Globalisierung und kulturelle Vielfalt. Perspektiven interkultureller Bildung (Globalisation and Cultural Diversity. Perspectives of Intercultural Education)

2005 ◽  
Author(s):  
Christoph Wulf
Keyword(s):  
Cultural Diversity ◽  
Intercultural Education ◽  
Kulturelle Vielfalt

scholarly journals LA EDUCACIÓN INTERCULTURAL Y LAS IDENTIDADES DE GÉNERO, CLASE Y ETNIA

2011 ◽  
Vol 6 (11) ◽  
pp. 273
Author(s):  
Horacio Gómez Lara
Keyword(s):  
Cultural Diversity ◽  
Bilingual Education ◽  
Intercultural Education ◽  
Ethnic Identities ◽  
Educational Policies ◽  
Intercultural Bilingual Education ◽  
Present Context ◽  
San Andres ◽  
Made In

Este trabajo hace referencia a la oportunidad que puede representar la educación intercultural para la resignificación de las identidades de género, etnia y clase. Se reflexiona a partir de la investigación sobre educación realizada en el municipio de San Andrés Larráinzar o Sakamch’en de los Pobres, Chiapas. A partir de los resultados de investigación se argumenta que en el contexto actual en que se está practicando la educación intercultural bilingüe en Chiapas y en el marco de políticas educativas que no son construcciones propias de los pueblos indígenas significan nada más nuevas imposiciones simuladas con los discursos de respeto a la diversidad cultural.   SUMMARY This paper refers to the opportunity that can represent the intercultural education for re-meaning the gender, class and ethnic identities. The work is a reflection from the investigation made in the municipality of San Andrés Larráinzar or Sakamch’en in Chiapas. From the results of investigation is argued that in the present context that the intercultural bilingual education is practicing in Chiapas and in the context of educational policies are not people’s own constructions, mean nothing more new impositions simulated with the speeches of respect for cultural diversity.

Inclusive Intercultural Education in Multicultural Societies

2021 ◽  
Author(s):  
Rocío Cárdenas-Rodríguez ◽  
Teresa Terrón-Caro
Keyword(s):  
Cultural Diversity ◽  
Civic Education ◽  
Social Inequalities ◽  
Diversity Management ◽  
Cultural Transformation ◽  
Intercultural Education ◽  
Pedagogical Practices ◽  
Equal Rights ◽  
Cultural Groups ◽  
Positive Interaction

Cultural diversity is a characteristic of plural societies, and the way that each society approaches that diversity determines whether or not the societies evolve or stagnate, whether cultural groups remain segregated or integrate, and whether social inequalities grow or if communities affirm the value of diversity and promote equality. For this reason, it is important to analyze the cultural diversity management system that guides our interventions because the socioeducational methods and practices designed for any given plural context depends on them. Research refers to the assimilationist, multicultural, and intercultural cultural diversity management models, and the conclusion appears to be that the intercultural model is the framework that [best] accounts for an integrated and inclusive society. Interculturalism requires the establishment of policies that champion equity, in order to achieve equality at the legal and social levels, and that promote genuine equality of opportunity. At the same time, it demands pedagogical practices based in civic education. An intercultural education should help us learn to live together and should educate people, to grow their knowledge, understanding, and respect for cultural diversity. Intercultural education is a reflective, socioeducational practice focused on social and cultural transformation through equal rights, equity, and positive interaction between different cultures. Intercultural education is characterized by an acknowledgment of cultural diversity, a positive valuation of egalitarian relations, equal educational opportunities for all, and moving beyond racism and discrimination. Fundamentally, intercultural education can be understood as an educational model that champions cultural diversity and the advantages it offers within an education context, such as the values of human rights and equality, and a rejection of cultural discrimination.

scholarly journals Ensino da língua portuguesa numa perspetiva intercultural Uma proposta de atividades didáticas com base em materiais publicitários

2020 ◽  
Author(s):  
Angela Zanetti
Keyword(s):  
Cultural Diversity ◽  
Cultural Differences ◽  
Intercultural Education ◽  
Language And Culture ◽  
Advertising Language ◽  
The Relationship

This research aims at presenting a proposal of linguistic and intercultural education in Portuguese language, based on the comparison among Portuguese, Brazilian and Angolan advertisements. The Portuguese language is characterised by a great linguistic and cultural diversity: through this analysis we would like to develop activities directed at making the students conscious of the linguistic and cultural differences around the Portuguese-speaking world. By focusing on the relationship between advertising, language and culture, we aim at showing the didactic potentialities that a research like this could offer and a concrete proposal of activities that consider the results of this analysis.

scholarly journals Intercultural Education for the Twenty-First Century: A Comparative Review of Research

2021 ◽  
pp. 9-26
Author(s):  
Chrysi Rapanta ◽  
Susana Trovão
Keyword(s):  
Cultural Diversity ◽  
Inclusive Education ◽  
Steering Committee ◽  
White Paper ◽  
Migrant Children ◽  
Intercultural Education ◽  
Cultural Identities ◽  
Intercultural Dialogue ◽  
Council Of Europe ◽  
Socially Constructed

AbstractBased on the assumption that globalization should not imply homogenization, it is important for education to promote dialogue and intercultural understanding. The first appearance of the term ‘intercultural education’ in Europe dates back to 1983, when European ministers of education at a conference in Berlin, in a resolution for the schooling of migrant children, highlighted the intercultural dimension of education (Portera in Intercultural Education 19:481–491, 2008). One of the mandates of intercultural education is to promote intercultural dialogue, meaning dialogue that is “open and respectful” and that takes place between individuals or groups “with different ethnic, cultural, religious and linguistic backgrounds and heritage on the basis of mutual understanding and respect” (Council of Europe in White paper on intercultural dialogue: Living together as equals in dignity. Council of Europe, Strasbourg, p. 10, 2008). Such backgrounds and heritages form cultural identities, not limited to ethnic, religious and linguistic ones, as culture is a broader concept including several layers such as “experience, interest, orientation to the world, values, dispositions, sensibilities, social languages, and discourses” (Cope and Kalantzis in Pedagogies: An International Journal 4:173, 2009). As cultural identities are multi-layered, so is cultural diversity, and therefore it becomes a challenge for educators and researchers to address it (Hepple et al. in Teaching and Teacher Education 66:273–281, 2017). Referring to Leclercq (The lessons of thirty years of European co-operation for intercultural education, Steering Committee for Education, Strasbourg, 2002), Hajisoteriou and Angelides (International Journal of Inclusive Education 21:367, 2017) argue that “intercultural education aims to stress the dynamic nature of cultural diversity as an unstable mixture of sameness and otherness.” This challenge relates to the dynamic concept of culture itself, as socially constructed, and continuously shaped and reshaped through communicative interactions (Holmes et al. in Intercultural Education 26:16–30, 2015).

scholarly journals La enseñanza de las ciencias y la diversidad cultural en México: un estudio en la educación básica secundaria / The Teaching of Scienceand Cultural DiversityinMexico: a Studyin Secondary Basic Education

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Luz Lazos Ramírez
Keyword(s):  
Science Education ◽  
Cultural Diversity ◽  
Educational System ◽  
Basic Education ◽  
Significant Proportion ◽  
Cultural Dimensions ◽  
Intercultural Education ◽  
Diagnostic Study ◽  
Indigenous Students ◽  
Education In Mexico

ABSTRACTn recent years, the objectives of intercultural education have been included in science subjects at all levels of the educational system of Mexico as part of the educational reforms to provide all students an education that allows them to use scientific and technological knowledge to better understand their problems and make decisions to solve them, recognizing the value of cultural diversity. This paper presents a diagnostic study of the conditions for science teaching and its relation to cultural  diversity  in  Mexic.  The  objetive  of  this  workis  to  contribute  to  the  construction  of  theoretical  and  methodological proposals for intercultural science education, characterized by the recognition of social processes related to the generationof knowledge in social groups and the assessment of students as active agents of these processes. The results of the study in a secondary school basic education with a significant proportion of indigenous students, showed that the recognition of cultu-ral diversity in science education is almost imperceptible, despite the remarked objetives for inclusion that the official pro-grams have included. Some of the factors contributing to this situation are the lack of culturally relevant materials, the lack of training of teachers in the field of intercultural education and the lack of an intercultural perspective for incorporating the assessment of traditional knowledge and knowledge scientists in their epistemic and cultural dimensions. In the first section, a brief overview of trends in science education and its relation to cultural diversity, the second presents some characteristics of the educational system of Mexico relating to the establishment of science education as part of education intercultural, in the third section, a description and results of the diagnostic study in a school of basic secondary education in Mexico, finally, raise some lines of discussion for the construction of models and proposals for intercultural science education is presented.RESUMENLos objetivos de la educación intercultural han sido incorporados en las asignaturas de ciencias de todos los niveles del sistema educativo de México como parte de las Reformas educativas de años recientes. Con ello, se busca ofrecer a todos los estudiantes, una educación que les permita hacer uso de los conocimientos científicos y tecnológicos para com-prender mejor sus problemas y tomar decisiones para resolverlos, reconociendo el valor de la diversidad cultural. En este trabajo se presenta un estudio diagnóstico de las condiciones para la enseñanza de las ciencias y su relación con la diversi-dad cultural, que contribuye a la construcción de  propuestas teóricas y metodológicas dirigidas a una educación científica intercultural, caracterizada por el reconocimiento de los procesos sociales relacionados con la generación de conocimientos y la valoración de los estudiantes como agentes activos de dichos procesos. Los resultados del estudio, realizado en una escuela de educación básica secundaria con una importante proporción de estudiantes indígenas, muestra que el reconoci-miento de la diversidad cultural en la enseñanza de las ciencias es imperceptible en las prácticas cotidianas de las escuelas de educación secundaria. En este estudio se identificaron algunos de los factores que contribuyen a esta situación como la falta de materiales culturalmente pertinentes, las deficiencias en la formación de los profesores en el tema de educación intercultural y la falta de una perspectiva intercultural que permita articular los diferentes niveles y actores del sistema educativo para incorporar la valoración de los conocimientos tradicionales y los conocimientos científicos en sus dimensio-nes epistémicas y culturales. En el primer apartado, se presenta un breve panorama de las tendencias en educación científi-ca y su relación con la diversidad cultural, en el segundo, algunas características del sistema educativo de México vincula-das con el establecimiento de la enseñanza de las ciencias como parte de la educación intercultural, en el tercer apartado, se presenta una descripción y los resultados del estudio diagnóstico realizado en una escuela de educación básica secundaria de México, para finalmente, plantear algunas líneas de discusión para la construcción de modelos y propuestas de educa-ción científica intercultural.

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