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What is Intercultural Education

Chapter 25
Handbook of Research on Human Performance and Instructional Technology
According to UNESCO, intercultural education should respect “the cultural identity of the learner through the provision of culturally appropriate and responsive quality education for all”, provide “every learner with the cultural knowledge, attitudes and skills necessary to achieve active and full participation in society” and, finally, provide “all learners with cultural knowledge, attitudes and skills that enable them to contribute to respect, understanding and solidarity among individuals, ethnic, social, cultural and religious groups and nations”
Published in Chapter:
Adaptation-Oriented Culturally-Aware Tutoring Systems: When Adaptive Instructional Technologies Meet Intercultural Education
Emmanuel G. Blanchard (McGill University, Canada)
Copyright: © 2010 |Pages: 18
DOI: 10.4018/978-1-60566-782-9.ch025
Abstract
Modern societies have a growing need for highly specialized education and traditional educational systems have a difficult time providing solutions. E-learning applications could become an important part of the solution. With improvements in network technologies and systems’ scalability, more and more globally-distributed applications are now available. Opportunities for people from varying societies to learn synchronously have thus multiplied. This being said, systems developed in a particular cultural setting and distributed around the world without taking into account variations in learners’ cultural backgrounds pave the way for potential misunderstanding and failure of adequate teaching. How might learners’ cultural background be adequately taken into consideration? How can content displayed to learners be culturally adapted? How can the most suitable strategies of interaction in accordance with learners’ cultural specificities be selected? These are some of the questions that will be addressed in this chapter.
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Chapter 12
An Approach for Providing LGBTI+ Education and Bridging the Language Gap: Integrating ESoPC into EFL Teacher Training
An area of research, study and educational implementation focused on raising awareness of different cultures, their differences and similarities.
Published in Chapter: An Approach for Providing LGBTI+ Education and Bridging the Language Gap: Integrating ESoPC into EFL Teacher Training; From: International Approaches to Bridging the Language Gap
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Chapter 2
Towards Intercultural Literacy of Language Teacher Education in the 21st Century
The systematically designed courses or training programs with the teaching philosophy to focus on openness and willingness to interact with speakers of diverse cultural and religious backgrounds with mutual understanding and in culturally appropriate manners.
Published in Chapter: Towards Intercultural Literacy of Language Teacher Education in the 21st Century; From: Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms
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Chapter 1
Are We Living in a Globalized World?: Reflections on Language Use and Global Inequality
Teaching cross-cultural communications, stressing interaction and interdependence between or among people from different cultures.
Published in Chapter: Are We Living in a Globalized World?: Reflections on Language Use and Global Inequality; From: Redefining the Role of Language in a Globalized World
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Chapter 8
School Between Equity and Inequalities: A Pedagogical Reflection on the Italian Context
Field of study aimed at institutionalizing pluralism and making sure that diversity does not turn into inequality; it is not a pedagogy for foreigners, but a pedagogy of diversity in the plural that makes sure that everyone can realize their aspirations.
Published in Chapter: School Between Equity and Inequalities: A Pedagogical Reflection on the Italian Context; From: Restorative Justice and Practices in the 21st Century
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Chapter 47
ICT and Interculture Opportunities Offered by the Web
In Italy, as in other European countries such as Germany and France, the words multicultural and intercultural have distinct meanings. In Italy, especially in the field of pedagogy, the term multicultural indicates a situation where cultures co-exist side by side but as yet, have not found a means of comparison and relating to each other. The term intercultural, which originated in France and then spread to other European countries, on the other hand, describes a situation of interaction between different cultures, often describing a prospect, a possible point of arrival or an objective to strive for; a situation in which the people of different cultures begin to open up to reciprocal relationships, thereby bringing about the possibility of integration, characterised by a political and cultural pluralism which aims at reciprocal respect and appreciation between the respective cultures.
Published in Chapter: ICT and Interculture Opportunities Offered by the Web; From: Encyclopedia of Information Communication Technology
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Chapter 15
Social Justice Leadership for Co-Educating Refugee and Migrant Students in Greek Primary Schools Through Distance Education During COVID-19
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Chapter 5
Plurilingual and Literacy Competencies in Preschool: Migrants' Picture Books as an Intercultural Material
A type of education that promotes the respect towards any type of difference between human beings, and celebrates the wide diversity of people and cultures.
Published in Chapter: Plurilingual and Literacy Competencies in Preschool: Migrants' Picture Books as an Intercultural Material; From: Using Literature to Teach English as a Second Language
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Chapter 12
Interculturally Relevant Pedagogy: Developing Contemporary Approach
Is an approach that seeks to overcome society’ power imbalances from being reproduced in classrooms by ensuring social justice and active participation of all students.
Published in Chapter: Interculturally Relevant Pedagogy: Developing Contemporary Approach; From: Disciplinary Literacy Connections to Popular Culture in K-12 Settings
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Chapter 14
Interculturally-Critical Digital Storytelling: Narrating and Promoting Social Justice
Is an educational approach that recognizes that students bring different cultures to the classroom and tries to establish smooth functioning on intercultural interactions by overcoming inequalities that are based on cultures differences.
Published in Chapter: Interculturally-Critical Digital Storytelling: Narrating and Promoting Social Justice; From: Connecting Disciplinary Literacy and Digital Storytelling in K-12 Education
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Chapter 13
Balancing the Initial Teacher Training in Intercultural Education in the Autonomous Community of Andalusia (Spain) in the Period 2000-2020
A pedagogical approach focused on respect and appreciation of cultural pluralism. Its main objective is to educate in values and skills to understand and respect cultural diversity.
Published in Chapter: Balancing the Initial Teacher Training in Intercultural Education in the Autonomous Community of Andalusia (Spain) in the Period 2000-2020; From: Handbook of Research on Promoting Social Justice for Immigrants and Refugees Through Active Citizenship and Intercultural Education
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Chapter 4
The EMAS and Its Role in the ESL Instruction to Immigrants in England
A type or a style of education that promotes the knowledge, acceptance, respect and understanding of people who have different cultures, traditions, customs, history and all aspects related to idiosyncrasy.
Published in Chapter: The EMAS and Its Role in the ESL Instruction to Immigrants in England; From: Handbook of Research on Bilingual and Intercultural Education
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