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Towards multicultural, inclusive and diverse evaluation – Exploring post-Secondary students’ perceptions 走向多元文化、包容和多样化的评估——探究中学后学生的看法
IF 1.2
Intercultural Education Pub Date : 2023-03-09 DOI: 10.1080/14675986.2023.2187349
Yael Shraga-Roitman, Revital Cohen-Liverant, Shira Soffer-Vital, Idit Finkelstein, Tsfira Grebelsky-Lichtman
{"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":null,"pages":null},"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}
引用次数: 0
Social skills for the educational integration of pre-adolescent and adolescent immigrants 青少年前与青少年移民教育整合的社会技能
IF 1.2
Intercultural Education Pub Date : 2023-03-09 DOI: 10.1080/14675986.2023.2180620
Christian Fernández-Leyva, Maria Tomé Fernández, José Manuel Ortiz-Marcos
{"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":null,"pages":null},"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}
引用次数: 0
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
{"title":"Academic performance differences between Spanish and indigenous speakers in Ecuador","authors":"Ximena D. Burgin","doi":"10.1080/14675986.2023.2187348","DOIUrl":"https://doi.org/10.1080/14675986.2023.2187348","url":null,"abstract":"ABSTRACT The Ecuadorian government has reported remarkable learning gains regarding the academic progress of students in the educational system. However, the academic gains for indigenous students have not been clearly demonstrated. This quantitative study aimed at understanding the progress of educational reforms in Ecuador for indigenous students. These students tend to learn an indigenous language first. We focus here on the 2015–2016 student public sample datasets produced by INEVAL for fourth graders in Basic General Education (Educación General Básica; EGB). The results of the analyses indicate that urban students who spoke Spanish first outperformed rural students who learned an indigenous language first. The findings of this study also point to the importance of integrating diverse students’ assets and prior experiences as part of the curriculum to support the academic success of diverse groups of students.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41510757","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
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
{"title":"The role of parenting styles for the relationship of stays abroad, self-efficacy and intercultural competence","authors":"Petia Genkova, Henrik Schreiber, Verena Fässler","doi":"10.1080/14675986.2023.2187347","DOIUrl":"https://doi.org/10.1080/14675986.2023.2187347","url":null,"abstract":"ABSTRACT Students’ development of intercultural competence during stays abroad has been subject to numerous studies due to the vital importance of intercultural interaction in the globalised world. In the present cross-sectional study, we provide and test a theoretical frame connecting self-efficacy theory of learning and intercultural learning, examining the remembered parenting style of N = 203 German students as a moderating variable to contribute to the understanding of intercultural competence as the result of a learning process. We predicted and found that self-efficacy mediates the relationship between length of stay abroad and intercultural competence, depending on the perception of an emotional warm parenting style. Contrary to our assumptions, the parenting styles control, and punishment do not moderate the relationship between length of stay abroad and self-efficacy. The current study thus contributes to the understanding of intercultural learning as a result of accomplishing intercultural challenges and learning, with implications for further research and practice.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43758107","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
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":null,"pages":null},"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
{"title":"A decolonial critique of ‘diversity’: theoretical and methodological implications for meta-intercultural education","authors":"Michalinos Zembylas","doi":"10.1080/14675986.2023.2177622","DOIUrl":"https://doi.org/10.1080/14675986.2023.2177622","url":null,"abstract":"ABSTRACT This essay puts in conversation notions of diversity, interculturalism and multiculturalism with decolonial scholarship, and then discusses the theoretical and methodological implications for meta-intercultural education – that is, a perspective that reconceptualises intercultural education anchored in critical and decolonial perspectives. It is suggested that a decolonising diversity approach opens new pathways for critical responses to the global discourses and practices of diversity that reinforce particular forms of colonial violence through intercultural education policies and practices. It is argued that this approach offers new insights that enable practical, everyday education interventions which disrupt institutionalised diversity work. Importantly, this approach does not mean a blanket rejection of everything that is ‘Western’ or ‘European’ and replacing it with other centric forms of knowledge production, but rather building upon decolonial critique to critically interrogate key concepts and transform our ways of thinking about interculturality and diversity in education.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45670585","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: 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
{"title":"Person to Person Peacebuilding, Intercultural Communication and English Language Teachings","authors":"A. Susanti, M. Fatoni","doi":"10.1080/14675986.2023.2184551","DOIUrl":"https://doi.org/10.1080/14675986.2023.2184551","url":null,"abstract":"","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45256038","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
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
{"title":"When Greeks learn Turkish: developing intercultural competence through learning the language of the ‘enemy’","authors":"K. Magos, Kanella Georgopapadakou","doi":"10.1080/14675986.2023.2177618","DOIUrl":"https://doi.org/10.1080/14675986.2023.2177618","url":null,"abstract":"ABSTRACT Learning a foreign language is not only an interesting cognitive process. It is also a means of communication with other peoples and becoming acquainted with their cultures. Therefore, learning a foreign language can contribute to the development of intercultural competence, i.e. the competence to manage new communication conditions and situations. In this context, Turkish language learning by Greek citizens may act as a means to transform negative stereotypes and prejudices against Turkish people, which predominate in a large segment of the Greek population. This article presents qualitative research findings of twenty Greek adult citizens’ transformation of perceptions, subsequent to their attending Turkish language courses. The research established that the majority of the participants acknowledged Turkish language learning and acquisition as a contribution to the development of intercultural communication, to a better acquaintance with Turkish people and the transformation of former negative perceptions of Turkish people and culture.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41933393","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
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
{"title":"Example of Practice: Designing and teaching a course that matters: going beyond business as usual","authors":"Ribut Wahyudi","doi":"10.1080/14675986.2023.2184550","DOIUrl":"https://doi.org/10.1080/14675986.2023.2184550","url":null,"abstract":"ABSTRACT This paper discusses how I design and teach an Interculturality in Language and Literary Studies (ILLS) Course. In doing this, I am very much influenced by the post-structural and post-colonial and interdisciplinary nature of my PhD study. The course itself is for sixth semester undergraduate students, after they have passed Skilled Courses, Introduction to Literature and Introduction to Linguistics, etc. In these reflections, I utilise a post-structural approach, in which I consider such a practice to never be final. It is always in process.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41467791","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: 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":null,"pages":null},"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
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