Intercultural Education最新文献_第9页

School as an oppressed site: how broader sociopolitical context informs educational processes in Turkish school with Kurdish school mix 学校作为一个受压迫的场所:更广泛的社会政治背景如何影响土耳其学校与库尔德学校混合的教育过程

IF 1.2

Intercultural Education Pub Date : 2022-11-02 DOI: 10.1080/14675986.2022.2144029

Çetin Çelik

引用次数: 0

Stateless in School: The ‘discomfort’ of Kurdish asylum seekers 无国籍学生：库尔德寻求庇护者的“不适”

IF 1.2

Intercultural Education Pub Date : 2022-11-02 DOI: 10.1080/14675986.2022.2144028

A. Kenny

引用次数: 0

Policies and Practices on Intercultural Education in Portuguese Schools 葡萄牙学校跨文化教育的政策与实践

IF 1.2

Intercultural Education Pub Date : 2022-09-03 DOI: 10.1080/14675986.2022.2122173

Daniela Silva, Sofia Marques da Silva

{"title":"Policies and Practices on Intercultural Education in Portuguese Schools","authors":"Daniela Silva, Sofia Marques da Silva","doi":"10.1080/14675986.2022.2122173","DOIUrl":"https://doi.org/10.1080/14675986.2022.2122173","url":null,"abstract":"ABSTRACT Intercultural Education focuses on reciprocal relationships and dialogue among people, in contexts where there is a shared understanding and appreciation of different cultures. The northern region of Portugal is becoming a host region for migrants and refugees. This article aims to understand how intercultural policies and practices are being developed in the region’s schools. The study is based on data collected from 13 schools, located in the Metropolitan Area of Porto. We started by analysing 130 School Educational Projects and Annual Plans of Activities. Thirteen schools, with promising approaches on diversity, integration and interculturality, were selected for conducting interviews with school leaders. Results from content analysis of documents and interviews indicate that schools share a general concern about the integration of all students, but do not particularly address minority groups. Diversity is not deemed worthy of particular attention, since it is believed to be already integrated into school everyday life and relationships. Simultaneously, Intercultural Education values exist in policy-level discourses of school leaders, but less in the discourses at the level of intercultural practices.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46285970","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

Research note: are caring professions’ students more receptive to diverse groups? 研究报告：护理专业的学生是否更容易接受不同的群体？

IF 1.2

Intercultural Education Pub Date : 2022-09-03 DOI: 10.1080/14675986.2022.2143093

Ronen Segev, Ronit Even-Zahav, E. Neter

引用次数: 1

Estonian Preschool and Primary Teachers’ Intercultural Competence as Shaped by Experiences with Newly Arrived Migrant Students 爱沙尼亚学前和小学教师的跨文化能力由新移民学生的经历塑造

IF 1.2

Intercultural Education Pub Date : 2022-09-03 DOI: 10.1080/14675986.2022.2121105

I. Timoštšuk, Krista Uibu, Maiki Vanahans

{"title":"Estonian Preschool and Primary Teachers’ Intercultural Competence as Shaped by Experiences with Newly Arrived Migrant Students","authors":"I. Timoštšuk, Krista Uibu, Maiki Vanahans","doi":"10.1080/14675986.2022.2121105","DOIUrl":"https://doi.org/10.1080/14675986.2022.2121105","url":null,"abstract":"ABSTRACT Cultural diversity in Estonia has been expanding through migration and hence the need to teach newly arrived migrant students (NAMSs) has become an important issue in the Estonian education system. This study examined intercultural competence across domains relating to the attitudes, knowledge and skills of teachers. A total of 167 teachers from 15 preschools and 227 primary teachers from 26 basic schools participated in the study. Experienced teachers self-evaluated their attitudes towards intercultural competence as being significantly lower than less experienced teachers. However, teachers without experience in NAMSs teaching self-evaluated their skills and knowledge as being lower than teachers with NAMS-experience. A comparison of teachers’ intercultural competence, based on school level, indicated that preschool teachers self-evaluated their skills as being significantly higher than primary teachers. The results highlight the value of teaching NAMSs in teachers’ professional learning experience. Also, there is a need to broaden the concept of intercultural competence in teachers’ pre- and in-service education by connecting inclusive practices more with cultural diversity.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44945277","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

Enriching or challenging? The attitudes of Viennese teachers towards religious diversity in urban schools 丰富还是富有挑战性？维也纳教师对城市学校宗教多样性的态度

IF 1.2

Intercultural Education Pub Date : 2022-09-03 DOI: 10.1080/14675986.2022.2144116

Seyda Subasi Singh

引用次数: 1

Cultural literacy and empathy in education practice 教育实践中的文化素养与移情

IF 1.2

Intercultural Education Pub Date : 2022-09-03 DOI: 10.1080/14675986.2022.2144118

Y. Arifani, Nur Hidayat, Nadya Afdholy, S. Hermuningsih

引用次数: 1

Research note: “Like taking a fish from the lake and putting it on the land”: How performance and grade placement affect migrant and refugee students in a public school in Nairobi, Kenya 研究报告：“就像从湖里取鱼放在地上一样”：肯尼亚内罗毕一所公立学校的表现和年级安排如何影响移民和难民学生

IF 1.2

Intercultural Education Pub Date : 2022-09-03 DOI: 10.1080/14675986.2022.2129422

Raphaëlle Ayach

{"title":"Research note: “Like taking a fish from the lake and putting it on the land”: How performance and grade placement affect migrant and refugee students in a public school in Nairobi, Kenya","authors":"Raphaëlle Ayach","doi":"10.1080/14675986.2022.2129422","DOIUrl":"https://doi.org/10.1080/14675986.2022.2129422","url":null,"abstract":"ABSTRACT The United Nations (U.N.) advocates for the inclusion of refugees into public schools. This ethnographic, pilot research explores foreign students’ experience of inclusion and belonging in a Nairobi public school. The research found that these students most resented being placed in lower grades and that their lowered grade placement may have benefited the teachers and schools, to the detriment of foreign students. Lowered grade placement was justified as a way to mitigate students’ negative impact on school performance [mean grades] - however, foreign, over-aged students soon became the schools’ overachievers: given leadership opportunities and getting the highest grades, with some younger Kenyans classmates feeling unable to compete. According to this research, a focus on performance may turn foreign students into a school’s ‘joker’ card: slotted into lower grades when they would harm class performance and left as overaged students when they increase performance, a phenomenon which not only harms all students but further divides host communities and foreign students.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49310485","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

Can we promote children’s openness towards the other group in violent conflict? The story of Jewish and Arab kindergarten teachers in Israel 我们能否促进儿童在暴力冲突中对另一群体持开放态度？以色列犹太和阿拉伯幼儿园教师的故事

IF 1.2

Intercultural Education Pub Date : 2022-07-04 DOI: 10.1080/14675986.2022.2090782

Afnan Masarwah Srour, Talee Ziv, Samar Aldinah, Mahmud Dawud, Michael Sternberg, S. Sagy

{"title":"Can we promote children’s openness towards the other group in violent conflict? The story of Jewish and Arab kindergarten teachers in Israel","authors":"Afnan Masarwah Srour, Talee Ziv, Samar Aldinah, Mahmud Dawud, Michael Sternberg, S. Sagy","doi":"10.1080/14675986.2022.2090782","DOIUrl":"https://doi.org/10.1080/14675986.2022.2090782","url":null,"abstract":"ABSTRACT This article explores changes in children’s openness towards kindergarten teachers and children of an outgroup following participation in an intervention program. The program was implemented by kindergarten teachers and aimed at encountering the other via intergroup contact. The findings are based on qualitative data from interviews with the kindergarten teachers. According to the findings, children’s participation in the program fostered openness towards the kindergarten teacher from the outgroup and encouraged children’s openness to contact with outgroup children as well. Moreover, even during a time of conflict escalation, children’s acceptance and openness towards the kindergarten teachers and children from the other group did not diminish. It appeared that direct contact between people of unequal status, combined with indirect contact between the two equal status groups of kindergarten children, had a positive effect. This could be partly due to the intensity and the positive contact with the kindergarten teacher from the outgroup, as well as to the institutional support for the intervention program.","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":"42705404","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

One size doesn’t fit all educational assessment in a multicultural and intercultural world 在一个多元文化和跨文化的世界里，单一的规模并不适合所有的教育评估

IF 1.2

Intercultural Education Pub Date : 2022-07-04 DOI: 10.1080/14675986.2022.2090174

Irit Levy-Feldman, Z. Libman

{"title":"One size doesn’t fit all educational assessment in a multicultural and intercultural world","authors":"Irit Levy-Feldman, Z. Libman","doi":"10.1080/14675986.2022.2090174","DOIUrl":"https://doi.org/10.1080/14675986.2022.2090174","url":null,"abstract":"ABSTRACT A pronounced development of the 21st century is the technological revolution, which is leading to a global world that creates more multicultural, intercultural, and diverse communities. These developments influence our lives in various ways, one of which relates to education. Educational systems are facing complicated challenges, as they need to align education to the postmodern era while adjusting pedagogical concepts and methods to the multicultural diversity of learners. The article aims to explore these challenges, specifically addressing multicultural educational assessment. We question the prevalent concept of assessment - assessment of learning, vs. assessment for learning or assessment as learning. The former uses assessment as a measurement tool, aiming to benefit decision-making, accountability, control, and supervision, and stems from economic and political considerations. This assessment does not consider the developments of recent decades, which have created a more global, multicultural world where the assumption that ‘one size fits all’ does not work. Furthermore, when this wrong assumption comes to students’ assessment it can have devastating consequences for individuals and groups. We discuss the need to change the educational assessment paradigm, adapt it to a multicultural world, the challenges of doing so, and potential ways to cope with these challenges.","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":"44382062","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