Pub Date : 2023-03-01DOI: 10.1080/14675986.2023.2180621
M. Mathieu, M. Odera, A. Ofori-Boadu, Jennifer Richmond-Bryant
ABSTRACT Increasing diversity in higher education and the workforce requires undergraduate students to learn to work together effectively to address scientific and social issues. Our goal is to learn how best to facilitate teamwork among students from Historically Black Universities (HBU) and Predominantly White Institutions (PWI) to promote collaborative learning. We analysed the evolving knowledge, perceptions, and attitudes of participating students as they developed close working relationships through a ‘study-within-a-study’ design where student pairs (one from an HBU and one from a PWI) conducted their own research project while we analysed how these students interacted with their partners. The Association of American Colleges and Universities (AACU) rubric of Intercultural Knowledge and Competence was used to develop a set of codes for assessing transcripts of student meetings. AACU defines six attributes of this rubric including cultural self-awareness, cultural worldview frameworks, empathy, verbal and nonverbal communication, curiosity, and openness. Our pilot results suggest that students willing to engage collaboratively with others from different cultural or educational backgrounds can display attributes of intercultural competence, while those not willing to engage in the collaborative process may not exhibit such competence. We also learnedthat students require the same initial preparation necessary for the assigned project.
{"title":"Inclusive excellence through digital learning: an undergraduate research experience to pilot cross-institutional collaboration between a historically black university and a predominantly white institution","authors":"M. Mathieu, M. Odera, A. Ofori-Boadu, Jennifer Richmond-Bryant","doi":"10.1080/14675986.2023.2180621","DOIUrl":"https://doi.org/10.1080/14675986.2023.2180621","url":null,"abstract":"ABSTRACT Increasing diversity in higher education and the workforce requires undergraduate students to learn to work together effectively to address scientific and social issues. Our goal is to learn how best to facilitate teamwork among students from Historically Black Universities (HBU) and Predominantly White Institutions (PWI) to promote collaborative learning. We analysed the evolving knowledge, perceptions, and attitudes of participating students as they developed close working relationships through a ‘study-within-a-study’ design where student pairs (one from an HBU and one from a PWI) conducted their own research project while we analysed how these students interacted with their partners. The Association of American Colleges and Universities (AACU) rubric of Intercultural Knowledge and Competence was used to develop a set of codes for assessing transcripts of student meetings. AACU defines six attributes of this rubric including cultural self-awareness, cultural worldview frameworks, empathy, verbal and nonverbal communication, curiosity, and openness. Our pilot results suggest that students willing to engage collaboratively with others from different cultural or educational backgrounds can display attributes of intercultural competence, while those not willing to engage in the collaborative process may not exhibit such competence. We also learnedthat students require the same initial preparation necessary for the assigned project.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":"34 1","pages":"235 - 253"},"PeriodicalIF":1.2,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45071623","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 : 2023-03-01DOI: 10.1080/14675986.2023.2180490
Muhamet Cevat Yildirim, Ahmet Gocen, Ozge Aras
ABSTRACT This paper examines the effects of internal migration on students from the perspective of high school teachers and students. The study employed qualitative research with a phenomenological design. The study group consisted of nine teachers and seventeen high school students from Mardin city in Turkey with a migrant experience. The researchers collected data using semi-structured interviews and used a descriptive analysis technique to analyse the data. The results of the study show that participants from both groups (teachers and students) agreed on the following issues: adolescents from immigrant families have difficulty adapting to school life; their level of academic success is lower and they have difficulty making new friends. Most of the students stated that they have problems forming relationships with their peers at school. The study’s results emphasised the necessity for collaboration among educational, health, and social institutions to ensure the adjustment of migrant students to their new schools and environments.
{"title":"The effects of internal migration on high school students: Teacher and student perceptions","authors":"Muhamet Cevat Yildirim, Ahmet Gocen, Ozge Aras","doi":"10.1080/14675986.2023.2180490","DOIUrl":"https://doi.org/10.1080/14675986.2023.2180490","url":null,"abstract":"ABSTRACT This paper examines the effects of internal migration on students from the perspective of high school teachers and students. The study employed qualitative research with a phenomenological design. The study group consisted of nine teachers and seventeen high school students from Mardin city in Turkey with a migrant experience. The researchers collected data using semi-structured interviews and used a descriptive analysis technique to analyse the data. The results of the study show that participants from both groups (teachers and students) agreed on the following issues: adolescents from immigrant families have difficulty adapting to school life; their level of academic success is lower and they have difficulty making new friends. Most of the students stated that they have problems forming relationships with their peers at school. The study’s results emphasised the necessity for collaboration among educational, health, and social institutions to ensure the adjustment of migrant students to their new schools and environments.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":"34 1","pages":"254 - 270"},"PeriodicalIF":1.2,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46251461","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 : 2023-02-23DOI: 10.1080/14675986.2022.2154955
J. McBrien
{"title":"Safe Place International – The Dream Academy","authors":"J. McBrien","doi":"10.1080/14675986.2022.2154955","DOIUrl":"https://doi.org/10.1080/14675986.2022.2154955","url":null,"abstract":"","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":"34 1","pages":"532 - 532"},"PeriodicalIF":1.2,"publicationDate":"2023-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41589640","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 : 2023-02-15DOI: 10.1080/14675986.2022.2161766
A. Kimanen
ABSTRACT This article, based on a mixed-method study, examines which dimensions of worldview are addressed by a group (N = 134) of Finnish students and in-service educators when interpreting a written imaginary case from everyday school life. The findings are interpreted in the framework of worldview literacy, derived from the concept of religious literacy and defined as an ability to decipher situations with aspects of worldview diversity. Data from open responses to a survey were approached in two ways, quantitatively, where worldview literacy was seen as an ability to recognise the impact of worldview in the case and argue for it, and qualitatively, where the different aspects of worldview mentioned by the participants were analysed. In terms of the quantitative analysis, the survey revealed a tendency to avoid explaining situations through worldview. From a qualitative point of view, the participants most often mentioned worldview as beliefs and something deeply significant and emotional. Furthermore, the data raised questions about essentialist attitudes towards worldviews and cultures, and recognising power issues. The case-based open question yielded multifaceted data, pointing to the fact that this method could be developed to measure worldview literacy.
{"title":"Worldview literacy as a part of teacher professionalism","authors":"A. Kimanen","doi":"10.1080/14675986.2022.2161766","DOIUrl":"https://doi.org/10.1080/14675986.2022.2161766","url":null,"abstract":"ABSTRACT This article, based on a mixed-method study, examines which dimensions of worldview are addressed by a group (N = 134) of Finnish students and in-service educators when interpreting a written imaginary case from everyday school life. The findings are interpreted in the framework of worldview literacy, derived from the concept of religious literacy and defined as an ability to decipher situations with aspects of worldview diversity. Data from open responses to a survey were approached in two ways, quantitatively, where worldview literacy was seen as an ability to recognise the impact of worldview in the case and argue for it, and qualitatively, where the different aspects of worldview mentioned by the participants were analysed. In terms of the quantitative analysis, the survey revealed a tendency to avoid explaining situations through worldview. From a qualitative point of view, the participants most often mentioned worldview as beliefs and something deeply significant and emotional. Furthermore, the data raised questions about essentialist attitudes towards worldviews and cultures, and recognising power issues. The case-based open question yielded multifaceted data, pointing to the fact that this method could be developed to measure worldview literacy.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":"34 1","pages":"150 - 165"},"PeriodicalIF":1.2,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47948829","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 : 2023-02-10DOI: 10.1080/14675986.2023.2172383
B. Ruano, S. Melo-Pfeifer
ABSTRACT This paper reflects on the problems faced by refugee students during the COVID-19 pandemic (summer semester 2020) as calouros, i.e. freshmen during their first year, in a public university in Brazil. Through a content analysis of their personal accounts, collected electronically by their teacher of Portuguese for academic purposes (the first author), we describe how five students (a Syrian, two Haitians, a Venezuelan and a Togolese refugees) (re)visit their experiences, in which several dynamics intersect: being ‘calouro’, being refugee students, learning the shelter language in loco, and experiencing social distancing due to the closing of universities. Because learning the language of the host country is not the only factor affected by the pandemic, we also observe how language learning (settings) intersect with other aspects characterising the refugee status: housing conditions, availability of learning materials, and the uncertainty attached to the present and future of their own lives and of other family members.
{"title":"Refugee “calouros” during the Covid-19 pandemic: effects on Portuguese learning in higher education in Brazil","authors":"B. Ruano, S. Melo-Pfeifer","doi":"10.1080/14675986.2023.2172383","DOIUrl":"https://doi.org/10.1080/14675986.2023.2172383","url":null,"abstract":"ABSTRACT This paper reflects on the problems faced by refugee students during the COVID-19 pandemic (summer semester 2020) as calouros, i.e. freshmen during their first year, in a public university in Brazil. Through a content analysis of their personal accounts, collected electronically by their teacher of Portuguese for academic purposes (the first author), we describe how five students (a Syrian, two Haitians, a Venezuelan and a Togolese refugees) (re)visit their experiences, in which several dynamics intersect: being ‘calouro’, being refugee students, learning the shelter language in loco, and experiencing social distancing due to the closing of universities. Because learning the language of the host country is not the only factor affected by the pandemic, we also observe how language learning (settings) intersect with other aspects characterising the refugee status: housing conditions, availability of learning materials, and the uncertainty attached to the present and future of their own lives and of other family members.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":"34 1","pages":"134 - 149"},"PeriodicalIF":1.2,"publicationDate":"2023-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47615304","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 : 2023-01-02DOI: 10.1080/14675986.2023.2172127
Dominique Danau
In 2021, European Trade Union Committee for Education (ETUCE) published a new study ‘Embracing diversity in education’ (prepared by Dominique Danau (SAGO Research)) which presents the research findings of the ETUCE project “Education Trade Unions and Inclusive Schools: Embracing Diversity in Education” implemented in 2019-2021 and co-funded by the European Commission. The research analyses national findings related to the impact of the changes in society and the labour market linked to the diversification of the population, globalisation, increased migration, technological progress and digitalisation, intensification of poverty and territorial disparities (as well as the most recent event – COVID-19 pandemic), on the education and teaching profession, and implementation of the inclusive education. It also identifies specific training needs and interests of education trade unions regarding the support for teachers, academics and other education personnel in working with a diverse student population and implementing inclusive education. The Research report based on the desk research and online survey among education trade unions in Europe provides a valuable overview of the implementation of inclusive education in the European region and key challenges and opportunities in that regard in various national contexts. The research reveals in particular, a multi-faceted nature of diversity in education and a variety of approaches and definitions of the concept of inclusive education among European countries (Factsheet ‘The many facets of diversity’). The particular value of the report is that it proposes a number of recommendations on the successful implementation of inclusive education for national and EU policy makers (Factsheet ‘Key elements and conditions for the implementation and maintenance of inclusive education’) and analyses the training and professional needs of teachers, academics, leaders in educational institutions, and other education personnel regarding the implementation of inclusive education (Factsheet ‘Training and professional development of teachers, academics, leaders in educational institutions and other education personnel’).
{"title":"Example of best practice: ETUCE Study on Embracing diversity in education: key elements of inclusive education and training needs of education personnel","authors":"Dominique Danau","doi":"10.1080/14675986.2023.2172127","DOIUrl":"https://doi.org/10.1080/14675986.2023.2172127","url":null,"abstract":"In 2021, European Trade Union Committee for Education (ETUCE) published a new study ‘Embracing diversity in education’ (prepared by Dominique Danau (SAGO Research)) which presents the research findings of the ETUCE project “Education Trade Unions and Inclusive Schools: Embracing Diversity in Education” implemented in 2019-2021 and co-funded by the European Commission. The research analyses national findings related to the impact of the changes in society and the labour market linked to the diversification of the population, globalisation, increased migration, technological progress and digitalisation, intensification of poverty and territorial disparities (as well as the most recent event – COVID-19 pandemic), on the education and teaching profession, and implementation of the inclusive education. It also identifies specific training needs and interests of education trade unions regarding the support for teachers, academics and other education personnel in working with a diverse student population and implementing inclusive education. The Research report based on the desk research and online survey among education trade unions in Europe provides a valuable overview of the implementation of inclusive education in the European region and key challenges and opportunities in that regard in various national contexts. The research reveals in particular, a multi-faceted nature of diversity in education and a variety of approaches and definitions of the concept of inclusive education among European countries (Factsheet ‘The many facets of diversity’). The particular value of the report is that it proposes a number of recommendations on the successful implementation of inclusive education for national and EU policy makers (Factsheet ‘Key elements and conditions for the implementation and maintenance of inclusive education’) and analyses the training and professional needs of teachers, academics, leaders in educational institutions, and other education personnel regarding the implementation of inclusive education (Factsheet ‘Training and professional development of teachers, academics, leaders in educational institutions and other education personnel’).","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":"34 1","pages":"95 - 95"},"PeriodicalIF":1.2,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42734715","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 : 2023-01-02DOI: 10.1080/14675986.2023.2171603
Benjamin D. Scherrer
{"title":"Civic Education in the Age of Mass Migration: Implications for Theory and Practice","authors":"Benjamin D. Scherrer","doi":"10.1080/14675986.2023.2171603","DOIUrl":"https://doi.org/10.1080/14675986.2023.2171603","url":null,"abstract":"","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":"34 1","pages":"98 - 99"},"PeriodicalIF":1.2,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49318156","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 : 2023-01-02DOI: 10.1080/14675986.2023.2171602
H. Baptiste
{"title":"Review of James Baldwin and the American schoolhouse","authors":"H. Baptiste","doi":"10.1080/14675986.2023.2171602","DOIUrl":"https://doi.org/10.1080/14675986.2023.2171602","url":null,"abstract":"","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":"34 1","pages":"96 - 97"},"PeriodicalIF":1.2,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49437231","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 : 2022-12-05DOI: 10.1080/14675986.2022.2144621
Miri Shonfeld, Elaine Hoter
ABSTRACT This paper explores the factors that predict children’s willingness to have contact with those from cultures in conflict, using data collected in 2014–2015 from the TEC4Schools program which begins online and eventually includes face-to-face contact. Hierarchical regression analysis was conducted on the results of the questionnaire from 577 students. The predictors were entered in four steps: (1) personal details (gender and religion), (2) equity and satisfaction (3) collaboration (the use of collaborative learning in the course), and (4) intercultural attitudes. Both intercultural attitudes and positive experiences are associated with collaboration and predict the dependent variable: the willingness of the children to interact with those from other cultures. Satisfaction and equity do not directly predict willingness to interact with other children but do so via collaboration. In addition, the variable ‘intercultural attitudes’ is a mediator for collaboration, meaning that collaboration does predict willingness to interact with other cultures via intercultural attitudes. Although the findings show that gender and religion do not predict willingness to interact, there are significant differences in gender and/or religion in satisfaction, equity, intercultural attitudes, and collaboration.
{"title":"Children’s willingness to have contact with children from different cultures; evidence from the Tec4schools program","authors":"Miri Shonfeld, Elaine Hoter","doi":"10.1080/14675986.2022.2144621","DOIUrl":"https://doi.org/10.1080/14675986.2022.2144621","url":null,"abstract":"ABSTRACT This paper explores the factors that predict children’s willingness to have contact with those from cultures in conflict, using data collected in 2014–2015 from the TEC4Schools program which begins online and eventually includes face-to-face contact. Hierarchical regression analysis was conducted on the results of the questionnaire from 577 students. The predictors were entered in four steps: (1) personal details (gender and religion), (2) equity and satisfaction (3) collaboration (the use of collaborative learning in the course), and (4) intercultural attitudes. Both intercultural attitudes and positive experiences are associated with collaboration and predict the dependent variable: the willingness of the children to interact with those from other cultures. Satisfaction and equity do not directly predict willingness to interact with other children but do so via collaboration. In addition, the variable ‘intercultural attitudes’ is a mediator for collaboration, meaning that collaboration does predict willingness to interact with other cultures via intercultural attitudes. Although the findings show that gender and religion do not predict willingness to interact, there are significant differences in gender and/or religion in satisfaction, equity, intercultural attitudes, and collaboration.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":"34 1","pages":"60 - 77"},"PeriodicalIF":1.2,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46774103","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 : 2022-12-05DOI: 10.1080/14675986.2022.2146403
Bolette Moldenhawer
ABSTRACT This article examines the role of emotions in educational work with asylum-seeking and refugee children by studying a specific case of teaching in culturally diverse classrooms. Using empirical data from various classroom contexts in Denmark based on teacher interviews and participant observations, the role of emotions is examined through a relational approach informed by, among others, Sara Ahmed. The analysis firstly developed three types of situated emotion management performed by actors for a wide range of reasons, feeling rules and organisational regulations. Secondly, I undertook a theoretical interpretation of the analysis involving a study of emotions asking, ‘what do emotions do’ and ‘how do emotions operate’ to make and shape bodies of othering. The findings suggest that a relational approach to emotion allows for a better understanding of how emotions work with effect in educational work with asylum-seeking and refugee children and, accordingly, how teachers can benefit from including this approach in understanding and finding solutions to the important role emotions play in asylum-seeking and refugee education.
{"title":"The role of emotions in educational work with asylum-seeking and refugee children in culturally diverse classrooms","authors":"Bolette Moldenhawer","doi":"10.1080/14675986.2022.2146403","DOIUrl":"https://doi.org/10.1080/14675986.2022.2146403","url":null,"abstract":"ABSTRACT This article examines the role of emotions in educational work with asylum-seeking and refugee children by studying a specific case of teaching in culturally diverse classrooms. Using empirical data from various classroom contexts in Denmark based on teacher interviews and participant observations, the role of emotions is examined through a relational approach informed by, among others, Sara Ahmed. The analysis firstly developed three types of situated emotion management performed by actors for a wide range of reasons, feeling rules and organisational regulations. Secondly, I undertook a theoretical interpretation of the analysis involving a study of emotions asking, ‘what do emotions do’ and ‘how do emotions operate’ to make and shape bodies of othering. The findings suggest that a relational approach to emotion allows for a better understanding of how emotions work with effect in educational work with asylum-seeking and refugee children and, accordingly, how teachers can benefit from including this approach in understanding and finding solutions to the important role emotions play in asylum-seeking and refugee education.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":"34 1","pages":"166 - 179"},"PeriodicalIF":1.2,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43584967","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：