Intercultural Education and Literacy

Intercultural Education and Literacy
An ethnographic study of indigenous knowledge and learning in the Peruvian Amazon

by Sheila Aikman

  • Publisher : John Benjamins Publishing
  • Release : 1999-03-15
  • Pages : 232
  • ISBN : 9027218005
  • Language : En, Es, Fr & De
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Indigenous peoples around the world are calling for control over their education in order to reaffirm their identities and defend their rights. In Latin America the indigenous peoples, national governments and international organisations have identified intercultural education as a means of contributing to this process. The book investigates education for and by indigenous peoples and examines the relationship between theoretical and methodological developments and formal practice. An ethnographic study of the Arakmbut people of the Peruvian Amazon, provides a detailed example of the social, cultural and educational change indigenous peoples are experiencing, an insight into Arakmbut oral learning and teaching practices as well as a review of their conceptualisations of knowledge, pedagogy and evaluation. The models of intercultural education being promoted by Latin American governments are, nevertheless, biliterate and school-based. The book analyses indigenous and non-indigenous models based on different conceptualisations of culture and curriculum in the context of the Arakmbut search for an education which respects their dynamic oral cultural traditions and identity, provides them with a qualitatively relevant education about the wider society and addresses the intercultural lives they lead.

Reflexivity in Language and Intercultural Education

Reflexivity in Language and Intercultural Education
Rethinking Multilingualism and Interculturality

by Julie S. Byrd Clark,Fred Dervin

  • Publisher : Routledge
  • Release : 2014-04-03
  • Pages : 254
  • ISBN : 1134756933
  • Language : En, Es, Fr & De
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With the impact of accelerated globalization, digital technologies, mobility, and migration, the fields of Applied Linguistics, Language, and Intercultural Education have been shifting. One shift in need of further exploration is that of systematic and coherent reflexivity in researching language and culture. This unique and timely book thus examines the significance of reflexivity as an integral process, particularly when researching the multifaceted notions of multilingualism and interculturality in education. It also contributes to current critical approaches to representations of languages and cultures in identity politics. As such, the authors offer innovative ways of engaging with reflexivity in teaching, learning, and research through multimodal and complex ways. The chapters span a diverse range of educational settings in Asia, Australia, Europe, and North America.

Dialogue for Intercultural Understanding

Dialogue for Intercultural Understanding
Placing Cultural Literacy at the Heart of Learning

by Fiona Maine,Maria Vrikki

  • Publisher : Springer Nature
  • Release : 2021
  • Pages : 163
  • ISBN : 303071778X
  • Language : En, Es, Fr & De
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This open access book is a result of an extensive, ambitious and wide-ranging pan-European project focusing on the development of children and young people's cultural literacy and what it means to be European in the 21st century prioritising intercultural dialogue and mutual understanding. The Horizon 2020 funded, 3-year DIalogue and Argumentation for cultural Literacy Learning (DIALLS) project included ten partners from countries in and around Europe with the aim to centralise co-constructive dialogue as a main cultural literacy value and to promote tolerance, empathy and inclusion. This is achieved through teaching children in schools from a young age to engage together in discussions where they may have differing viewpoints or perspectives, to enable a growing awareness of their own cultural identities, and those of others. Central to the project is children's engagement with wordless picture books and films, which are used as stimuli for discussions around core cultural themes such as social responsibility, living together and sustainable development. In order to enable intercultural dialogue in action, the project developed an online platform as a tool for engagement across classes, and which this book elaborates on. The book explores themes underpinning this unique interdisciplinary project, drawing together scholars from cultural studies, civics education and linguistics, psychologists, socio-cultural literacy researchers, teacher educators and digital learning experts. Each chapter of the book explores a theme that is common to the project, and celebrates its interdisciplinarity by exploring these themes through different lenses.--

The Educational Challenge of Cultural Diversity in the International Context

The Educational Challenge of Cultural Diversity in the International Context
A Book

by Christos Govaris, Stavroula Kaldi (ed.)

  • Publisher : Waxmann Verlag
  • Release : 2010
  • Pages : 129
  • ISBN : 3830972199
  • Language : En, Es, Fr & De
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Handbook of Research on Bilingual and Intercultural Education

Handbook of Research on Bilingual and Intercultural Education
A Book

by Gómez-Parra, María Elena,Huertas Abril, Cristina Aránzazu

  • Publisher : IGI Global
  • Release : 2020-03-27
  • Pages : 550
  • ISBN : 1799825892
  • Language : En, Es, Fr & De
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As education becomes more globally accessible, the need increases for comprehensive education options with a special focus on bilingual and intercultural education. The normalization of diversity and the acclimation of the students to various cultures and types of people are essential for success in the current world. The Handbook of Research on Bilingual and Intercultural Education is an essential scholarly publication that provides comprehensive empirical research on bilingual and intercultural processes in an educational context. Featuring a range of topics such as education policy, language resources, and teacher education, this book is ideal for teachers, instructional designers, curriculum developers, language learning professionals, principals, administrators, academicians, policymakers, researchers, and students.

Language-in-education Policies

Language-in-education Policies
The Discursive Construction of Intercultural Relations

by Dr. Anthony J. Liddicoat

  • Publisher : Multilingual Matters
  • Release : 2013-04-08
  • Pages : 256
  • ISBN : 1847699162
  • Language : En, Es, Fr & De
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This book examines the ideological underpinnings of language-in-education policies that explicitly focus on adding a new language to the learners' existing repertoire. It examines policies for foreign languages, immigrant languages, indigenous languages and external language spread. Each of these contexts provides for different possible relationships between the language learner and the target language group and shows how in different polities different understandings influence how policy is designed. The book develops a theoretical account of language policies as discursive constructions of ideological positions and explicates how ideologies are developed through an examination of case studies from a range of countries. Each chapter in this book takes the form of a series of three in-depth case studies in which policies relating to a particular area of language-in-education policy are examined. Each case examines the language of policy texts from a critical perspective to deconstruct how intercultural relationships are projected.

Establishing a Culture of Intercultural Education

Establishing a Culture of Intercultural Education
Essays and Papers in Honour of Jagdish Gundara

by Leslie Bash,David Coulby

  • Publisher : Cambridge Scholars Publishing
  • Release : 2016-03-08
  • Pages : 155
  • ISBN : 1443890022
  • Language : En, Es, Fr & De
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Given the current era of global turmoil and strained relations between peoples of diverse national and cultural origins, there has never been a greater need for intercultural education than there is today. This edited volume is in honour of Jagdish Gundara, a renowned pioneer in the field, and brings together contributions from experienced educators and researchers who focus on problematic aspects of intercultural education, as well as on crucial issues related to different regional contexts. Contributors draw upon national, comparative and international perspectives, in addition to theoretical and empirical studies, to inform thinking and discussion in relation to innovative policies and pedagogies. The content of the book will be found to be both challenging and stimulating. Accordingly, it will be welcomed by graduate students and researchers, as well as educators and policy-makers both nationally and across the globe. As such, the volume reflects an endeavour to establish intercultural education as a fundamental aspect of educational discourse in general.

Intercultural Education in European Classrooms

Intercultural Education in European Classrooms
A Book

by Susan Shaw

  • Publisher : Stylus Publishing, LLC.
  • Release : 2000
  • Pages : 148
  • ISBN : 9781858561691
  • Language : En, Es, Fr & De
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This book brings together the latest writings of leading educators and academics in the field of second/additional language learning along with the work of innovative teachers. From North America: Jim Cumminson, Learning to Read in a Second Language; Wayne Thomas and Virginia Collieron, Accelerated Learning for all Students. From the UK: Constant Leung, Second Language Pedagogy; Viv Edwards, Multilingual Word-processing in a Primary School; Tim Parker, Assessment and Planning for Second Language Learning; Susan Jaine, Synthesising New Knowledge About Language Learning. From Europe: Kostas Mangos, What Racism Did to One Pupil in a Greek School; Banna Hirvonen, Bilingual Teaching in a Russian-Finnish Class; Joke Kypriotak, Parental Participation Using Mother Tongue in Rotterdam; Maria Tanini, Adaptation to Classroom Language by Primary Pupils in Rome. This collection generated by the Intercultural Education Project UK, combines leading edge research with best classroom practice. It is an invaluable resource for all teachers of English as an additional language, for curriculum planners and for teacher educators and their students.

Social Justice Education in European Multi-ethnic Schools

Social Justice Education in European Multi-ethnic Schools
Addressing the Goals of Intercultural Education

by Cinzia Pica-Smith,Rina Manuela Contini,Carmen N. Veloria

  • Publisher : Routledge
  • Release : 2018-11-20
  • Pages : 186
  • ISBN : 1351057294
  • Language : En, Es, Fr & De
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Europe is a multi-ethnic society experiencing a rise of anti-immigration, racist, xenophobic discourses, and right-wing political rhetoric and movements proposing legislation to further solidify structural inequality and institutionalized systems of oppression that fuel educational inequities. Social Justice Education in European Multi-ethnic Schools brings together researchers in the fields of sociology and education to examine debates in multicultural education. Drawing on critical theory, the book takes an in-depth look at how these challenges are being addressed (or not addressed) in educational contexts and in the proposed framework of intercultural education adopted as a conceptual and educational framework by the European Union over the last two decades. The book begins with an analysis of the sociological models and theories of migration and their connection to multiculturalism and interculturalism. It engages in the current debate between multiculturalism and interculturalism, bringing to light the "political rhetoric" that fueled narratives about the "failures" of multiculturalism, which ushered in the intercultural framework. It puts forth a critical analysis of interculturalism, linking it to neoliberalism, and policies of civic integration and the concept of govermentality. Advocating for a transformative framework informed in social justice education that aims to promote more equity in schools, it critically analyzes and discusses intercultural education, the pedagogical extension of interculturalism, as per the European documents highlighting its goals, pedagogies, tensions, and challenges. Social Justice Education in European Multi-ethnic Schools will be of great interest to academics, researchers, and scholars in the fields of intercultural, multicultural, and transformative education.

Teacher and Librarian Partnerships in Literacy Education in the 21st Century

Teacher and Librarian Partnerships in Literacy Education in the 21st Century
A Book

by Joron Pihl,Kristin Skinstad van der Kooij,Tone Cecilie Carlsten

  • Publisher : Springer
  • Release : 2017-03-22
  • Pages : 8
  • ISBN : 9463008993
  • Language : En, Es, Fr & De
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This volume explores teacher and librarian partnerships in literacy education, showing that such partnerships are essential to literacy education in 21st century. Teacher and librarian partnerships contribute significantly to the realization of the democratic mandate of the teaching and library profession. Partnerships respond to the educational challenges characterized by an unprecedented pace of knowledge development, digitalization, globalization and extensive transnational migration. The contributors reconceptualize literacy education based on teacher and librarian partnerships. Studies from Sweden, Norway and the U.K. analyze such partnerships as sociocultural and intercultural practices, documenting ways in which teacher and librarian partnerships in literacy education enhance reading literacy, learning, empowerment and social justice. The authors treat literacies as social practices, rather than as an autonomous skill, working with interdisciplinary perspectives that draw on educational research, New Literacy Studies, library and information science and interprofessional studies. Partnerships facilitate reading for pleasure and reading engagement in work with school subjects and curriculum goals, irrespective of socio-economic or cultural background or gender. The partnerships facilitate work with multimodal literacies and inquiry-based learning, both of which are essential in the 21st century. Equally important, the contributors show that the partnerships foster work with the multiple literacies of students and communities, and students’ attachment to the public and school library. The contributors also analyze tensions and contradictions in literacy education and in school library policy and practice, and attempts to deal with these challenges. Teacher and Librarian Partnerships in Literacy Education in the 21st Century brings together leading scholars in educational research and literacy studies, including Brian V. Street, Teresa Cremin, Joan Swann and Joron Pihl. The volume addresses scholars, and is relevant for students, teachers, librarians and politicians.

Cross-cultural Lifelong Learning

Cross-cultural Lifelong Learning
A Book

by Vesa Korhonen

  • Publisher : University of Tampere
  • Release : 2010
  • Pages : 379
  • ISBN : 9514479440
  • Language : En, Es, Fr & De
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Comunicación para la paz en acción: Periodismos, conflictos, alfabetización mediática y Alianza de Civilizaciones.

Comunicación para la paz en acción: Periodismos, conflictos, alfabetización mediática y Alianza de Civilizaciones.

by Ahmed Ali, Fatuma,Martín Galán, José Ignacio,Nos Aldás, Eloísa Fernanda

  • Publisher : Universitat Jaume I
  • Release : 2011-10-24
  • Pages : 301
  • ISBN : 848021869X
  • Language : En, Es, Fr & De
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Desde la perspectiva de los medios de comunicación, se presentan en esta obra investigaciones académicas y lecciones aprendidas en cuatro apartados: el impacto de los medios de comunicación en la construcción de violencia cultural, medios alternativos para la construcción de paz, alfabetización mediática y, por último, la propuesta de las Espirales de Paz para reaprender la anhelada y esperanzadora, pero al tiempo compleja, Alianza de Civilizaciones. El libro es parte del trabajo realizado por el departamento de investigación en comunicación para la paz de la Cátedra UNESCO de Filosofía para la Paz de la Universitat Jaume I de Castelló y el Instituto Interuniversitario de Desarrollo Social y Paz (IUDESP), en colaboración con United Nations Alliance of Civilizations (UNAOC).

ABC's of Cultural Understanding and Communication

ABC's of Cultural Understanding and Communication
National and International Adaptations

by Patricia Ruggiano Schmidt,Claudia Finkbeiner

  • Publisher : IAP
  • Release : 2006-06-01
  • Pages : 297
  • ISBN : 1607527073
  • Language : En, Es, Fr & De
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This book is a valuable one for teacher educators and teacher education programs in the United States and Europe, since it is organized around numerous data sources. It contains national and international adaptations of the ABC’s of Cultural Understanding and Communication. Authors for this book represent many languages and cultures and know, first hand, the socially constructed issues related to language, culture, and ethnicity. This book promises to make a significant contribution to preparing teachers to work with families and children. It should be read by all teacher educators as well as preservice and inservice teachers. In the new millennium teachers must redefine their responsibilities to ensure that ALL children have the opportunity to succeed. ABC’s of Cultural Understanding and Communication: National and International Adaptations is a perfect place to start.

Cultural Literacy and Empathy in Education Practice

Cultural Literacy and Empathy in Education Practice
A Book

by Gabriel García Ochoa,Sarah McDonald

  • Publisher : Springer Nature
  • Release : 2020-11-30
  • Pages : 186
  • ISBN : 3030599043
  • Language : En, Es, Fr & De
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This book explores a new approach to cultural literacy. Taking a pedagogical perspective, it looks at the skills, knowledge, and abilities involved in understanding and interpreting cultural differences, and proposes new ways of approaching such differences as sources of richness in intercultural and interdisciplinary collaborations. Cultural Literacy and Empathy in Education Practice balances theory with practice, providing practical examples for educators who wish to incorporate cultural literacy into their teaching. The book includes case studies, interviews with teachers and students, and examples of exercises and assessments, all backed by years of robust scholarly research.

Education Landscapes in the 21st Century

Education Landscapes in the 21st Century
Cross-cultural Challenges and Multi-disciplinary Perspectives

by Iris Guske,Bruce C. Swaffield

  • Publisher : Cambridge Scholars Publishing
  • Release : 2009-03-26
  • Pages : 450
  • ISBN : 1443808873
  • Language : En, Es, Fr & De
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With contributions from scholars and practitioners in the fields of education, literacy, literature, media, communication and cultural studies from all five continents, the present volume focuses on themes of pressing importance in today's globalized community. By giving voice to educators committed to excellence in teaching from primary school to university, the book introduces the reader to a plurality of approaches to, and applications of, up-to-date theories in the fields of cognition, language acquisition, intercultural communication and technology-based distance education, to name but a few. Though situated in a concrete educational context—be it a Chinese EFL-classroom in transition, an online MBA-course offered in post-Communist Romania, or a U.S. university utilizing community elders as a pedagogical tool—each paper was selected on the universal value of its findings, which professionals facing the challenges of 21st century pedagogy will find readily applicable in classrooms worldwide. Since teaching paradigms are strongly culture-bound and influenced by national policies as much as international politics, this book represents a maximum of diversity by including philosophical texts, hands-on research results and articles in the critical discourse tradition, which reflect a number of contentious issues, ranging from the pros and cons of dual-language classrooms to potentially racist literature curricula and the intersection of politics and pedagogy in a post-September 11 world.

Intercultural Horizons Volume II

Intercultural Horizons Volume II
Intercultural Strategies in Civic Engagement

by Eliza J. Nash,Nevin C. Brown,Lavinia Bracci

  • Publisher : Cambridge Scholars Publishing
  • Release : 2014-07-08
  • Pages : 220
  • ISBN : 1443863734
  • Language : En, Es, Fr & De
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This volume features a collection of papers from the second annual Intercultural Horizons conference held in October 2012 in New York City (USA). The 2012 conference was the second in what is becoming an annual series of meetings, and the present volume therefore is a companion to one issued last year by Cambridge Scholars Publishing (Intercultural Horizons: Best Practices in Intercultural Competence Development, 2012). The papers included in this volume reflect a diversity of approaches both to intercultural education in the North American setting and to its application in service-learning and related contexts in diverse cultural settings in other nations. Our authors provide faculty and student perspectives, primarily from the level of postsecondary education but including a look as well at intercultural education at the primary level. Many of the papers focus in one way or another on issues of curriculum, teaching and learning in relation to developing intercultural competence in students in North American colleges and universities, particularly though not exclusively through the use of service-learning. All of the papers touch in one way or another on another important development now affecting almost all institutions of higher education in North America and, increasingly, in other nations worldwide—that of the university’s engagement with the community. During the past thirty years, such engagement has moved from the periphery to the core of many North American colleges and universities. Similar efforts are now emerging among many Asian universities and in Europe as well. The paper in this volume on the Polisocial initiative at the Politecnico di Milano in Italy is a good example of how the theme of university-community engagement is taking hold in a city and nation facing similar intercultural and economic challenges to those in North America—and serves as a preview of themes the International Center for Intercultural Exchange hopes to explore in its future conferences. www.ticfie.com

Learning to Rival

Learning to Rival
A Literate Practice for Intercultural Inquiry

by Linda Flower,Elenore Long,Lorraine Higgins

  • Publisher : Routledge
  • Release : 2000-04-01
  • Pages : 344
  • ISBN : 1135658293
  • Language : En, Es, Fr & De
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Learning to Rival tells the inside story of college and high school writers learning to "rival"--to actively seek rival hypotheses and negotiate alternative perspectives on charged questions. It shows how this interdisciplinary literate practice alters with the context of use and how, in learning to rival in school and out, students must often negotiate conflicts not apparent to instructors. This study of the rival hypothesis stance--a powerful literate practice claimed by both humanities and science--initially posed two questions: * how does the rival hypothesis stance define itself as a literate practice as we move across the boundaries of disciplines and genres, of school and community? * how do learners crossing these boundaries interpret and use the family of literate practices, especially in situations that pose problems of intercultural understanding? Over the course of this project with urban teenagers and minority college students, the rival hypothesis stance emerged as a generative and powerful tool for intercultural inquiry, posing in turn a new question: how can the practice of rivaling support the difficult and essential art of intercultural interpretation in education? The authors present the story of a literate practice that moves across communities, as well as the stories of students who are learning to rival across the curriculum. Learning to Rival offers an active, strategic approach to multiculturalism, addressing how people negotiate and use difference to solve problems. In the spirit of John Dewey's experimental way of knowing, it presents a multifaceted approach to literacy research, combining contemporary research methods to show the complexity of rivaling as a literate practice and the way it is understood and used by a variety of writers. As a resource for scholars, teachers, and administrators in writing across the curriculum studies, writing program administration, service learning, and community based projects, as well as literacy, rhetoric, and composition, this volume reveals how learning a new literate practice can force students to encounter and negotiate conflicts. It also provides a model of an intercultural inquiry that uses difference to understand a shared problem.

Intercultural Competence in Instructed Language Learning

Intercultural Competence in Instructed Language Learning
Bridging Theory and Practice

by Paula Garrett-Rucks

  • Publisher : IAP
  • Release : 2016-03-01
  • Pages : 179
  • ISBN : 168123419X
  • Language : En, Es, Fr & De
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There is pressure on world language educators to prepare learners with 21st century skills to meet the challenges of an increasingly interconnected globalized world. The need for change was summarized in the 2007 report of the MLA Ad Hoc Committee on Foreign Languages that suggested the implementation of curricular reform by developing students’ “translingual and transcultural competence” (p. 3) which allows someone “to operate between languages” (p.237). However, the integration of such a meaningful cultural component in instructed language learning is a complex topic. This book recognizes the difficulty world language educators face to achieve the goals of the MLA report, particularly at beginning levels of instruction in target language use classrooms. Accordingly, this book informs instructed language learning and teaching by bridging developmental theories from the fields of intercultural competence with second language pedagogies—particularly communicative language teaching (CLT) and literacy-based approaches—providing examples of practical applications inside the classroom and beyond. It is intended to support the many FL educators who have consistently reported that they are struggling to incorporate meaningful cultural instruction into their practice (Fox & Diaz-Greenberg 2006; Phillips & Abbott, 2011; Sercu, 2005). This book provides a framework to foster learners’ deep cultural reflection at beginning levels of instruction while preserving target language use policies, bridging CLT pedagogies to intercultural communicative competence (ICC) literacy-based approaches. It starts by synthesizing prominent definitions of culture and culture learning models and then summarizes disparate sources of research findings on culture learning projects (which primarily take place at advanced levels of language learning) to the Standards-based classroom at all levels of instruction, K-16. Although research on fostering learners’ intercultural competence at beginning levels of language instruction is in its infancy, it is of utmost concern given that the vast majority of U.S. language learners rarely continue to advanced levels of instruction (Zimmer-Lowe, 2008). In addition, this book challenges FL educators to advocate for their FL programs and to give greater visibility and credibility to the profession in institutional internationalization efforts. The theoretical components of this book deconstruct the connections between language, thought and culture and problematize developmental models in the IC field that neglect to consider the important role of language. This book provides K-16 FL educators with the discourse needed to 1) explain to administrators, parents and students how world language study prepares learners to compete in an increasingly global market beyond the learner’s development of linguistic proficiency and 2) convince administrators of the value in and the need for world language study in order to support institutional internationalization efforts. The last chapter of this book provides guidance and suggestions on ways to expand K-12 teacher preparation programs and continuing education training to foster learners’ intercultural communicative competence while preserv-ing a Standards-based curriculum. In sum, this book is intended to 1) support all K-16 world language educa-tors with their program advocacy and instruction; 2) serve as a reference manual or course book in teacher preparation programs; 3) serve as a reference manual or course book for research and graduate courses on the teaching and learning of languages.

Intercultural Dialogue in the European Education Policies

Intercultural Dialogue in the European Education Policies
A Conceptual Approach

by Tuuli Lähdesmäki,Aino-Kaisa Koistinen,Susanne C. Ylönen

  • Publisher : Springer Nature
  • Release : 2020-01-01
  • Pages : 122
  • ISBN : 3030415171
  • Language : En, Es, Fr & De
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This open access book analyses intercultural dialogue as a concept, policy and ideal in European education policy documentation. The core European transnational organizatons - the Council of Europe and the European Union - have actively promoted policies to engender inclusive societies and respond to challenges that diversification may entail. This book, in turn, offers suggestions for improving education policies in super-diversified Europe and beyond, where there is an increasing need for cultural understanding and constructive dialogue. The authors utilize concept analysis to reveal how these organizations seek to deal with dialogue between cultures, as well as weight given to cultural differences and intercultural encounters. This book will be of interest and value to scholars of intercultural dialogue and European education policies. .

Inquiries Into Literacy Learning and Cultural Competencies in a World of Borders

Inquiries Into Literacy Learning and Cultural Competencies in a World of Borders
A Book

by Tonya Huber,Philip S. Roberson

  • Publisher : IAP
  • Release : 2018-04-01
  • Pages : 285
  • ISBN : 1641132078
  • Language : En, Es, Fr & De
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The vision of this book has been to represent the work of educators and scholars invested in moving education beyond insular models of language study and cultural awareness to more globally representative and inclusive interactions that range from the studied word to the lived experience, and from reading the word to read the world (Freire & Macedo, 1987). A fundamental aspect of this vision is to recognize the living nature of language and its intricate role in culture. Culture is mediated through language (Hauerwas, Skawinski, & Ryan, 2017, p. 202) and the linguistic experience of difference is essential for developing cultural competence beyond surface culture considerations. The editors of this volume are committed to a closer bond between literacy learning and cultural competencies, particularly when literacy practices and education are often characterized by quantifiable standards and accountability restraints. Readers of this volume will find meaningful and practical approaches to engage with learners from their earliest encounter with language(s), through adolescence and adulthood, and across ever-changing local and global communities.