower academic achievement of students with immigrant background compared to inclusive programmes. This study presents teachers’ perceptions (n = 1.267) of positive or negative effects of the GLSCC in Austrian schools. With regard to positive effects, teachers view the GLSCC as an opportunity for individualised and differentiated instruction. However, many teachers reported negative effects in the social dimension which refer to social exclusion and processes of othering. Furthermore, the findings indicate a variety of deficiencies on a didactic (e.g. students miss content in other subjects) and organisational level (e.g. lack of adequate rooms) and indicate a strong need for improved teacher education and training to teach heterogeneous classes.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":"34 1","pages":"288 - 304"},"PeriodicalIF":1.2,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48615439","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}

引用次数: 6