Intercultural Dialogue as Powerful Instrument for Development of the Student's Intercultural Competence

2015 ◽  
Vol 3 (3) ◽  
Author(s):  
J. Kochoska
Keyword(s):  
Intercultural Competence ◽  
Intercultural Dialogue

scholarly journals Teachers’ Training in the Intercultural Dialogue and Understanding: focussing on the Education for a Sustainable Development

2020 ◽  
Author(s):  
María Concepción Domínguez Garrido ◽  
Adiela Ruiz-Cabezas ◽  
María Castañar Medina Domínguez ◽  
María Cecilia Loor Dueñas ◽  
Eufrasio Pérez-Navío ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Professional Identity ◽  
Inclusive Education ◽  
Intercultural Competence ◽  
Professional Training ◽  
Intercultural Dialogue ◽  
Human Beings ◽  
The Sustainable Development ◽  
Sustainable Ecology ◽  
The Impact

The present research is embedded in the professional development and research line and in the needs of secondary education and first-year university teachers. We focussed on evidencing the importance of teachers’ professional training to include some specific adaptation and skills in intercultural dialogue and understanding -often called Intercultural Competence- because of its direct impact on the sustainable development of human beings, groups, and ecosystems. We investigated the role played by each of the main competencies linked to the following intercultural dimensions: Professional Identity, Ethics and Axiology, Methodology, and Inclusive Education. We used an integrated methodology and a cross-study of data, performed after the obtention of a three-cornered evaluation of results collected in focus groups, interviews, and questionnaires. We were able to show the impact of intercultural dialogue and understanding in the education for a sustainable development pattern. This is fundamental to set up a new ecology of forms, knowledge, attitudes, and educational meanings, further used to update teachers and students’ training in sustainable ecology and cultural diversity. Progress made in these complementary competencies -Professional Identity, Ethics and Axiology, Methodology- were appraised by teachers participating in the present study; the latter showing an increased interest and demand for the intercultural competence, after increasing their proficiency in the other complementary competencies.

scholarly journals Teachers’ Training in the Intercultural Dialogue and Understanding: Focusing on the Education for a Sustainable Development

2020 ◽  
Vol 12 (23) ◽  
pp. 9934
Author(s):  
María Concepción Domínguez Garrido ◽  
Adiela Ruiz-Cabezas ◽  
María Castañar Medina Domínguez ◽  
María Cecilia Loor Dueñas ◽  
Eufrasio Pérez Navío ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Professional Identity ◽  
Inclusive Education ◽  
Intercultural Competence ◽  
Professional Training ◽  
Intercultural Dialogue ◽  
Human Beings ◽  
The Sustainable Development ◽  
Sustainable Ecology ◽  
The Impact

The present research is embedded in the professional development and research line, and in the needs of secondary education and first-year university teachers. Evidencing the importance of teachers’ professional training to include specific adaptations and skills on both the intercultural dialogue and understanding—often called Intercultural Competence—is fundamental because of the direct impact for the sustainable development of human beings, groups, and ecosystems. An extensive investigation of the role played by each of the main competencies linked to the following intercultural dimensions was performed: Professional Identity, Ethics and Axiology, Methodology, and Inclusive Education. The integrated methodology used was a cross-study of data, performed after the obtention of a three-cornered evaluation of results collected in focus groups, interviews, and questionnaires. Findings showed the impact of the intercultural dialogue and understanding in education patterns for the sustainable development of society. Other outputs also underlined the relevance of setting up a new ecology of forms, knowledge, attitudes, and educational meanings, further used to update teachers and students’ training in sustainable ecology and cultural diversity. Progress made in these complementary competencies—Professional Identity, Ethics and Axiology, Methodology—were appraised by teachers participating in the present study; the latter showing an increased interest and demand for the intercultural competence, after increasing their proficiency in the other complementary competencies.

scholarly journals What do we exchange in virtual exchange? Reflections on virtual exchange as intercultural dialogue

2020 ◽  
pp. 37-59
Author(s):  
Jan Van Maele
Keyword(s):  
Organizational Development ◽  
Restorative Justice ◽  
Intercultural Competence ◽  
Intercultural Dialogue ◽  
Good Sense ◽  
Education Programs ◽  
The Core ◽  
Starting Point ◽  
Technological Context ◽  
The Impact

On its website, APVEA reminds us that “virtual exchanges are technology-enabled, sustained, people-to-people education programs”. This chapter addresses the question of what we exchange when we engage in virtual exchange by exploring the meaning and value of virtual exchange as intercultural dialogue, and by considering the impact of the technological medium on the process. A small group of expert practitioners (N=6) were consulted for their views on virtual exchange. Their responses sketch a picture in which virtual exchange stretches beyond transaction into interaction among and transformation of the participants. The expert practitioners value virtual exchange for enhancing employability and foremost for its dialogic qualities. Next, the chapter explores the meaning of dialogue more deeply from a Bohmian perspective and considers applications in organizational development (Isaacs, 1999), restorative justice (Pranis, 2005), and intercultural competence development (Deardorff, 2020). When the intercultural dimension is made salient, this creates additional chances for realizing the dialogue principles of participation, coherence, awareness, and unfolding. The chapter then illustrates how intercultural dialogue is reshaped in a virtual environment as it is mediated by the technological context in which it is conducted. Specific attention is paid to the circle, the talking piece, and the facilitator. The chapter concludes by stating that, although intercultural dialogue will always be mediated by technology in virtual exchange settings, it makes good sense to speak of ‘virtual dialogue’ in situations that take the core principles, practices, and structural components of dialogue as outlined in this chapter as a starting point for designing online intercultural dialogue activities.

scholarly journals Intercultural Competence - Way to Solve the Problems of Today's World

2021 ◽  
Vol 7 (2) ◽  
pp. 142-164
Author(s):  
Roxana Dorobantu-Dina ◽  
Keyword(s):  
Intercultural Competence ◽  
National Curriculum ◽  
Sixth Grade ◽  
Social Condition ◽  
Added Value ◽  
Intercultural Dialogue ◽  
Open Communication ◽  
Training Activities ◽  
Three Stages ◽  
And Migration

This article highlights the need to form intercultural competence, which is closely in line with the dynamics of globalization and migration - so much publicized in recent years. Intercultural education is the study discipline included in the Romanian National Curriculum starting with 2017, which is taught in the sixth grade, this being the alternative to open communication, understanding, tolerance, interaction, solidarity and intercultural dialogue between people - regardless of ethnicity, race, religion, social condition, etc. Based on theoretical and praxiological analysis regarding the formation of the intercultural competence to the students from the gymnasium classes, three stages imposed in the finalization of the pedagogical experiment are completed: finding, training and verification. The added value of the scientific research paper is supported by teacher training activities based on the theme presented, through the elaboration and application of the Initiation Guide in Education and Intercultural Competence. Increased attention was paid to the theoretical-applied foundations that formed the basis for the elaboration and application of the Pedagogical Model for the formation of intercultural competence to the students from the gymnasium classes.

scholarly journals Interculturalidad: ¿Quo vadis? Desde la aparición de la Interkulturelle Germanistik hasta la normativa europea vigente con especial énfasis en el contexto español

2013 ◽  
pp. 223-240
Author(s):  
Nieves Rodríguez Pérez ◽  
Bárbara Heinsch
Keyword(s):  
Language Policy ◽  
Intercultural Competence ◽  
White Paper ◽  
Intercultural Dialogue ◽  
German Studies ◽  
Academic Field ◽  
Common Framework ◽  
European Regulations ◽  
Quo Vadis

This article focuses, first of all, on the revision of the concept of interculturality and its evolution in the field of German Studies over the last decades. This necessarily includes a revision of the most important definitions of culture and its derivatives, pluri- and multi-, within the context of the new socio-cultural constellations in European societies. Secondly, the “Boom” of interculturality will be analyzed, both regarding research and the new European regulations about language policy (Common Framework, White Paper on Intercultural Dialogue etc.) which reshape the profile of the new generations of academics and bring about a change in the paradigm. The next step will be to determine the importance of this phenomenon in the context of Spanish regulations. A deeper analysis of the concept of “intercultural competence” in the examined documents shows that it lacks concrete contents, because the term is often instrumentalized for political and ideological reasons.Its impact upon the scientific-academic field is still weak, in spite of its inclusion in many study programmes. Lastly, the necessity of concrete criteria to provide an education in intercultural competences will be highlighted. These criteria should not only be determined with an eye on employability, but they should also, and first of all, reflect the results of the latest studies concerning interculturality, especially those hinting at a “tertiary culture”.

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