challenges in the field of intercultural education; perspectives in theory and practice
TRANSCRIPT
International Centre for Intercultural Studies Institute of Education, University College London
International Centre for Intercultural Studies
Institute of Education, University College London
Challenges in the field of intercultural education: perspectives in theory and practice
LondonJune, 2016
Dr Evanthia Tsaliki, Visiting Research Associate, International Centre for Intercultural Studies
Is there any difference between multicultural and intercultural education both theoretically and practically?
Is intercultural education necessary to be implemented only when there are migrant pupils in the classroom?
Should intercultural education be implemented only in the classroom?
Should there be any connection between the school and the wider society in terms of the intercultural dimension in education?
Are teachers well prepared to incorporate an intercultural dimension in their teaching and in which subjects?
What is the role of head teachers towards the implementation of interculturaldimension in education?
How is intercultural education transformed from theory into practice?
Issues addressed
Mapping the field of intercultural education
(description and definition)
The main aim of the research study
Research methodology
Context review
Results
Thoughts and issues addressed
Structure of the presentation
The field of intercultural education
Integration model
Multicultural education
Anti-racist education
Critical multiculturalism
Intercultural education
Bilingual education
Educational models for coping diversity
The overriding aim of the study is to explore teachers and head teachers perceptions of the nature of intercultural education and of its implementation within the intercultural primary schools in Greece.
The main aim of the study
What meaning do primary school teachers and head teachers attribute to the term intercultural education?
What are the perceptions of primary school teachers and head teachers with regard to whether it is necessary to implement intercultural education in schools and why?
What are their views on the teaching methods adopted in the classroom and the school to promote intercultural education and why?
What are their views on the events and activities adopted in the
classroom and the school to promote intercultural education and why?
What are teachers and head teachers perceptions of the nature of
intercultural education and what are their perceptions of its
implementation within the intercultural primary schools in
Greece?
Questionnaires (133 respondents)
Semi-structured interviews with teachers (39 interviewees)
Semi-structured interviews with head teachers (13 interviewees)
Documentary material and informal field notes
Notes
Mixed Method approach
Parallel administration of questionnaires and conduct of the interviews
Purposive sample
Research Methodology
Law 2413/1996
Greek education abroad, intercultural education and related issues
Education to young people with special social, educational and cultural needs
Schools of intercultural education
Curriculum adjusted to pupils needs
Supplementary or alternative subjects
Reduction of pupils in each class
Appropriate qualifications of the teaching staff
Context Review
Geographical position of the intercultural schools in Greece
1 Primary school
2 Primary schools1 Lower High school1Upper High school
Kozani1 Lower High school Classes of Upper High school
1 Primary school1 Lower High school
3 Primary schools 3 Lower High schools 1 Upper High school
6 Primary schools2 Lower High schools2 Upper High schools
The results of the study
It refers to foreign pupils (most of them)
Equality of cultures
Both native and foreign pupils benefit
Intercultural education includes anti-racist education (2 teachers)
Multicultural Education Intercultural Education Bilingual Education
They cannot define the terms (4 teachers)
The terms are relevant (8 teachers)
Multicultural education and intercultural education refer to comparison and cultural exchange (11 teachers)
Bilingual education is part of intercultural education (7 teachers)
There is a difference between multicultural and intercultural education (17 teachers)
Managing cultural diversity (due to the ideological confusion)
Intercultural education refers only to foreign pupils (2 teachers)
Towards a definition of intercultural education
Every classroom consists of a diverse pupil population
Learning to live in a multicultural society
Opening of Greece to Europe and the globe
Everyone has a unique cultural identity (most of the interviewees, 10 of the respondents
Equal participation in the society and respect of difference
A mean to overcome racism and prejudice
Contribution of other cultures to the progress of the society
The necessity of intercultural education
Appropriate psychological climate (safety, happiness)
Effective co-operation with pupils parents, among teachers and the head teacher
Empowerment of pupils (use of the first language)
Comparison of cultures
Development of empathy
The use of pictures and objects for communication
Playing during break time
Participation in the activities
The use of the interdisciplinary approach
Individualized teaching
No mention to role-playing and simulation
Teaching methods and approaches
Frequent meetings with parents
Writing up of books, diaries, school newspapers
Visits outside of the school
Projects and celebrations
Co-operation with the wider society
Visits in other countries
Library, conference, website
Events and activities
Science studies (Mathematics, Physics)
Language studies
Social studies
Art studies (painting, music, dancing, singing)
School subjects
Headship
Co-operative network between schools
European funded programmes
Co-operation between the parents (Board of Parents) and the school
Co-operation between teachers
Gap between the legal framework and the implementation of intercultural education
The case of its school is not independent from the problems of the local community
Lack of support by the school advisers
Continuous and systematic implementation
Lack of teaching of pupils first language
Whole-school approaches
Government policy
Problems towards the implementation of intercultural
education
Is there any difference between multicultural and intercultural education both theoretically and practically?
Is intercultural education necessary to be implemented only when there are migrant pupils in the classroom?
Should intercultural education be implemented only in the classroom?
Should there be any connection between the school and the wider society in terms of the intercultural dimension in education?
Are teachers well prepared to incorporate an intercultural dimension in their teaching and in which subjects?
What is the role of head teachers towards the implementation of interculturaldimension in education?
How is intercultural education transformed from theory into practice?
Issues addressed
Thank you for your attention!
Questions and thoughts
29/6/2016
29/6/2016
29/6/2016
29/6/2016
29/6/2016
29/6/2016
29/6/2016
29/6/2016
29/6/2016
29/6/2016
29/6/2016
29/6/2016
29/6/2016
29/6/2016
29/6/2016
29/6/2016
29/6/2016
29/6/2016
29/6/2016
29/6/2016
29/6/2016
29/6/2016
29/6/2016
29/6/2016