Intercultural Education

While the role of culture in second and/or foreign language (L2/FL) learning and teaching has often been unquestioned, empirical research on culture learning and teaching in L2/FL education has been less common than opinion-oriented writings in relevant journals. This article offers a summary and synthesis of 52 empirical studies on L2/FL culture learning and teaching published during the 20-year period 1996-2015. In doing so, it first provides some background, then discusses the methods used for choosing, summarizing, and briefly analyzing these studies, and finally outlines a range of quantitative and qualitative findings. Culture learning and teaching research in L2/FL education during this period involved five main languages (English, French, German, Japanese, and Spanish) in 19 different countries; adopted mainly qualitative research approaches; and addressed a diverse range of age and educational levels, although postsecondary research studies were most common. The survey here highlights a shift from a focus on ‘culture’ to the ‘intercultural,’ and reveals that culture learning and teaching research has moved beyond reporting teachers’ and students’ attitudes to a range of topics impacting L2/FL learning and teaching, including instructional approaches, teaching materials, assessment, and technology. It also points to connections between the studies outlined and offers possibilities and directions for future research in this important area.

Le Cadre Européen Commun de Référence pour les Langues (CECR) : une approche favorable à la transmission de compétences interculturelles. Analyse critique et impact dans le contexte de l’enseignement du français langue de scolarisation, au Collège Paul Suitman de Camopi, village amérindien de Guyane Française.

Given the prominence of Muslim veils—in particular the hijab and full-face veil—in public discourse concerning the place of Muslims in Western society, we examined their impact on non-Muslims’ responses at both explicit and implicit levels. Results revealed that responses were more negative toward any veil compared with no veil, and more negative toward the full-face veil relative to the hijab: for emotions felt toward veiled women (Study 1), for non-affective attitudinal responses (Study 2), and for implicit negative attitudes revealed through response latency measures (Studies 3a and 3b). Finally, we manipulated the perceived reasons for wearing a veil, finding that exposure to positive reasons for wearing a veil led to better predicted and imagined contact (Study 4). Practical and theoretical implications are discussed.

En  el  presente  artículo  se  indagan  las  características  que  adoptan las políticas Educación Intercultural ilingüe  (en adelante EIB) en Argentina, a travésdel  análisis  de  su  aplicación  en  los  territorios  provinciales  de  Salta  y Misiones (Argentina). Las preguntas que guían esta investigación son ¿de qué manera las normativas provinciales construyen sentidos locales de la EIB como política  educativa  y  de  la interculturalidad  como  derecho  educativo?  Y  ¿qué tipo  de  dispositivos  de  intervención  territorial  se  diseñan  para  atender  las problemáticas  locales?  Partimos  de  la  hipótesis  de  que  en  Argentina  los modelos de educación intercultural destinados a las poblaciones indígenas no se  implementaron  de  manera  homogénea,  sino  que  admiten  diferentes periodizaciones  y  plantean  desarrollos  propios  vinculados  al  contexto  y  la población destinataria. Más aún en las provincias se re-significan, seleccionan y fijan sentidosdeterminados de la EIB que constituyen un campo de discusión con  textura  propia.  En  esta  contribución  se  describen  las  políticas  públicas destinadas a la educación de pueblos indígenas en dos provincias de la Región Norte Grande Argentino. Desde una perspectiva antropológica, se abordan los dispositivos territoriales diseñados en cada provincia y los sentidos locales que se construyen entorno a la interculturalidad.EDUCACIÓN INTERCULTURAL BILINGÜE. REFLEXIONES ACERCA DE LOS CASOS DE SALTA Y MISIONES (ARGENTINA)INTERCULTURAL BILINGUAL EDUCATION. REFLECTIONS ABOUT SALTA’S AND MISIONES’S CASES (ARGENTINA)YAMILA IRUPÉ NUÑEZiy ANA VICTORIA CASIMIRO CORDOBAiiFecha de Recepción: 24/10/2019|Fecha de Aprobación: 30/11/2019iDoctora  en  Antropología  Social  (FHyCS-UNaM).  Becaria  posdoctoral  CONICET  en  el  Instituto  de  Estudios  Sociales  y  Humanos (CONICET-UNaM).  Investigadora  en  la  Secretaría  de  Investigación  de  la  Facultad  de  Humanidades  y  Ciencias  Sociales  de  la Universidad Nacional de Misiones, Posadas, Misiones, [email protected] en cultura guaraní jesuítica (UNaM). Diplomatura en Pensamiento Latinoamericano y Caribeño (CLACSO).  Licenciada en  Antropología  Social  (UNSa). Instituto  de  Investigaciones  en  Ciencias  Sociales  y  Humanidades  (CONICET-UNSa). Consejo  de Investigación de la Universidad Nacional de Salta (UNSa). Salta, [email protected]: Lenguas.Pueblos originarios.Educación.Estado.Interculturalidad.

La scuola, oggi più che mai, deve aprire un dibattito sui "mondi diversi" per avere un visione di insieme del bambino/ragazzo e delle forme in cui si rendono possibili gli apprendimenti in un'ottica di continuità educativa sia orizzontale (tenendo in considerazione la propria storia, coinvolgendo la famiglia e il territorio), sia verticale (assumendo una visione educativa plurale e coerente, che concepisca la crescita e l'educazione del bambino/ragazzo in prospettiva, mettendo quindi in relazione tutti i servizi e le agenzie educative di ogni ordine e grado).

Eleta, P. (2017). Un Piazzale di mondi diversi, In Rivista Bambini, Settembre.

Despite all the advances in educational technology, basic principles of the educational setting still apply. By going virtual we expand the group of students who can have intercultural collaborative experiences, but this adds the issues of virtualisation, including trust development in collaborative teams, and (amongst other aspects) the emergence of virtual leaders. In all this we must not forget to equip our academics with the right skills and knowledge to mitigate the pitfalls and to enhance the benefits. Last but not least, in our globalised world the use of virtual teams is steadily increasing. We owe it to our students to give them the opportunity to learn this new way of working together across the globe.

This article presents the responses given in several schools of the 1st Cycle of the Basic Education Level (children aged 6 to 10 years) of the Metropolitan Area of Lisbon relating to the issue of integration of immigrant children and children of immigrant descent. The goal was to establish the relationship between the geographical context where the school is located

The presence in the classrooms of students from different
cultural and religious traditions has been an important challenge
for the Spanish educational system. With the aim of analysing
how cultural diversity is taken care of and worked on in schools
in Catalonia, we have carried out an ethnography in eight public
centres of maximum complexity. Despite the actions promoted Azioni per prevenire il razzismo e la xenofobia nelle scuole
by the educational administration and the centres and having
detected some successful experiences, the observations and interviews have allowed us to see the persistence of cultural and racial
stereotypes among students and also between teachers and families, and of subtle and blurred discriminatory attitudes and practices in the hidden curriculum. We analysed the role of two figures: the intercultural mediator in the case of pupils of foreign
origin and their families and that of the gypsy school promoter in
the case of pupils of gypsy origin. Both figures are key to improving coexistence in schools, preventing conflicts, making students
intercultural competent and fighting racism and xenophobia.

Verona, Tocatì - Festival Internazionale dei Giochi di Strada, 2018

L'incontro è dedicato a raccontare quattro esperienze nelle quali soggetti diversi dell'amministrazione, della scuola e della società civile, puntando al benessere ed allo sviluppo delle capacità delle persone e delle comunità, si misurano su come possa essere proprio il gioco tradizionale a "fare scuola": come progetti sociali possano ospitare e nutrirsi delle potenzialità del gioco di strada; come questo possa essere ripreso e trasmesso nella scuola e dalla scuola "riversarsi" in strada, contribuendo a fare della strada un laboratorio di incontro per la comunità. Parte di questi racconti narrano l'impegno sul territorio di AGA, promotrice di pratiche di gioco, a loro volta promotrici di benessere. Esperienze in gioco Quando il gioco fa scuola.

Abitare un giardino per abitare un quartiere: il recupero dei giardini dell’ex-Nani
Maria Antonietta Bergamasco, Ass. D-Hub
Un giardino di quartiere, da tempo abbandonato, torna ad essere crocevia di incontri attorno al gioco: dal laboratorio “Riciclattoli” e dalle domeniche di “gioco sul prato”, si sviluppa con un gruppo di richiedenti asilo, il laboratorio per le scuole “Giochi e giocatori in viaggio”. Perché quando abitiamo un luogo e lo rendiamo occasione di incontro, esso nutre i pensieri e diventa propulsore di nuove iniziative.

Les enseignantes et enseignants, à travers leur appropriation pédagogique des technologies de l'information et de la communication (TIC) se trouvent – quelquefois émerveillés – au milieu de l'Océan. Derrière eux, il y a tout ce qu'ils ont appris, et devant, ce qu'ils ne connaissent pas encore et qui reste à explorer. Ils accompagnent leurs élèves et en invitent d'autres à les rejoindre dans ce voyage. Ils font de leur mieux pour apprendre, approfondir leur pédagogie et peut-être aussi, à travers leur exemple et leurs actes, encourager le système scolaire à se redynamiser. Internet est comme une mer de connaissances, dans un monde changeant, où il faut naviguer avec beaucoup d’ardeur – avec curiosité et habileté, avec patience, impatience et persévérance. Laissez les expériences des enseignants maliens partagés dans ce recueil vous inspirer.

Les visites scolaires au musée signifient la rencontre entre deux institutions de transmission culturelle majeures de notre société. Bien que l’école encourage et valorise les déplacements au musée, rien dans le programme scolaire n’oblige un enseignant à se rendre dans ces espaces patrimoniaux. Dès lors, le choix d’aller ou non au musée avec sa classe incombe généralement à l’enseignant. Quel sens donner à ces sorties hors les murs de l’école ? Comment les enseignants conçoivent-ils la complémentarité entre l’école et le musée ?

Au carrefour des sciences de l’éducation, de l’ethnologie et de la muséologie, cet ouvrage propose à la fois une réflexion théorique sur le rapport école-musée et une analyse du discours d’enseignantes à propos de leurs pratiques de visites au Musée d’ethnographie de Genève (MEG) et sur leurs représentations de l’institution. Quels objectifs les enseignantes associent-elles à une visite scolaire dans ce musée ? Inscrivent-elles la visite dans une démarche d’« apprentissage de la diversité culturelle » ? Au demeurant, que signifie et qu’implique « apprendre la diversité culturelle » ?

DE ALLÁ PARA ACÁ es una serie documental infantil ganadora del Concurso Nacional del INCAA “Series Documentales para ser emitidas por canal Paka Paka (2014)”. La serie forma parte de la grilla de contenidos del primer canal educativo y público diseñado por el Ministerio de Educación de la Nación Argentina. La propuesta documental representa una herramienta educativa y de comunicación innovadora desarrollada a partir de un trabajo interdisciplinar entre la comunicación, la animación, el audiovisual, y la sociología de las migraciones.

La serie cuenta la vida cotidiana de niños y niñas migrantes que residen en la ciudad de Córdoba (Argentina), y retrata la diversidad y la hibridez cultural de la ciudad desde la mirada y vivencia de los niños. Busca representar los relatos de los niños migrantes, sin caer en los estereotipos, simplificaciones o visiones folckorizantes de las culturas de nuestra Latinoamérica y del resto del mundo.

DE ALLÁ PARA ACÁ es una propuesta dinámica, atractiva y reflexiva que permite al público infantil de entre 8 y 12 años acercarse a los conceptos de diversidad, interculturalidad y migración desde la mirada de los protagonistas de la serie: desde niños para niños. La serie no está dirigida exclusivamente a niños que han experimentado un proceso migratorio, ya que plantea temas transversales vinculados a los desafíos propios de la infancia: la relación con los otros, la convivencia, los vínculos, la integración, la discriminación, etc.

Palabras claves: niños migrantes, interculturalidad, identidad, material educativo, migración infantil.

This contribution intends to present a research project centered on "second generation" parents. The aim is to highlight how to focus the pedagogical attention on the "intercultural mediation strategies" - acted by parents of non-Italian origin with adolescent children - and on the processes of interaction and participation between parents (both native and non-native), may reveal possible ways of reflection and action, useful to promote real processes of human inclusion and intercultural integration, relying on the "common parenting" that inhabits "in" and "the" city

Esta tesis doctoral trata uno de los temas que más ocupa -y preocupa- a los profesionales de la educación ante la llegada de alumnado de origen inmigrante a los centros educativos de nuestro país (especialmente si se encuentra en situación de incorporación tardía y el idioma que habla es completamente diferente al nuestro): el desconocimiento que presentan del español -como lengua vehicular que se utiliza para la transmisión de contenidos en las escuelas- y las dificultades que ello supone para la comunicación y el aprendizaje.

En Andalucía, una de las medidas contempladas para hacer frente a esta situación son las llamadas Aulas Temporales de Adaptación Lingüística (también conocidas como aulas ATAL).  El propósito de la investigación es llevar a cabo una evaluación de las posibilidades educativas que ofrecen las mismas en una serie de instituciones educativas ubicadas en Málaga capital. El acercamiento las diferentes realidades y el contraste que ofrece la comparación entre centros permitirá la extracción de ideas sobre la filosofía, la estructura, el enfoque y las dinámicas de intervención que actualmente se ponen en práctica en estos peculiares contextos de acción educativa.

Tomando como base los principios de la investigación cualitativa, el trabajo se ha abordado desde un enfoque fundamentalmente etnográfico y las pautas de actuación han girado en torno a las siguientes actividades:

Entrevistas a profesores y profesoras de ATAL.
Entrevistas a diferentes miembros de la comunidad educativa: tutores/as, miembros del equipo directivo, alumnado, familias, personal de administración y servicios...
Análisis de documentos (oficiales o no) que tengan relación con las intervenciones desarrolladas en las aulas ATAL.
Observaciones y anotaciones de todas aquellas actividades y experiencias que se estén llevando a cabo en las aulas ATAL y que sean susceptibles de proporcionar información relevante para el estudio.

Los resultados del trabajo de investigación son susceptibles de ser valorados, tanto desde un enfoque diagnóstico, como prospectivo. No sólo sirven para detectar las posibles carencias y necesidades del programa de ATAL, sino también para permitir la transferencia de los conocimientos obtenidos y subrayar la potencial aplicabilidad de las prácticas educativas evaluadas y valoradas positivamente.

The article analyzes the issue of educational practices focusing on narration and autobiography. The theoretical and methodological framework used is that of intercultural education and action research in education. In this perspective, the authors present some approaches to narrative and autobiographical educational interventions and, finally, are presented the data related to a research on immigrant children in Italy

Teaching about sustainability through North-South school partnerships inevitably brings students into contact, directly or indirectly, with the ‘Other’ and there is an urgent need to develop an ethical approach to this work in order to avoid repeating patterns of thought and action that are redolent of colonialism. Adopting an ethical approach to teaching about sustainability is a highly complex matter. Acknowledging that issues are complex is not just a matter of supplementing a standard curriculum with representative samplings from other points of view (e.g. through North-South school partnerships). It requires a fundamental rethink of the nature of education, curriculum and pedagogy and a willingness to not only bring difficult issues into the classroom, but also to reflect on one’s own worldview.

For artists, scholars, researchers, educators and students of arts theory interested in culture and the arts, a proper understanding of the questions surrounding ‘interculturality’ and the arts requires a full understanding of the creative, methodological and interconnected possibilities of theory, practice and research. The International Handbook of Intercultural Arts Research provides concise and comprehensive reviews and overviews of the convergences and divergences of intercultural arts practice and theory, offering a consolidation of the breadth of scholarship, practices and the contemporary research methodologies, methods and multi-disciplinary analyses that are emerging within this new field.

Este artículo es una refl exión sobre los estereotipos y la realidad intercultural sur/norte en esta era contemporánea. El propósito de este escrito es contribuir tanto a la demolición de los aparatos fabricadores de otredades estigmatizadas como a la instauración de valores fundamentales para la construcción de una sociedad global
autocrítica e intercultural. Haciendo hincapié en el factor medios de comunicación, se  analizará  el  papel  que  juegan  tres  elementos  fundamentales  (la  historia,  los medios de comunicación y el sistema educativo) en la demolición y/o difusión del discurso ideológico y de  la concepción estereotipada que la ciudadanía española tiene sobre África.

This paper describes the theoretical model developed to support the online intercultural learning environment of the "Incontro" project. This project was designed to develop intercultural competences of Italian and American students in an integrated learning environment ( i.e. face-to-face and online). This paper also analyzes the qualitative data collected during the project to show how such a model allowed to enhance multilingual interaction, multimodal learning,  and to develop participants' multiple identities.

The author takes a retrospective look at his book Religious Education: An Interpretive Approach, first published in 1997, and now available to readers, open access, via the European Wergeland Centre website (https://www.theewc.org/Content/Library/Research-Development/Literature/Introducing-Religious-Education-an-Interpretive-Approach). He tells a personal story of teaching, broadcasting and research, moving from the design of a methodology for studying the religions of minority groups in Britain to identifying the main concepts used for teaching about religions to children and young people in an engaging way, which relates to their own personal and social experience. The article, explains the key concept of representation in looking, for example, at how religions are often represented in ways that play down their internal diversity. Next the concept of interpretation is considered, emphasising the activity through which learners can compare and contrast the use of language by religious believers with their own nearest equivalent language uses, in trying, with sensitivity, to get as close as possible to their meanings. Finally, the process of reflexivity is explained; this gives learners an opportunity for three activities: to reassess their understanding of their own world view (called edifi-cation in the interpretive approach), to make a distanced critique of beliefs and ideas they have studied, and to evaluate the methods that they have been using to learn about the religious meanings of others. Finally the author illustrates how the key concepts from the interpretive approach have been adapted for use in field research studies on teaching and learning about religions.

Growing importance is being given to the political and ethical dimensions of language education, and in particular to the relationship between language learning and intercultural communicative competence. We examine in this paper the main aspects of foreign language teaching: unification of terminology, unification of study guides and implementation of information technologies in the process of study.

El presente libro Ética, educación y convivencia. Fundamentos teóricoprácticos
está elaborado por varios profesionales de la educación,
especialistas en el campo de la investigación y la práctica educativa. A lo
largo de nueve capítulos aborda diferentes cuestiones importantes por su
contenido pedagógico, persiguiendo aportar nuevos planteamientos dentro
del ámbito de la convivencia y la cultura de paz.

To link this article: https://dx.doi.org/10.17583.qre.1763

"The main objective of this project was to investigate the link between Canterbury Christ Church University (CCCU) in the UK, and Goodwill Children’s Homes (GCH) in Tamil Nadu. Mutual, intercultural learning activities have been in existence between teachers of UK-India since 2000. The idea of a joint study came from the fact that no systematic research had been carried out that aimed to understand intercultural exchange learning processes in a globalized world.
A number of student groups from CCCU and their tutors have been visiting Southern India as part of their education and field work for periods of three weeks for the last ten years. As part of this visit, the groups stay at GCH Thandgudi for 8 – 10 days to interact with staff and children. In 2008, while interacting with the visiting groups it was suggested that a systematic research could be undertaken in order to find out what changes occurred among the visiting and host groups, for both students and teachers, as a result of their stay and interactions.  This formed the basis of the study we now report. 
This is a kind of interpretive or explorative research that involves a study tour, group discussion, and interaction with children, teachers, students, staff and administrators. As educators ourselves, we were interested to understand the dynamics of changing behaviour, attitude of the teachers, house mothers, children and society through intercultural and mutual learning.
"

In una società come quella contemporanea ‒ in cui lo sguardo verso gli altri è spesso caratterizzato da pregiudizi e stereotipi ‒ educare a conoscere, comprendere, rispettare e valorizzare le differenze è diventato un compito indispensabile per continuare a tutelare il valore della persona e i princìpi della convivenza civile.
Attraverso una prospettiva pedagogica e interdisciplinare, questo libro intende abbracciare, in un unico sguardo, l’intero campo delle differenze: sociali, culturali, di genere, lingua, religione, salute, condizioni personali.
Frutto del lavoro congiunto e concorde di diversi studiosi, il volume predispone, nella prima parte, un quadro teorico che spiega le ragioni sociali e culturali, lo sviluppo storico, i significati pedagogici e le direzioni etiche e formative dell’educazione alle differenze. Nella seconda parte, invece, illustra alcune possibilità operative, coerenti fra loro e con il quadro concettuale d’assieme, per fare educazione alle differenze nei contesti scolastici ed extrascolastici, affrontando i temi della convivenza interculturale, delle differenze di genere, del bullismo e dell’omofobia. Il tutto con metodologie innovative, in gran parte basate sull’uso di media pop, quali film, pubblicità, canzoni, video virali.

This paper reviews existing evidence on how the intercultural competence of young people can be promoted by schools. It begins by examining the concept of intercultural competence, and the values, attitudes, skills, knowledge, and understanding that together comprise this competence. The various actions that can be taken by schools to promote the intercultural competence of young people are then reviewed. These actions include: encouraging intercultural friendships; organizing periods of study abroad; arranging for students to have Internet-based intercultural contact; setting up school-community links and partnerships; encouraging and supporting students’ critical reflection on their intercultural experiences and on their own cultural affiliations; using pedagogical approaches such as cooperative learning and project-based learning; using pedagogical activities that enhance the development of some of the specific components of intercultural competence (such as role plays and simulations, the analysis of texts, films, and plays, and ethnographic tasks); using a culturally inclusive curriculum; and adopting a whole school approach to valuing diversity and human rights. It is argued that, while there is evidence for the effectiveness of all these various actions, further evaluation studies using more robust methods are still required. Additional research is also required to identify the circumstances under which each form of action is most effective and the subgroups of young people who benefit the most from each action.