Intercultural Education最新文献_第8页

Children’s willingness to have contact with children from different cultures; evidence from the Tec4schools program 儿童与来自不同文化背景的儿童接触的意愿;来自Tec4schools项目的证据

IF 1.2

Intercultural Education Pub Date : 2022-12-05 DOI: 10.1080/14675986.2022.2144621

Miri Shonfeld, Elaine Hoter

{"title":"Children’s willingness to have contact with children from different cultures; evidence from the Tec4schools program","authors":"Miri Shonfeld, Elaine Hoter","doi":"10.1080/14675986.2022.2144621","DOIUrl":"https://doi.org/10.1080/14675986.2022.2144621","url":null,"abstract":"ABSTRACT This paper explores the factors that predict children’s willingness to have contact with those from cultures in conflict, using data collected in 2014–2015 from the TEC4Schools program which begins online and eventually includes face-to-face contact. Hierarchical regression analysis was conducted on the results of the questionnaire from 577 students. The predictors were entered in four steps: (1) personal details (gender and religion), (2) equity and satisfaction (3) collaboration (the use of collaborative learning in the course), and (4) intercultural attitudes. Both intercultural attitudes and positive experiences are associated with collaboration and predict the dependent variable: the willingness of the children to interact with those from other cultures. Satisfaction and equity do not directly predict willingness to interact with other children but do so via collaboration. In addition, the variable ‘intercultural attitudes’ is a mediator for collaboration, meaning that collaboration does predict willingness to interact with other cultures via intercultural attitudes. Although the findings show that gender and religion do not predict willingness to interact, there are significant differences in gender and/or religion in satisfaction, equity, intercultural attitudes, and collaboration.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46774103","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 emotions in educational work with asylum-seeking and refugee children in culturally diverse classrooms 情感在多元文化课堂中对寻求庇护儿童和难民儿童的教育工作中的作用

IF 1.2

Intercultural Education Pub Date : 2022-12-05 DOI: 10.1080/14675986.2022.2146403

Bolette Moldenhawer

{"title":"The role of emotions in educational work with asylum-seeking and refugee children in culturally diverse classrooms","authors":"Bolette Moldenhawer","doi":"10.1080/14675986.2022.2146403","DOIUrl":"https://doi.org/10.1080/14675986.2022.2146403","url":null,"abstract":"ABSTRACT This article examines the role of emotions in educational work with asylum-seeking and refugee children by studying a specific case of teaching in culturally diverse classrooms. Using empirical data from various classroom contexts in Denmark based on teacher interviews and participant observations, the role of emotions is examined through a relational approach informed by, among others, Sara Ahmed. The analysis firstly developed three types of situated emotion management performed by actors for a wide range of reasons, feeling rules and organisational regulations. Secondly, I undertook a theoretical interpretation of the analysis involving a study of emotions asking, ‘what do emotions do’ and ‘how do emotions operate’ to make and shape bodies of othering. The findings suggest that a relational approach to emotion allows for a better understanding of how emotions work with effect in educational work with asylum-seeking and refugee children and, accordingly, how teachers can benefit from including this approach in understanding and finding solutions to the important role emotions play in asylum-seeking and refugee education.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43584967","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

Harnessing the benefits of sanctuary scholarship: opportunities for community enhancement, widening participation and internationalisation at home 利用庇护奖学金的好处:加强社区、扩大参与和在国内国际化的机会

IF 1.2

Intercultural Education Pub Date : 2022-12-05 DOI: 10.1080/14675986.2022.2144623

S. Colaiacomo, Ayse Gur Geden, A. Linehan, Anthony Manning

引用次数: 0

The role of colleges for advanced studies in Roma undergraduates’ adjustment to college in Hungary from a social network perspective 社会网络视角下的高等院校在匈牙利罗姆本科生适应大学生活中的作用

IF 1.2

Intercultural Education Pub Date : 2022-11-21 DOI: 10.1080/14675986.2022.2144051

Ágnes Lukács J., Tünde Szabó, É. Huszti, C. Komolafe, Z. Ember, Beáta Dávid

{"title":"The role of colleges for advanced studies in Roma undergraduates’ adjustment to college in Hungary from a social network perspective","authors":"Ágnes Lukács J., Tünde Szabó, É. Huszti, C. Komolafe, Z. Ember, Beáta Dávid","doi":"10.1080/14675986.2022.2144051","DOIUrl":"https://doi.org/10.1080/14675986.2022.2144051","url":null,"abstract":"ABSTRACT Adapting to the expectations of educational institutions can be difficult for any students, but it is particularly difficult for disadvantaged, first-generation college students with a minority ethnic background. Our case study, employing a social network perspective, examines the role of small peer-communities in the academic adjustment of underrepresented minority students, namely Roma young people in Hungary. Using a social network approach, the study aims to evaluate what the exact role of ‘colleges for advanced studies’ communities is in the everyday life of Roma students, characteristically first-generation intellectuals, and how such communities contribute to academic adjustment. Furthermore, this study examines the main dilemmas concerning the operation of such colleges for advanced studies. The results show that institutions with fewer students and those operating in separate buildings (spatial segregation) provide an opportunity for much stronger connections and more interactions for the students. However, the analysis also showed that the predominance of RCASN ties may hinder the formation of host connections, and this way hampers the stronger bonding to the university.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46111868","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

Simulated field experiences and culturally responsive pedagogy among teacher candidates 教师候选人的模拟实地经验和文化反应教育

IF 1.2

Intercultural Education Pub Date : 2022-11-21 DOI: 10.1080/14675986.2022.2144073

Peter G. Ghazarian, Erik Kormos, Kendra Wisdom

引用次数: 2

Looking within: implicit skin tone bias among teachers of color 内观:有色人种教师的隐性肤色偏见

IF 1.2

Intercultural Education Pub Date : 2022-11-13 DOI: 10.1080/14675986.2022.2144622

Danielle R. Eugene, Jandel Crutchfield, Latocia Keyes, Sarah L. Webb

引用次数: 0

From study abroad to education abroad: language proficiency, intercultural competence, and diversity 从留学到留学:语言能力、跨文化能力和多样性

IF 1.2

Intercultural Education Pub Date : 2022-11-02 DOI: 10.1080/14675986.2022.2154956

Frida Akmalia, Yunita Laila Zulfa

引用次数: 1

Photovoice as a means of self-reflection: portraying sociocultural adaptation in service learning 摄影语音作为一种自我反思的手段：描绘服务学习中的社会文化适应

IF 1.2

Intercultural Education Pub Date : 2022-11-02 DOI: 10.1080/14675986.2022.2154951

Sandi Ferdiansyah, Ayunda Wulandari, Ika Aulia Fitri

引用次数: 0

Research Note: VIETNAMESE LEARNERS OF ENGLISH AND THEIR INTERCULTURAL SENSITIVITY? 研究报告：越南英语学习者及其跨文化敏感性？

IF 1.2

Intercultural Education Pub Date : 2022-11-02 DOI: 10.1080/14675986.2022.2154953

N. Vu

{"title":"Research Note: VIETNAMESE LEARNERS OF ENGLISH AND THEIR INTERCULTURAL SENSITIVITY?","authors":"N. Vu","doi":"10.1080/14675986.2022.2154953","DOIUrl":"https://doi.org/10.1080/14675986.2022.2154953","url":null,"abstract":"ABSTRACT This mixed-method study seeks to understand Vietnamese higher education students’ intercultural sensitivity (IS) to progress their development of intercultural communicative competence (ICC), as part of the efforts to enrich the literature on IS and ICC in the Vietnamese contexts of foreign language education. Firstly, attending to these target students’ English language learning, this study quantitatively suggested that they had weak-to-moderate levels of IS and initially proved that they were still able to interact interculturally in a relatively confident way. Moreover, based on the framework of Chen and Starosta, the quantitative and qualitative findings demonstrated that the IS levels seemed to vary among the target students, according to their demographic backgrounds (e.g. gender, academic major, language as a medium of instruction, locations of hometown, year of learning, and length of English language learning). Finally, implications are discussed at the end of this manuscript, involving much attention needed from a wide range of related stakeholders in order to necessarily establish critical steps for the facilitation of intercultural education in the Vietnamese context of higher education in general and language education in particular.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48567189","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

Teachers ‘looking into a mirror’ - a journey through exposure to diverse perspectives 教师“照镜子”——一次接触不同视角的旅程

IF 1.2

Intercultural Education Pub Date : 2022-11-02 DOI: 10.1080/14675986.2022.2143694

Noa Shapira, Shula Mola

{"title":"Teachers ‘looking into a mirror’ - a journey through exposure to diverse perspectives","authors":"Noa Shapira, Shula Mola","doi":"10.1080/14675986.2022.2143694","DOIUrl":"https://doi.org/10.1080/14675986.2022.2143694","url":null,"abstract":"ABSTRACT This study examined the impact of a workshop for teachers entitled ‘Things are Not Always What They Seem’. The workshop’s aim was to raise awareness of teachers’ roles in heterogenic classrooms. The study’s primary assumption was the importance of increasing teachers’ awareness of their biases and the need to foster intercultural sensitivity. To do so, the workshop exposed 35 teachers to the perspectives of ‘other’ teachers and students including those deriving from the following defined categories: middle-class, advantaged, white teachers (MAW), and low social economic status, disadvantaged, and black (LDB) students. The research method was qualitative interpretive, based on the analysis of texts from the teachers’ workshop. The workshop included exposure to the MAW statements towards their students and LDB statements about their personal experience with racism. The teachers from the workshop read the quotes, searched for connections between them, and reflected about the texts. Findings indicate that the teachers’ responses to the offered quotes demonstrate intercultural sensitivity, as manifested through understanding their students’ points of view.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42329139","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