Pub Date : 2023-06-16DOI: 10.1080/14675986.2023.2213657
Mia Heikkilä, Anne Lillvist
ABSTRACT The revised Swedish national curriculum stresses that preschools should, on the one hand, place emphasis on stimulating children’s language development in Swedish, while on the other hand help children with a mother tongue other than Swedish develop their mother tongue. The aim of this study is to analyse preschool teachers’ strategies to develop multilingualism in daily life in preschools. The analysis was conducted by analysing their reflections on multilingualism and how their beliefs are transformed into educational strategies and parental cooperation. The results reveal two main strategies: joint language expression and reflection with children and parental cooperation in developing children’s multilingualism. The analysis revealed patterns of strategies for activities that we argue form multilingual educational strategies. These various strategies tend to occur in the daily work of the preschool staff.
{"title":"Multilingual educational teaching strategy in a multi-ethnic preschool","authors":"Mia Heikkilä, Anne Lillvist","doi":"10.1080/14675986.2023.2213657","DOIUrl":"https://doi.org/10.1080/14675986.2023.2213657","url":null,"abstract":"ABSTRACT The revised Swedish national curriculum stresses that preschools should, on the one hand, place emphasis on stimulating children’s language development in Swedish, while on the other hand help children with a mother tongue other than Swedish develop their mother tongue. The aim of this study is to analyse preschool teachers’ strategies to develop multilingualism in daily life in preschools. The analysis was conducted by analysing their reflections on multilingualism and how their beliefs are transformed into educational strategies and parental cooperation. The results reveal two main strategies: joint language expression and reflection with children and parental cooperation in developing children’s multilingualism. The analysis revealed patterns of strategies for activities that we argue form multilingual educational strategies. These various strategies tend to occur in the daily work of the preschool staff.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46707915","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-13DOI: 10.1080/14675986.2023.2213658
Pınar Ayyildiz, G. Arastaman, Melike Aslı Baran
ABSTRACT This study explores the experiences of 16 principals in schools in Ankara, Türkiye, who had Syrian refugee students, as well as the emotional challenges they faced while coping with the demands of their daily activities. The study uses a phenomenological research design as a qualitative design and is based on the Transcendental Phenomenology (TPh) of Husserl. Participants working in socio-economically disadvantaged schools were given semi-structured interview questions. The findings indicate that the experiences of the participants were perceived and shared through three main themes: emotions which are unique, schools as a micro-cosmos of larger society, and using strategies and balancing emotions that are found to be crucial. The findings have several implications, including the need for principals to manage their emotions and balance their thoughts and feelings. Besides, it seems as if schools have the potential to reflect and represent the present global situation. This is worth exploring further by practitioners, policymakers, and researchers.
{"title":"A tug of war of emotions: experiences of principals with refugee students","authors":"Pınar Ayyildiz, G. Arastaman, Melike Aslı Baran","doi":"10.1080/14675986.2023.2213658","DOIUrl":"https://doi.org/10.1080/14675986.2023.2213658","url":null,"abstract":"ABSTRACT This study explores the experiences of 16 principals in schools in Ankara, Türkiye, who had Syrian refugee students, as well as the emotional challenges they faced while coping with the demands of their daily activities. The study uses a phenomenological research design as a qualitative design and is based on the Transcendental Phenomenology (TPh) of Husserl. Participants working in socio-economically disadvantaged schools were given semi-structured interview questions. The findings indicate that the experiences of the participants were perceived and shared through three main themes: emotions which are unique, schools as a micro-cosmos of larger society, and using strategies and balancing emotions that are found to be crucial. The findings have several implications, including the need for principals to manage their emotions and balance their thoughts and feelings. Besides, it seems as if schools have the potential to reflect and represent the present global situation. This is worth exploring further by practitioners, policymakers, and researchers.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45851352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-13DOI: 10.1080/14675986.2023.2211854
Auxiliadora Sales, A. Portera, Marta Milani
ABSTRACT The training of professionals for a global world remains a challenge for Higher Education. From an intercultural educational approach, this study describes and analyses two educational proposals in Italy and Spain, which have helped to develop students’ intercultural competences, thanks to a teaching framework based on participatory strategies. A multiple case study with a qualitative approach is elaborated to analyse the data on the situation in order to describe and recognise the relevance of examining participation, collaborative culture and social transformation in two Master’s Degrees. Findings show that the synergy between participatory strategies and intercultural competences enhances dialogue and renegotiation of meanings, reconceptualisation of diversity, critical thinking and agency for change. The conclusions point to the need to generate collaborative networks to further mobilise the knowledge generated in training for intercultural professionals.
{"title":"Developing intercultural competences through participatory strategies: a multiple case study","authors":"Auxiliadora Sales, A. Portera, Marta Milani","doi":"10.1080/14675986.2023.2211854","DOIUrl":"https://doi.org/10.1080/14675986.2023.2211854","url":null,"abstract":"ABSTRACT The training of professionals for a global world remains a challenge for Higher Education. From an intercultural educational approach, this study describes and analyses two educational proposals in Italy and Spain, which have helped to develop students’ intercultural competences, thanks to a teaching framework based on participatory strategies. A multiple case study with a qualitative approach is elaborated to analyse the data on the situation in order to describe and recognise the relevance of examining participation, collaborative culture and social transformation in two Master’s Degrees. Findings show that the synergy between participatory strategies and intercultural competences enhances dialogue and renegotiation of meanings, reconceptualisation of diversity, critical thinking and agency for change. The conclusions point to the need to generate collaborative networks to further mobilise the knowledge generated in training for intercultural professionals.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46612662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-13DOI: 10.1080/14675986.2023.2213672
Camilla Häbler, Kari Spernes
ABSTRACT To prepare student teachers for the diversity they will face in schools, they have to develop intercultural competence. This paper analyses an assignment in teacher education, where the purpose is to impart this competence to student teachers. Student teachers read and reflected on a novel related to a multicultural context, and we examined in what way(s) fiction, in teacher education, may contribute to their awareness of attitudes related to othering and stereotyping of Third Culture Kids. The data consists of individual texts, group discussions, and group presentations. We found, first, the student teachers were made aware of how their ways of expressing diversity may contribute to othering. Second, they became aware of their stereotyping and questioned accepted truths. Third, they demonstrated they can transfer knowledge from one situation (the novel) to another (the society). Our understanding is that the assignment analysed can be a valuable supplement to theory in teacher education.
{"title":"“The novel has simply made me more aware of how I meet other people” – attitude awareness in intercultural education","authors":"Camilla Häbler, Kari Spernes","doi":"10.1080/14675986.2023.2213672","DOIUrl":"https://doi.org/10.1080/14675986.2023.2213672","url":null,"abstract":"ABSTRACT To prepare student teachers for the diversity they will face in schools, they have to develop intercultural competence. This paper analyses an assignment in teacher education, where the purpose is to impart this competence to student teachers. Student teachers read and reflected on a novel related to a multicultural context, and we examined in what way(s) fiction, in teacher education, may contribute to their awareness of attitudes related to othering and stereotyping of Third Culture Kids. The data consists of individual texts, group discussions, and group presentations. We found, first, the student teachers were made aware of how their ways of expressing diversity may contribute to othering. Second, they became aware of their stereotyping and questioned accepted truths. Third, they demonstrated they can transfer knowledge from one situation (the novel) to another (the society). Our understanding is that the assignment analysed can be a valuable supplement to theory in teacher education.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42798135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-23DOI: 10.1080/14675986.2023.2193032
Paola Giorgis
Accenteism, chakka, foreignness, gender, immigrant, muxe, propaganda, silence, tradition. What do these words have in common? They are all words that, in different contexts and in different countries, (re)produce different forms of Otherness. They are also some of the keywords analysed in the online dictionary In Other Words – a Contextualized Dictionary to Problematize Otherness (IOW), a free resource that critically discusses discriminating keywords and presents creative proposals taken from the arts, literature, music, street art, and videos, to provide counter illustrations capable to reverse predominant narratives of the Other. Many historical and contemporary examples show how words are used, manipulated, and mobilised to contribute to the construction of Otherness, creating specific narratives that have the power to shape individual and collective representations and interpretations of the self and others. IOW dictionary is a site to develop and share critical and intercultural awareness able to challenge the reification, the stigmatisation, the stereotyping, or the folklorisation of ‘the Other’ carried out through the dissemination of dehumanising language. By promoting reflections and collective discussions on discriminating language, IOW dictionary fosters intercultural dialogue and mutual understanding across diversities. The website is responsive, so IOW dictionary is a very accessible and user-friendly resource that can be used on different devices in various educational contexts, both formal and informal. Moreover, unlike a book that, at the end, has a final full stop, being online allows IOW dictionary to be a constant work in-progress, of being not so much a product, but rather an ongoing process always open to further collaborations and contributions. Indeed, we believe that raising critical awareness on discriminating language is just part of our work as intercultural educators. That’s why the creative subversion is a relevant step to engage directly students, teachers, activists, scholars, and artists as active participants. Therefore, we encourage the readers of Intercultural Education not only to use the dictionary for their practice and teaching but also
口音，查卡，外族，性别，移民，穆斯，宣传，沉默，传统。这些词有什么共同之处?它们都是在不同的语境和不同的国家，(重新)产生不同形式的“他者”的词语。它们也是在线词典“in Other Words - a Contextualized dictionary to Problematize Otherness (IOW)”中分析的一些关键词，这是一个免费资源，批判性地讨论歧视性关键词，并提出来自艺术、文学、音乐、街头艺术和视频的创造性建议，以提供能够颠倒他者主流叙事的反插图。许多历史和当代的例子表明，文字是如何被使用、操纵和动员起来，为“他者”的构建做出贡献，创造出特定的叙事，这些叙事有能力塑造个人和集体对自我和他人的表述和解释。IOW词典是一个发展和分享批判性和跨文化意识的网站，能够挑战通过传播非人性化语言而实现的“他者”的物化、污名化、刻板印象或民俗化。通过促进对歧视性语言的反思和集体讨论，词典促进了跨文化对话和跨文化的相互理解。网站是响应性的，所以IOW词典是一个非常容易访问和用户友好的资源，可以在各种教育背景下的不同设备上使用，无论是正式的还是非正式的。此外，不像一本书，在最后，有一个最后的句号，在线允许IOW词典是一个不断进行的工作，不是一个产品，而是一个持续的过程，总是对进一步的合作和贡献开放。事实上，我们相信提高对歧视语言的批判意识只是我们作为跨文化教育者工作的一部分。这就是为什么创造性颠覆是直接吸引学生、教师、活动家、学者和艺术家作为积极参与者的相关步骤。因此，我们鼓励《跨文化教育》的读者不仅在实践和教学中使用词典，而且在实践和教学中使用词典
{"title":"In Other Words – a Contextualized Dictionary to Problematize Otherness: an online educational resource to challenge – and reverse – discriminatory language","authors":"Paola Giorgis","doi":"10.1080/14675986.2023.2193032","DOIUrl":"https://doi.org/10.1080/14675986.2023.2193032","url":null,"abstract":"Accenteism, chakka, foreignness, gender, immigrant, muxe, propaganda, silence, tradition. What do these words have in common? They are all words that, in different contexts and in different countries, (re)produce different forms of Otherness. They are also some of the keywords analysed in the online dictionary In Other Words – a Contextualized Dictionary to Problematize Otherness (IOW), a free resource that critically discusses discriminating keywords and presents creative proposals taken from the arts, literature, music, street art, and videos, to provide counter illustrations capable to reverse predominant narratives of the Other. Many historical and contemporary examples show how words are used, manipulated, and mobilised to contribute to the construction of Otherness, creating specific narratives that have the power to shape individual and collective representations and interpretations of the self and others. IOW dictionary is a site to develop and share critical and intercultural awareness able to challenge the reification, the stigmatisation, the stereotyping, or the folklorisation of ‘the Other’ carried out through the dissemination of dehumanising language. By promoting reflections and collective discussions on discriminating language, IOW dictionary fosters intercultural dialogue and mutual understanding across diversities. The website is responsive, so IOW dictionary is a very accessible and user-friendly resource that can be used on different devices in various educational contexts, both formal and informal. Moreover, unlike a book that, at the end, has a final full stop, being online allows IOW dictionary to be a constant work in-progress, of being not so much a product, but rather an ongoing process always open to further collaborations and contributions. Indeed, we believe that raising critical awareness on discriminating language is just part of our work as intercultural educators. That’s why the creative subversion is a relevant step to engage directly students, teachers, activists, scholars, and artists as active participants. Therefore, we encourage the readers of Intercultural Education not only to use the dictionary for their practice and teaching but also","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43436258","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-23DOI: 10.1080/14675986.2023.2193031
Urszula Markowska‐Manista
The book Questions in qualitative social justice research in multicultural contexts exploits the potential associated with examining a multiplicity of methodological approaches and theories in qualitative research to better understand the social world. The main focus of each chapter is social justice in multicultural contexts. The lens is interdisciplinary. This publication is a collection of academic texts and reflective writings by researchers who combine theory and research approaches with the practical realities of field research. In individual chapters, the authors cross disciplinary boundaries and analyse aspects from the field of social justice in qualitative research addressing, among others, power discourses, dilemmas of privilege, issues of trust, ethical issues, insider/ outsider status and positions, online research engagement, transformative research challenges, arts-based research, participatory strategies, co-production and decolonisa-tion processes in research. The book is structured with classical chapters and bolded key terms and questions for self-reflection, boxed case studies from international scholars and a glossary of key terms . A noteworthy procedure is that each chapter contains a section on Reflections from the Field , which presents diverse case studies and reflections presented by both well-known international and new researchers. The composition of the book makes it easy to find theoretical and practical elements to facilitate critical and reflective thinking for researchers and students in multicultural research contexts, together quite diverse issues concerning the construction of research that promotes social justice practices, key approaches for understanding what they are and why they are so important in research carried out by researchers aware of multicultural processes. The book addresses the design, implementation and evaluation of social justice research, providing an up-to-date and essential resource for experienced and novice researchers on considering the questions and issues that continually arise in all qualitative research in diverse contexts. The editors have divided the material into 8 chapters, a section on Contributors, Preface, Acknowledgements, Introduction with explanations of how to use the book and why it is important for researchers in different contexts, Glossary and Index . Chapter 1: Owning Our Power explains what power of the
{"title":"Questions in qualitative social justice research in multicultural contexts","authors":"Urszula Markowska‐Manista","doi":"10.1080/14675986.2023.2193031","DOIUrl":"https://doi.org/10.1080/14675986.2023.2193031","url":null,"abstract":"The book Questions in qualitative social justice research in multicultural contexts exploits the potential associated with examining a multiplicity of methodological approaches and theories in qualitative research to better understand the social world. The main focus of each chapter is social justice in multicultural contexts. The lens is interdisciplinary. This publication is a collection of academic texts and reflective writings by researchers who combine theory and research approaches with the practical realities of field research. In individual chapters, the authors cross disciplinary boundaries and analyse aspects from the field of social justice in qualitative research addressing, among others, power discourses, dilemmas of privilege, issues of trust, ethical issues, insider/ outsider status and positions, online research engagement, transformative research challenges, arts-based research, participatory strategies, co-production and decolonisa-tion processes in research. The book is structured with classical chapters and bolded key terms and questions for self-reflection, boxed case studies from international scholars and a glossary of key terms . A noteworthy procedure is that each chapter contains a section on Reflections from the Field , which presents diverse case studies and reflections presented by both well-known international and new researchers. The composition of the book makes it easy to find theoretical and practical elements to facilitate critical and reflective thinking for researchers and students in multicultural research contexts, together quite diverse issues concerning the construction of research that promotes social justice practices, key approaches for understanding what they are and why they are so important in research carried out by researchers aware of multicultural processes. The book addresses the design, implementation and evaluation of social justice research, providing an up-to-date and essential resource for experienced and novice researchers on considering the questions and issues that continually arise in all qualitative research in diverse contexts. The editors have divided the material into 8 chapters, a section on Contributors, Preface, Acknowledgements, Introduction with explanations of how to use the book and why it is important for researchers in different contexts, Glossary and Index . Chapter 1: Owning Our Power explains what power of the","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47967443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-15DOI: 10.1080/14675986.2023.2188174
Tariku Gutu, W. Tegegne
ABSTRACT Higher education institutions are a place where transformation is a guiding principle. Instructors, as major agents for change, are expected to have qualities that transcend the boundaries of one-size-fits-all. This study, therefore, examined the intercultural sensitivity of university instructors in Ethiopian public universities. It was primarily aimed at investigating their intercultural sensitivity across several major demographic and background variables. A quantitative research approach substantiated with qualitative data was employed for the study. Results show that instructors’ intercultural sensitivity in all universities regarding their demographic characteristics and background information, except academic status and gender, were not found to be determinants of sensitivity. Their intercultural sensitivity levels across the dimensions, however, were different among instructors in all universities. Recommendations are made, taking into account the findings and their implications underpinning intercultural sensitivity as the sine qua non for academic prowess.
{"title":"Intercultural sensitivity of instructors in Ethiopian public universities","authors":"Tariku Gutu, W. Tegegne","doi":"10.1080/14675986.2023.2188174","DOIUrl":"https://doi.org/10.1080/14675986.2023.2188174","url":null,"abstract":"ABSTRACT Higher education institutions are a place where transformation is a guiding principle. Instructors, as major agents for change, are expected to have qualities that transcend the boundaries of one-size-fits-all. This study, therefore, examined the intercultural sensitivity of university instructors in Ethiopian public universities. It was primarily aimed at investigating their intercultural sensitivity across several major demographic and background variables. A quantitative research approach substantiated with qualitative data was employed for the study. Results show that instructors’ intercultural sensitivity in all universities regarding their demographic characteristics and background information, except academic status and gender, were not found to be determinants of sensitivity. Their intercultural sensitivity levels across the dimensions, however, were different among instructors in all universities. Recommendations are made, taking into account the findings and their implications underpinning intercultural sensitivity as the sine qua non for academic prowess.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42667886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-15DOI: 10.1080/14675986.2023.2187350
Alba Quirós-Guindal, Noemi Laforgue-Bullido, Íñigo lorón-Díaz, Alberto Izquierdo-Montero
ABSTRACT The current expansion of hate speech in different areas of public life poses a challenge for educators committed to developing their praxis from an intercultural approach. In this sense, the social privileges enjoyed by part of the population are exploited through these discourses with political and economic objectives that are incompatible with collective justice. To delve deeper into this issue, a participatory research study was carried out among 52 adolescents and nine educators with the aim of identifying the scenarios, agents and strategies related to these discourses, as well as to create collective strategies to address this social problem. Over a period of 9 months, dialogic workshops were conducted to identify relevant issues that would facilitate a pedagogical approach to addressing hate speech. This article presents results that clarify the role of privilege in educational reflection and action in the face of hate speech. It concludes with some reflections, questions and possible guidelines to promote critical literacy in educational scenarios that help question hate speech when it is based on the defence of inequality through naturalised privileges.
{"title":"‘You’re not a better person, but you look like you are.’ Hate speech and privilege: contributions from a participatory research study with teenagers","authors":"Alba Quirós-Guindal, Noemi Laforgue-Bullido, Íñigo lorón-Díaz, Alberto Izquierdo-Montero","doi":"10.1080/14675986.2023.2187350","DOIUrl":"https://doi.org/10.1080/14675986.2023.2187350","url":null,"abstract":"ABSTRACT The current expansion of hate speech in different areas of public life poses a challenge for educators committed to developing their praxis from an intercultural approach. In this sense, the social privileges enjoyed by part of the population are exploited through these discourses with political and economic objectives that are incompatible with collective justice. To delve deeper into this issue, a participatory research study was carried out among 52 adolescents and nine educators with the aim of identifying the scenarios, agents and strategies related to these discourses, as well as to create collective strategies to address this social problem. Over a period of 9 months, dialogic workshops were conducted to identify relevant issues that would facilitate a pedagogical approach to addressing hate speech. This article presents results that clarify the role of privilege in educational reflection and action in the face of hate speech. It concludes with some reflections, questions and possible guidelines to promote critical literacy in educational scenarios that help question hate speech when it is based on the defence of inequality through naturalised privileges.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44899263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-13DOI: 10.1080/14675986.2023.2187351
Shira Soffer-Vital, Idit Finkelstein
ABSTRACT Changing times force us to rethink our academic policies in higher education institutions. Traditional narrow views on students coming to campuses might be problematic for full inclusion. In this paper, we present an innovative model for student inclusion with the goal of producing a new framework for practice in higher education. We suggest re-examining the interactions between student characteristics while taking them into account as a whole and adopting a new holistic view of their identity-derived needs. The New Multimodality Diversified Campus (NMDC) model takes into account multiculturism, multiple technological literacies, multiple identities, multilingualism, multiple religions, and multiple disabilities. This model, based on multiple pedagogies, multiple curricula, multiple evaluations and multiple policies, serves as a compass to reach our desired destination, which is a fully inclusive campus. We present new observations about Universal Design for Learning (UDL) as a guiding tool that can be used in higher education, contextualising it in the framework of our model.
{"title":"Towards a new multi-modality campus: unboxing Pandora’s box","authors":"Shira Soffer-Vital, Idit Finkelstein","doi":"10.1080/14675986.2023.2187351","DOIUrl":"https://doi.org/10.1080/14675986.2023.2187351","url":null,"abstract":"ABSTRACT Changing times force us to rethink our academic policies in higher education institutions. Traditional narrow views on students coming to campuses might be problematic for full inclusion. In this paper, we present an innovative model for student inclusion with the goal of producing a new framework for practice in higher education. We suggest re-examining the interactions between student characteristics while taking them into account as a whole and adopting a new holistic view of their identity-derived needs. The New Multimodality Diversified Campus (NMDC) model takes into account multiculturism, multiple technological literacies, multiple identities, multilingualism, multiple religions, and multiple disabilities. This model, based on multiple pedagogies, multiple curricula, multiple evaluations and multiple policies, serves as a compass to reach our desired destination, which is a fully inclusive campus. We present new observations about Universal Design for Learning (UDL) as a guiding tool that can be used in higher education, contextualising it in the framework of our model.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45218676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-13DOI: 10.1080/14675986.2023.2180619
Ariadna Phillips, Soribel Genao
ABSTRACT This study offers a review of existing research on translanguaging, inclusion, and computational literacies. It assesses existing school statistics and a student opinion survey released by the New York City Department of Education in Spring 2019 to investigate the attitudes and experiences of students at a public secondary school in the South Bronx that incorporates translanguaging into grades 6–8 computer science and Spanish courses given to most students. The findings of this study indicated that both Language Heritage Learner (LHL) and Non-Language Heritage Learner (NLHL) and perceived overall positive cultural responsiveness from the school community regarding their language identity in a setting where translanguaging exists (most notably in the Dual Language programme), but a minority of staff felt that they did not sufficiently incorporate considerations for cultural heritage and linguistic background into instruction. This study concludes with implications to further improve cultural responsiveness at the staff and administrative levels, the limitations of the study, and thoughts on further research on the issue of assessing whether culturally responsive education is accessible to neoindigenous student populations, particularly given that a citywide survey instrument facing hundreds of thousands of students throughout New York City does not specifically ask about language inclusivity.
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