It is an articulation of the teaching and learning process for competence training in coexistence, tolerance, responsibility, and the consolidation of spaces for a democracy based on social and real justice. This approach favors opportunities for global and intercultural learning, offering a voice to students, and listening to students’ diverse experiences, for the development of cultural knowledge, the development of critical and reflective thinking skills, decision making, empowerment, the awareness of perspective, and citizen responsibility as key aspects for the sustainable education for society. To achieve this, educational practices are (re)constructed, through a curriculum that connects content with local, national, and global reality, through issues such as justice and social responsibility, equity, poor sustainability, migration, social exclusion, and racism, among others.
Published in Chapter:
A Global Competence Approach to Teaching Development for Intercultural Education
Isabel María Gómez Barreto (Universidad de Castilla-La Mancha, Spain), Raquel Segura Fernández (Universidad de Castilla-La Mancha, Spain),
José Sánchez-Santamaría (Universidad de Castilla-La Mancha, Spain), and Carlos Montoya Fernández (Universidad de Castilla-La Mancha, Spain)
Copyright: © 2021
|Pages: 20
DOI: 10.4018/978-1-7998-7283-2.ch014
Abstract
The aim of this chapter is to show a training framework for intercultural education from the perspective of global competence for educational professionals in formal and non-formal settings. The theoretical background is education for critical intercultural citizenship in the framework of global competence and connectivism. The training framework is conceived through a community of professional practice models of intercultural education through web environments, social networks, and face-to-face workshops. The focus is on the critical and reflective practice and the perspective taking to explore beliefs about global and intercultural education, to become aware of the quality of interactions in educational contexts in cultural diversity, and to adopt didactic strategies for the implementation of a curriculum aimed at contributing to a global education that meets the needs and characteristics of the 21st century.