ABSTRACT Higher education acknowledges evaluation as a core component in pedagogy. However, K–12 institutions implement different applications of formative evaluation, and Higher Education Institutes (HEIs) still use traditional evaluation almost exclusively. Adjustments made for students with disabilities (SWDs) are often exam accommodations rather than modifications in the evaluation process itself. The current study aims to examine the perceptions of students from different cultural backgrounds and abilities on Culturally Responsive Academic Evaluation (CRAE), which also takes into consideration SWDs and sees them as a distinct cultural group. Universal Design for Learning (UDL) was used as a guiding framework for formative evaluation for students with and without disabilities. The study used a qualitative method through a phenomenological approach. Twelve undergraduate and graduate students were interviewed using in-depth semi-structured interviews. Results showed three themes concerning CRAE in higher education: Multiculturalism and diversity sensitivity, diversification in evaluation methods, and social responsibility. According to the participants’ statements, the student population is ready for more flexible and diverse evaluation methods, as long as boundaries are set to preserve academic standards.
{"title":"Towards multicultural, inclusive and diverse evaluation – Exploring post-Secondary students’ perceptions","authors":"Yael Shraga-Roitman, Revital Cohen-Liverant, Shira Soffer-Vital, Idit Finkelstein, Tsfira Grebelsky-Lichtman","doi":"10.1080/14675986.2023.2187349","DOIUrl":"https://doi.org/10.1080/14675986.2023.2187349","url":null,"abstract":"ABSTRACT Higher education acknowledges evaluation as a core component in pedagogy. However, K–12 institutions implement different applications of formative evaluation, and Higher Education Institutes (HEIs) still use traditional evaluation almost exclusively. Adjustments made for students with disabilities (SWDs) are often exam accommodations rather than modifications in the evaluation process itself. The current study aims to examine the perceptions of students from different cultural backgrounds and abilities on Culturally Responsive Academic Evaluation (CRAE), which also takes into consideration SWDs and sees them as a distinct cultural group. Universal Design for Learning (UDL) was used as a guiding framework for formative evaluation for students with and without disabilities. The study used a qualitative method through a phenomenological approach. Twelve undergraduate and graduate students were interviewed using in-depth semi-structured interviews. Results showed three themes concerning CRAE in higher education: Multiculturalism and diversity sensitivity, diversification in evaluation methods, and social responsibility. According to the participants’ statements, the student population is ready for more flexible and diverse evaluation methods, as long as boundaries are set to preserve academic standards.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41483814","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 : 2023-03-09DOI: 10.1080/14675986.2023.2180620
Christian Fernández-Leyva, Maria Tomé Fernández, José Manuel Ortiz-Marcos
ABSTRACT In this study, the variable ‘age’ was analysed in terms of its influence on the development of social skills among immigrant students enrolled in compulsory secondary education (12 to 18 years old) in the South of Spain. The social skills construct was defined with responses of N = 749 immigrant students using the Social Skill Scale for Young Immigrants (SSSYI). Six dimensions were evaluated: the ability to say ‘no’ and cut off interactions; self-expression in social situations; defending one’s own rights; ability to express anger or disagreement towards others; ability to make requests, and the ability to initiate positive interactions with the opposite sex. The analyses were carried out with the statistical software packages SPSS and STATA. The results showed that the probability of immigrant students to acquire social skills increased with age.
{"title":"Social skills for the educational integration of pre-adolescent and adolescent immigrants","authors":"Christian Fernández-Leyva, Maria Tomé Fernández, José Manuel Ortiz-Marcos","doi":"10.1080/14675986.2023.2180620","DOIUrl":"https://doi.org/10.1080/14675986.2023.2180620","url":null,"abstract":"ABSTRACT In this study, the variable ‘age’ was analysed in terms of its influence on the development of social skills among immigrant students enrolled in compulsory secondary education (12 to 18 years old) in the South of Spain. The social skills construct was defined with responses of N = 749 immigrant students using the Social Skill Scale for Young Immigrants (SSSYI). Six dimensions were evaluated: the ability to say ‘no’ and cut off interactions; self-expression in social situations; defending one’s own rights; ability to express anger or disagreement towards others; ability to make requests, and the ability to initiate positive interactions with the opposite sex. The analyses were carried out with the statistical software packages SPSS and STATA. The results showed that the probability of immigrant students to acquire social skills increased with age.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41534823","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 : 2023-03-09DOI: 10.1080/14675986.2023.2187348
Ximena D. Burgin
ABSTRACT The Ecuadorian government has reported remarkable learning gains regarding the academic progress of students in the educational system. However, the academic gains for indigenous students have not been clearly demonstrated. This quantitative study aimed at understanding the progress of educational reforms in Ecuador for indigenous students. These students tend to learn an indigenous language first. We focus here on the 2015–2016 student public sample datasets produced by INEVAL for fourth graders in Basic General Education (Educación General Básica; EGB). The results of the analyses indicate that urban students who spoke Spanish first outperformed rural students who learned an indigenous language first. The findings of this study also point to the importance of integrating diverse students’ assets and prior experiences as part of the curriculum to support the academic success of diverse groups of students.
厄瓜多尔政府报告了教育系统中学生学业进步方面的显著学习成果。然而，土著学生的学业成绩并没有得到明确的证明。这项定量研究旨在了解厄瓜多尔土著学生教育改革的进展情况。这些学生倾向于先学习一门土著语言。我们关注的是由INEVAL为基础通识教育四年级学生制作的2015-2016年学生公共样本数据集(Educación General Básica;银杏叶提取物的)。分析结果表明，首先讲西班牙语的城市学生比首先学习土著语言的农村学生表现更好。这项研究的结果还指出，整合不同学生的资产和先前的经验作为课程的一部分，以支持不同学生群体的学业成功的重要性。
{"title":"Academic performance differences between Spanish and indigenous speakers in Ecuador","authors":"Ximena D. Burgin","doi":"10.1080/14675986.2023.2187348","DOIUrl":"https://doi.org/10.1080/14675986.2023.2187348","url":null,"abstract":"ABSTRACT The Ecuadorian government has reported remarkable learning gains regarding the academic progress of students in the educational system. However, the academic gains for indigenous students have not been clearly demonstrated. This quantitative study aimed at understanding the progress of educational reforms in Ecuador for indigenous students. These students tend to learn an indigenous language first. We focus here on the 2015–2016 student public sample datasets produced by INEVAL for fourth graders in Basic General Education (Educación General Básica; EGB). The results of the analyses indicate that urban students who spoke Spanish first outperformed rural students who learned an indigenous language first. The findings of this study also point to the importance of integrating diverse students’ assets and prior experiences as part of the curriculum to support the academic success of diverse groups of students.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41510757","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 : 2023-03-08DOI: 10.1080/14675986.2023.2187347
Petia Genkova, Henrik Schreiber, Verena Fässler
ABSTRACT Students’ development of intercultural competence during stays abroad has been subject to numerous studies due to the vital importance of intercultural interaction in the globalised world. In the present cross-sectional study, we provide and test a theoretical frame connecting self-efficacy theory of learning and intercultural learning, examining the remembered parenting style of N = 203 German students as a moderating variable to contribute to the understanding of intercultural competence as the result of a learning process. We predicted and found that self-efficacy mediates the relationship between length of stay abroad and intercultural competence, depending on the perception of an emotional warm parenting style. Contrary to our assumptions, the parenting styles control, and punishment do not moderate the relationship between length of stay abroad and self-efficacy. The current study thus contributes to the understanding of intercultural learning as a result of accomplishing intercultural challenges and learning, with implications for further research and practice.
{"title":"The role of parenting styles for the relationship of stays abroad, self-efficacy and intercultural competence","authors":"Petia Genkova, Henrik Schreiber, Verena Fässler","doi":"10.1080/14675986.2023.2187347","DOIUrl":"https://doi.org/10.1080/14675986.2023.2187347","url":null,"abstract":"ABSTRACT Students’ development of intercultural competence during stays abroad has been subject to numerous studies due to the vital importance of intercultural interaction in the globalised world. In the present cross-sectional study, we provide and test a theoretical frame connecting self-efficacy theory of learning and intercultural learning, examining the remembered parenting style of N = 203 German students as a moderating variable to contribute to the understanding of intercultural competence as the result of a learning process. We predicted and found that self-efficacy mediates the relationship between length of stay abroad and intercultural competence, depending on the perception of an emotional warm parenting style. Contrary to our assumptions, the parenting styles control, and punishment do not moderate the relationship between length of stay abroad and self-efficacy. The current study thus contributes to the understanding of intercultural learning as a result of accomplishing intercultural challenges and learning, with implications for further research and practice.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43758107","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 : 2023-03-07DOI: 10.1080/14675986.2023.2180489
Nissim Avissar
ABSTRACT Israel is an ethnically diverse country. This diversity is expressed among teachers and students and impacts learning, socialization, and education processes. Ethnic diversity frequently translates into a hierarchy in whose framework a certain cultural background is preferred over another. Those at the bottom of the ranking may experience silencing and erasure of parts of their identity. This situation has negative implications for self-esteem, the quality of social relations, and for social mobility. Despite there being relatively extensive writing about ethnicity and Mizrahi identity, educational research on these topics is meager. Moreover, most of the relevant literature addresses the experience of students whereas the experience of teachers is barely examined. This article focuses on the ethnic identity of teachers and examines it from psychological and educational perspectives. It is based on a qualitative study in which 23 in-depth, semi-structured interviews were conducted. Through analysis of the responses we will seek to become more closely acquainted with the experiences of teachers with respect to the ethnic facet of their identity and to delve deeper into subjective perceptions related to ethnic identity, including their implicit and intimate aspects. Three main insights emerge which can promote sensitively cultural and socially responsible educational practice.
{"title":"Education and ethnicity: personal-professional identity of Mizrahi teachers","authors":"Nissim Avissar","doi":"10.1080/14675986.2023.2180489","DOIUrl":"https://doi.org/10.1080/14675986.2023.2180489","url":null,"abstract":"ABSTRACT Israel is an ethnically diverse country. This diversity is expressed among teachers and students and impacts learning, socialization, and education processes. Ethnic diversity frequently translates into a hierarchy in whose framework a certain cultural background is preferred over another. Those at the bottom of the ranking may experience silencing and erasure of parts of their identity. This situation has negative implications for self-esteem, the quality of social relations, and for social mobility. Despite there being relatively extensive writing about ethnicity and Mizrahi identity, educational research on these topics is meager. Moreover, most of the relevant literature addresses the experience of students whereas the experience of teachers is barely examined. This article focuses on the ethnic identity of teachers and examines it from psychological and educational perspectives. It is based on a qualitative study in which 23 in-depth, semi-structured interviews were conducted. Through analysis of the responses we will seek to become more closely acquainted with the experiences of teachers with respect to the ethnic facet of their identity and to delve deeper into subjective perceptions related to ethnic identity, including their implicit and intimate aspects. Three main insights emerge which can promote sensitively cultural and socially responsible educational practice.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42975562","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 : 2023-03-04DOI: 10.1080/14675986.2023.2177622
Michalinos Zembylas
ABSTRACT This essay puts in conversation notions of diversity, interculturalism and multiculturalism with decolonial scholarship, and then discusses the theoretical and methodological implications for meta-intercultural education – that is, a perspective that reconceptualises intercultural education anchored in critical and decolonial perspectives. It is suggested that a decolonising diversity approach opens new pathways for critical responses to the global discourses and practices of diversity that reinforce particular forms of colonial violence through intercultural education policies and practices. It is argued that this approach offers new insights that enable practical, everyday education interventions which disrupt institutionalised diversity work. Importantly, this approach does not mean a blanket rejection of everything that is ‘Western’ or ‘European’ and replacing it with other centric forms of knowledge production, but rather building upon decolonial critique to critically interrogate key concepts and transform our ways of thinking about interculturality and diversity in education.
{"title":"A decolonial critique of ‘diversity’: theoretical and methodological implications for meta-intercultural education","authors":"Michalinos Zembylas","doi":"10.1080/14675986.2023.2177622","DOIUrl":"https://doi.org/10.1080/14675986.2023.2177622","url":null,"abstract":"ABSTRACT This essay puts in conversation notions of diversity, interculturalism and multiculturalism with decolonial scholarship, and then discusses the theoretical and methodological implications for meta-intercultural education – that is, a perspective that reconceptualises intercultural education anchored in critical and decolonial perspectives. It is suggested that a decolonising diversity approach opens new pathways for critical responses to the global discourses and practices of diversity that reinforce particular forms of colonial violence through intercultural education policies and practices. It is argued that this approach offers new insights that enable practical, everyday education interventions which disrupt institutionalised diversity work. Importantly, this approach does not mean a blanket rejection of everything that is ‘Western’ or ‘European’ and replacing it with other centric forms of knowledge production, but rather building upon decolonial critique to critically interrogate key concepts and transform our ways of thinking about interculturality and diversity in education.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45670585","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 : 2023-03-04DOI: 10.1080/14675986.2023.2184551
A. Susanti, M. Fatoni
{"title":"Person to Person Peacebuilding, Intercultural Communication and English Language Teachings","authors":"A. Susanti, M. Fatoni","doi":"10.1080/14675986.2023.2184551","DOIUrl":"https://doi.org/10.1080/14675986.2023.2184551","url":null,"abstract":"","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45256038","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 : 2023-03-04DOI: 10.1080/14675986.2023.2177618
K. Magos, Kanella Georgopapadakou
ABSTRACT Learning a foreign language is not only an interesting cognitive process. It is also a means of communication with other peoples and becoming acquainted with their cultures. Therefore, learning a foreign language can contribute to the development of intercultural competence, i.e. the competence to manage new communication conditions and situations. In this context, Turkish language learning by Greek citizens may act as a means to transform negative stereotypes and prejudices against Turkish people, which predominate in a large segment of the Greek population. This article presents qualitative research findings of twenty Greek adult citizens’ transformation of perceptions, subsequent to their attending Turkish language courses. The research established that the majority of the participants acknowledged Turkish language learning and acquisition as a contribution to the development of intercultural communication, to a better acquaintance with Turkish people and the transformation of former negative perceptions of Turkish people and culture.
{"title":"When Greeks learn Turkish: developing intercultural competence through learning the language of the ‘enemy’","authors":"K. Magos, Kanella Georgopapadakou","doi":"10.1080/14675986.2023.2177618","DOIUrl":"https://doi.org/10.1080/14675986.2023.2177618","url":null,"abstract":"ABSTRACT Learning a foreign language is not only an interesting cognitive process. It is also a means of communication with other peoples and becoming acquainted with their cultures. Therefore, learning a foreign language can contribute to the development of intercultural competence, i.e. the competence to manage new communication conditions and situations. In this context, Turkish language learning by Greek citizens may act as a means to transform negative stereotypes and prejudices against Turkish people, which predominate in a large segment of the Greek population. This article presents qualitative research findings of twenty Greek adult citizens’ transformation of perceptions, subsequent to their attending Turkish language courses. The research established that the majority of the participants acknowledged Turkish language learning and acquisition as a contribution to the development of intercultural communication, to a better acquaintance with Turkish people and the transformation of former negative perceptions of Turkish people and culture.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41933393","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 : 2023-03-04DOI: 10.1080/14675986.2023.2184550
Ribut Wahyudi
ABSTRACT This paper discusses how I design and teach an Interculturality in Language and Literary Studies (ILLS) Course. In doing this, I am very much influenced by the post-structural and post-colonial and interdisciplinary nature of my PhD study. The course itself is for sixth semester undergraduate students, after they have passed Skilled Courses, Introduction to Literature and Introduction to Linguistics, etc. In these reflections, I utilise a post-structural approach, in which I consider such a practice to never be final. It is always in process.
{"title":"Example of Practice: Designing and teaching a course that matters: going beyond business as usual","authors":"Ribut Wahyudi","doi":"10.1080/14675986.2023.2184550","DOIUrl":"https://doi.org/10.1080/14675986.2023.2184550","url":null,"abstract":"ABSTRACT This paper discusses how I design and teach an Interculturality in Language and Literary Studies (ILLS) Course. In doing this, I am very much influenced by the post-structural and post-colonial and interdisciplinary nature of my PhD study. The course itself is for sixth semester undergraduate students, after they have passed Skilled Courses, Introduction to Literature and Introduction to Linguistics, etc. In these reflections, I utilise a post-structural approach, in which I consider such a practice to never be final. It is always in process.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41467791","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 : 2023-03-04DOI: 10.1080/14675986.2023.2177623
Hennie Kesak, Goran Bašić
ABSTRACT The aim of the present study is to attain new knowledge about interculturalism, ethnicity, and multilingualism in the upper secondary school context in conjunction with pedagogical work with students who are newly arrived in the country. The empirical material for the study was collected in the upper secondary context in Sweden and consists of documents, field notes, and qualitative interview. Analysis shows that a distance relationship is created and recreated in the interactive flow between the newly arrived students and the teachers' institution when ethnic social pedagogical monitoring and control are represented in writing by the institution (the upper secondary school) and verbally in the observed and recounted situations. Social pedagogical identities are produced and reproduced in the interactive dynamic, in which the newly arrived student is represented as a successful student, developing in the social pedagogical meaning. However, the newly arrived student also is represented as a humiliated, weary, excluded student who, through demonstration of moral dissolution, displays an ethnified victim student identity that is in opposition to the teachers and institution. This represented humiliation, weariness, and exclusion of the newly arrived student constructs and reconstructs the image of a disadvantaged student. The effect is likely a negative impact on the aims of the upper secondary school to include and integrate newly arrived students into the school community and society at large.
{"title":"Interculturalism, ethnicity, and multilingualism in upper secondary school: an analysis of social pedagogical identities during pedagogical work with newly arrived students in Sweden","authors":"Hennie Kesak, Goran Bašić","doi":"10.1080/14675986.2023.2177623","DOIUrl":"https://doi.org/10.1080/14675986.2023.2177623","url":null,"abstract":"ABSTRACT The aim of the present study is to attain new knowledge about interculturalism, ethnicity, and multilingualism in the upper secondary school context in conjunction with pedagogical work with students who are newly arrived in the country. The empirical material for the study was collected in the upper secondary context in Sweden and consists of documents, field notes, and qualitative interview. Analysis shows that a distance relationship is created and recreated in the interactive flow between the newly arrived students and the teachers' institution when ethnic social pedagogical monitoring and control are represented in writing by the institution (the upper secondary school) and verbally in the observed and recounted situations. Social pedagogical identities are produced and reproduced in the interactive dynamic, in which the newly arrived student is represented as a successful student, developing in the social pedagogical meaning. However, the newly arrived student also is represented as a humiliated, weary, excluded student who, through demonstration of moral dissolution, displays an ethnified victim student identity that is in opposition to the teachers and institution. This represented humiliation, weariness, and exclusion of the newly arrived student constructs and reconstructs the image of a disadvantaged student. The effect is likely a negative impact on the aims of the upper secondary school to include and integrate newly arrived students into the school community and society at large.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47941504","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：