Pub Date : 2022-11-02DOI: 10.1080/14675986.2022.2144029
Çetin Çelik
ABSTRACT Reproduction theories reveal schools’ critical role in inequalities and instil a sense of pessimism regarding schools’ potential to create a fair society. School effectiveness research (SER) has responded to this pessimism by studying associations between school factors and educational performance to show that schools can make a difference. Despite its optimistic approach, SER fails to analyse the effects of broader social structures on educational processes. This article uses the institutional habitus concept to understand how the Turkish state’s assimilative educational agenda and Kurdish communities’ past experiences inform educational interactions in a public middle school in Istanbul’s inner-city area. The paper argues that institutional habitus provides a more robust framework than SER in explaining schools’ role in academic achievement within the broader sociopolitical context.
{"title":"School as an oppressed site: how broader sociopolitical context informs educational processes in Turkish school with Kurdish school mix","authors":"Çetin Çelik","doi":"10.1080/14675986.2022.2144029","DOIUrl":"https://doi.org/10.1080/14675986.2022.2144029","url":null,"abstract":"ABSTRACT Reproduction theories reveal schools’ critical role in inequalities and instil a sense of pessimism regarding schools’ potential to create a fair society. School effectiveness research (SER) has responded to this pessimism by studying associations between school factors and educational performance to show that schools can make a difference. Despite its optimistic approach, SER fails to analyse the effects of broader social structures on educational processes. This article uses the institutional habitus concept to understand how the Turkish state’s assimilative educational agenda and Kurdish communities’ past experiences inform educational interactions in a public middle school in Istanbul’s inner-city area. The paper argues that institutional habitus provides a more robust framework than SER in explaining schools’ role in academic achievement within the broader sociopolitical context.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44875218","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 : 2022-11-02DOI: 10.1080/14675986.2022.2144028
A. Kenny
ABSTRACT The lives of children seeking asylum and refuge are complex; invariably both transnational and intersectional. Their educational needs and schooling experiences are often overlooked or lack nuanced understandings. This article focusses on Kurdish children seeking asylum in Germany. Qualitative data is presented to uncover the perceptions and understandings of schools, teachers and parents of children living through their unique educational experiences. These narratives are nestled within a macro context of worldwide forced migration and how formal education is responding to this but also the geo-political context of Kurdish statelessness. The analysis reveals that the children were spatially, culturally, linguistically, racially, socially and politically marginalised. This was both implicit and explicit; embedded within policy and practice. The study highlights the school as a prime location where racial identity and asylum seeking intersects with the multiple realities of childhood, migration, and education.
{"title":"Stateless in School: The ‘discomfort’ of Kurdish asylum seekers","authors":"A. Kenny","doi":"10.1080/14675986.2022.2144028","DOIUrl":"https://doi.org/10.1080/14675986.2022.2144028","url":null,"abstract":"ABSTRACT The lives of children seeking asylum and refuge are complex; invariably both transnational and intersectional. Their educational needs and schooling experiences are often overlooked or lack nuanced understandings. This article focusses on Kurdish children seeking asylum in Germany. Qualitative data is presented to uncover the perceptions and understandings of schools, teachers and parents of children living through their unique educational experiences. These narratives are nestled within a macro context of worldwide forced migration and how formal education is responding to this but also the geo-political context of Kurdish statelessness. The analysis reveals that the children were spatially, culturally, linguistically, racially, socially and politically marginalised. This was both implicit and explicit; embedded within policy and practice. The study highlights the school as a prime location where racial identity and asylum seeking intersects with the multiple realities of childhood, migration, and education.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49539898","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 : 2022-09-03DOI: 10.1080/14675986.2022.2122173
Daniela Silva, Sofia Marques da Silva
ABSTRACT Intercultural Education focuses on reciprocal relationships and dialogue among people, in contexts where there is a shared understanding and appreciation of different cultures. The northern region of Portugal is becoming a host region for migrants and refugees. This article aims to understand how intercultural policies and practices are being developed in the region’s schools. The study is based on data collected from 13 schools, located in the Metropolitan Area of Porto. We started by analysing 130 School Educational Projects and Annual Plans of Activities. Thirteen schools, with promising approaches on diversity, integration and interculturality, were selected for conducting interviews with school leaders. Results from content analysis of documents and interviews indicate that schools share a general concern about the integration of all students, but do not particularly address minority groups. Diversity is not deemed worthy of particular attention, since it is believed to be already integrated into school everyday life and relationships. Simultaneously, Intercultural Education values exist in policy-level discourses of school leaders, but less in the discourses at the level of intercultural practices.
{"title":"Policies and Practices on Intercultural Education in Portuguese Schools","authors":"Daniela Silva, Sofia Marques da Silva","doi":"10.1080/14675986.2022.2122173","DOIUrl":"https://doi.org/10.1080/14675986.2022.2122173","url":null,"abstract":"ABSTRACT Intercultural Education focuses on reciprocal relationships and dialogue among people, in contexts where there is a shared understanding and appreciation of different cultures. The northern region of Portugal is becoming a host region for migrants and refugees. This article aims to understand how intercultural policies and practices are being developed in the region’s schools. The study is based on data collected from 13 schools, located in the Metropolitan Area of Porto. We started by analysing 130 School Educational Projects and Annual Plans of Activities. Thirteen schools, with promising approaches on diversity, integration and interculturality, were selected for conducting interviews with school leaders. Results from content analysis of documents and interviews indicate that schools share a general concern about the integration of all students, but do not particularly address minority groups. Diversity is not deemed worthy of particular attention, since it is believed to be already integrated into school everyday life and relationships. Simultaneously, Intercultural Education values exist in policy-level discourses of school leaders, but less in the discourses at the level of intercultural practices.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46285970","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 : 2022-09-03DOI: 10.1080/14675986.2022.2143093
Ronen Segev, Ronit Even-Zahav, E. Neter
ABSTRACT Cultural competence (CC), also known as cultural intelligence (CQ), is a necessary skill for caring professions. Little is known, though, about initial levels of CQ or differences in CQ levels between students in caring and non-caring programs. A group of first-year students (n = 172) from diverse demographic backgrounds and different fields of study (social work, nursing, behavioural sciences) participated in an online survey that assessed their CQ and background attributes. Significant differences were found across fields of study so that students pursuing caring professions were more receptive than their counterparts in non-caring fields to intercultural interaction in the motivational, cognitive, and meta-cognitive CQ dimensions with no significant difference in the behavioral dimension. Mastering a non-native language was also associated with motivational and cognitive CQ. These findings suggest that greater receptiveness to intercultural interaction among students pursuing caring professions needs to be nurtured in order to generate behavioral changes.
{"title":"Research note: are caring professions’ students more receptive to diverse groups?","authors":"Ronen Segev, Ronit Even-Zahav, E. Neter","doi":"10.1080/14675986.2022.2143093","DOIUrl":"https://doi.org/10.1080/14675986.2022.2143093","url":null,"abstract":"ABSTRACT Cultural competence (CC), also known as cultural intelligence (CQ), is a necessary skill for caring professions. Little is known, though, about initial levels of CQ or differences in CQ levels between students in caring and non-caring programs. A group of first-year students (n = 172) from diverse demographic backgrounds and different fields of study (social work, nursing, behavioural sciences) participated in an online survey that assessed their CQ and background attributes. Significant differences were found across fields of study so that students pursuing caring professions were more receptive than their counterparts in non-caring fields to intercultural interaction in the motivational, cognitive, and meta-cognitive CQ dimensions with no significant difference in the behavioral dimension. Mastering a non-native language was also associated with motivational and cognitive CQ. These findings suggest that greater receptiveness to intercultural interaction among students pursuing caring professions needs to be nurtured in order to generate behavioral changes.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43634403","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 : 2022-09-03DOI: 10.1080/14675986.2022.2121105
I. Timoštšuk, Krista Uibu, Maiki Vanahans
ABSTRACT Cultural diversity in Estonia has been expanding through migration and hence the need to teach newly arrived migrant students (NAMSs) has become an important issue in the Estonian education system. This study examined intercultural competence across domains relating to the attitudes, knowledge and skills of teachers. A total of 167 teachers from 15 preschools and 227 primary teachers from 26 basic schools participated in the study. Experienced teachers self-evaluated their attitudes towards intercultural competence as being significantly lower than less experienced teachers. However, teachers without experience in NAMSs teaching self-evaluated their skills and knowledge as being lower than teachers with NAMS-experience. A comparison of teachers’ intercultural competence, based on school level, indicated that preschool teachers self-evaluated their skills as being significantly higher than primary teachers. The results highlight the value of teaching NAMSs in teachers’ professional learning experience. Also, there is a need to broaden the concept of intercultural competence in teachers’ pre- and in-service education by connecting inclusive practices more with cultural diversity.
{"title":"Estonian Preschool and Primary Teachers’ Intercultural Competence as Shaped by Experiences with Newly Arrived Migrant Students","authors":"I. Timoštšuk, Krista Uibu, Maiki Vanahans","doi":"10.1080/14675986.2022.2121105","DOIUrl":"https://doi.org/10.1080/14675986.2022.2121105","url":null,"abstract":"ABSTRACT Cultural diversity in Estonia has been expanding through migration and hence the need to teach newly arrived migrant students (NAMSs) has become an important issue in the Estonian education system. This study examined intercultural competence across domains relating to the attitudes, knowledge and skills of teachers. A total of 167 teachers from 15 preschools and 227 primary teachers from 26 basic schools participated in the study. Experienced teachers self-evaluated their attitudes towards intercultural competence as being significantly lower than less experienced teachers. However, teachers without experience in NAMSs teaching self-evaluated their skills and knowledge as being lower than teachers with NAMS-experience. A comparison of teachers’ intercultural competence, based on school level, indicated that preschool teachers self-evaluated their skills as being significantly higher than primary teachers. The results highlight the value of teaching NAMSs in teachers’ professional learning experience. Also, there is a need to broaden the concept of intercultural competence in teachers’ pre- and in-service education by connecting inclusive practices more with cultural diversity.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44945277","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 : 2022-09-03DOI: 10.1080/14675986.2022.2144116
Seyda Subasi Singh
ABSTRACT This study explored Viennese teachers’ ideas about religious diversity in schools. School teachers from three different school districts were interviewed about their attitudes towards having religious diversity in their classrooms and about their experiences with it. The aim was to explore reflections on the recent discussion about religious diversity in Austrian schools. The study showed that teachers reduce religious diversity to the presence of Muslim pupils in their classrooms. In addition, religious diversity is regarded as a source of tension, challenge, and restlessness. They further relate Christianity to secular norms. For many, having various religions in schools is not seen as an enrichment, but a hindrance to creating unity in schools and society. Islam is perceived also as a deterrent for school-parent cooperation, integration, and German learning, while religion-based Muslim peer groups are seen as undesired social groups.
{"title":"Enriching or challenging? The attitudes of Viennese teachers towards religious diversity in urban schools","authors":"Seyda Subasi Singh","doi":"10.1080/14675986.2022.2144116","DOIUrl":"https://doi.org/10.1080/14675986.2022.2144116","url":null,"abstract":"ABSTRACT This study explored Viennese teachers’ ideas about religious diversity in schools. School teachers from three different school districts were interviewed about their attitudes towards having religious diversity in their classrooms and about their experiences with it. The aim was to explore reflections on the recent discussion about religious diversity in Austrian schools. The study showed that teachers reduce religious diversity to the presence of Muslim pupils in their classrooms. In addition, religious diversity is regarded as a source of tension, challenge, and restlessness. They further relate Christianity to secular norms. For many, having various religions in schools is not seen as an enrichment, but a hindrance to creating unity in schools and society. Islam is perceived also as a deterrent for school-parent cooperation, integration, and German learning, while religion-based Muslim peer groups are seen as undesired social groups.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42575392","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 : 2022-09-03DOI: 10.1080/14675986.2022.2144118
Y. Arifani, Nur Hidayat, Nadya Afdholy, S. Hermuningsih
{"title":"Cultural literacy and empathy in education practice","authors":"Y. Arifani, Nur Hidayat, Nadya Afdholy, S. Hermuningsih","doi":"10.1080/14675986.2022.2144118","DOIUrl":"https://doi.org/10.1080/14675986.2022.2144118","url":null,"abstract":"","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45090087","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 : 2022-09-03DOI: 10.1080/14675986.2022.2129422
Raphaëlle Ayach
ABSTRACT The United Nations (U.N.) advocates for the inclusion of refugees into public schools. This ethnographic, pilot research explores foreign students’ experience of inclusion and belonging in a Nairobi public school. The research found that these students most resented being placed in lower grades and that their lowered grade placement may have benefited the teachers and schools, to the detriment of foreign students. Lowered grade placement was justified as a way to mitigate students’ negative impact on school performance [mean grades] - however, foreign, over-aged students soon became the schools’ overachievers: given leadership opportunities and getting the highest grades, with some younger Kenyans classmates feeling unable to compete. According to this research, a focus on performance may turn foreign students into a school’s ‘joker’ card: slotted into lower grades when they would harm class performance and left as overaged students when they increase performance, a phenomenon which not only harms all students but further divides host communities and foreign students.
{"title":"Research note: “Like taking a fish from the lake and putting it on the land”: How performance and grade placement affect migrant and refugee students in a public school in Nairobi, Kenya","authors":"Raphaëlle Ayach","doi":"10.1080/14675986.2022.2129422","DOIUrl":"https://doi.org/10.1080/14675986.2022.2129422","url":null,"abstract":"ABSTRACT The United Nations (U.N.) advocates for the inclusion of refugees into public schools. This ethnographic, pilot research explores foreign students’ experience of inclusion and belonging in a Nairobi public school. The research found that these students most resented being placed in lower grades and that their lowered grade placement may have benefited the teachers and schools, to the detriment of foreign students. Lowered grade placement was justified as a way to mitigate students’ negative impact on school performance [mean grades] - however, foreign, over-aged students soon became the schools’ overachievers: given leadership opportunities and getting the highest grades, with some younger Kenyans classmates feeling unable to compete. According to this research, a focus on performance may turn foreign students into a school’s ‘joker’ card: slotted into lower grades when they would harm class performance and left as overaged students when they increase performance, a phenomenon which not only harms all students but further divides host communities and foreign students.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49310485","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 : 2022-07-04DOI: 10.1080/14675986.2022.2090782
Afnan Masarwah Srour, Talee Ziv, Samar Aldinah, Mahmud Dawud, Michael Sternberg, S. Sagy
ABSTRACT This article explores changes in children’s openness towards kindergarten teachers and children of an outgroup following participation in an intervention program. The program was implemented by kindergarten teachers and aimed at encountering the other via intergroup contact. The findings are based on qualitative data from interviews with the kindergarten teachers. According to the findings, children’s participation in the program fostered openness towards the kindergarten teacher from the outgroup and encouraged children’s openness to contact with outgroup children as well. Moreover, even during a time of conflict escalation, children’s acceptance and openness towards the kindergarten teachers and children from the other group did not diminish. It appeared that direct contact between people of unequal status, combined with indirect contact between the two equal status groups of kindergarten children, had a positive effect. This could be partly due to the intensity and the positive contact with the kindergarten teacher from the outgroup, as well as to the institutional support for the intervention program.
{"title":"Can we promote children’s openness towards the other group in violent conflict? The story of Jewish and Arab kindergarten teachers in Israel","authors":"Afnan Masarwah Srour, Talee Ziv, Samar Aldinah, Mahmud Dawud, Michael Sternberg, S. Sagy","doi":"10.1080/14675986.2022.2090782","DOIUrl":"https://doi.org/10.1080/14675986.2022.2090782","url":null,"abstract":"ABSTRACT This article explores changes in children’s openness towards kindergarten teachers and children of an outgroup following participation in an intervention program. The program was implemented by kindergarten teachers and aimed at encountering the other via intergroup contact. The findings are based on qualitative data from interviews with the kindergarten teachers. According to the findings, children’s participation in the program fostered openness towards the kindergarten teacher from the outgroup and encouraged children’s openness to contact with outgroup children as well. Moreover, even during a time of conflict escalation, children’s acceptance and openness towards the kindergarten teachers and children from the other group did not diminish. It appeared that direct contact between people of unequal status, combined with indirect contact between the two equal status groups of kindergarten children, had a positive effect. This could be partly due to the intensity and the positive contact with the kindergarten teacher from the outgroup, as well as to the institutional support for the intervention program.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42705404","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 : 2022-07-04DOI: 10.1080/14675986.2022.2090174
Irit Levy-Feldman, Z. Libman
ABSTRACT A pronounced development of the 21st century is the technological revolution, which is leading to a global world that creates more multicultural, intercultural, and diverse communities. These developments influence our lives in various ways, one of which relates to education. Educational systems are facing complicated challenges, as they need to align education to the postmodern era while adjusting pedagogical concepts and methods to the multicultural diversity of learners. The article aims to explore these challenges, specifically addressing multicultural educational assessment. We question the prevalent concept of assessment - assessment of learning, vs. assessment for learning or assessment as learning. The former uses assessment as a measurement tool, aiming to benefit decision-making, accountability, control, and supervision, and stems from economic and political considerations. This assessment does not consider the developments of recent decades, which have created a more global, multicultural world where the assumption that ‘one size fits all’ does not work. Furthermore, when this wrong assumption comes to students’ assessment it can have devastating consequences for individuals and groups. We discuss the need to change the educational assessment paradigm, adapt it to a multicultural world, the challenges of doing so, and potential ways to cope with these challenges.
{"title":"One size doesn’t fit all educational assessment in a multicultural and intercultural world","authors":"Irit Levy-Feldman, Z. Libman","doi":"10.1080/14675986.2022.2090174","DOIUrl":"https://doi.org/10.1080/14675986.2022.2090174","url":null,"abstract":"ABSTRACT A pronounced development of the 21st century is the technological revolution, which is leading to a global world that creates more multicultural, intercultural, and diverse communities. These developments influence our lives in various ways, one of which relates to education. Educational systems are facing complicated challenges, as they need to align education to the postmodern era while adjusting pedagogical concepts and methods to the multicultural diversity of learners. The article aims to explore these challenges, specifically addressing multicultural educational assessment. We question the prevalent concept of assessment - assessment of learning, vs. assessment for learning or assessment as learning. The former uses assessment as a measurement tool, aiming to benefit decision-making, accountability, control, and supervision, and stems from economic and political considerations. This assessment does not consider the developments of recent decades, which have created a more global, multicultural world where the assumption that ‘one size fits all’ does not work. Furthermore, when this wrong assumption comes to students’ assessment it can have devastating consequences for individuals and groups. We discuss the need to change the educational assessment paradigm, adapt it to a multicultural world, the challenges of doing so, and potential ways to cope with these challenges.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44382062","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：