intercultural education belousa_kravale_lisboa_2012
DESCRIPTION
Ingan ja Maristen esitys Amorassa Portugalissa syyskuussa 2012TRANSCRIPT
INGA [email protected]
MĀRĪTE KRAVALE – PAULIŅ[email protected]
Institute of Sustainable EducationFaculty of Education and Management
Daugavpils University, LATVIA
STRUCTURE 1. Understanding of culture under the
impact of globalization 2. Different types / groups of culture 3. Elements / characteristics of culture4. Working on a better understanding how
cultural challenges are facing intercultural education
1. Understanding of culture under the
impact of globalization
CULTURE: Narrow and wide understanding
• civilization (behavior, norms,..) or nature • main culture (represented by majority) or subculture• high culture (literature, art, music, fashion,..) or low culture (mass culture,
pop culture,..) • high or low contact culture• opened or closed culture• public or private culture
...these understandings, created in 18-19 century, are homogeneous as they imply isolation, separation, inequality, and polarity...
• unity of spiritual, material, intellectual, and emotional features characteristic to any human group that influences way of behavior, perception, thinking, cooperation
• dynamic and complex process of meaning construction that has been created in a particular social environment by the help of collaboration
… above the notion of THEIRS and OURS...
Globalization impacts our understanding of culture.
Understanding of culture is changing/ expanding under the
influence of globalization.
2.Different types / groups of culture Person’s cultural identity is shaped by:
1. Nationality / ethnical belonging2. Religion / belief / faith / value-based position 3. Language 4. Gender / sexual orientation5. Age / generation6. Physical or/and mental exceptionalities: learning difficulties,
advanced performance7. Profession / occupation / business / engagement8. Residence: rural, urban...9. Class: economical status, income level, ...10.Education level…
Everybody is cultural even though not all
culture is equal
3. Elements / characteristics of culture
“Intercultural and Media education” p.67.
Culture has many layers that take time to learn
• Visible culture is that which you are first aware that you are exposed to in a new environment. It is cultural aspects that we perceive with our five senses (language, clothing, etc.).
• However, most culture is invisible because it is not easily described or understood without explanation. This culture includes things like conversation style and how things are interpreted.
4. Working on a better understanding how cultural challenges are facing
intercultural education
• Competences for intercultural teaching
• Competences that characterize intercultural educator
• To teach intercultural competences what kind of a teacher I should be? • What are competences of
intercultural teaching? • We have national legislation in
education that guides us. What are the global/ European guidelines of competences for intercultural teaching?
Competencies can be understood according to different aspects.
One way of describing aspects is to use the levels of content.
They are: (1) knowledge (facts, ideas…)(2) skills(3) attitudes, values
Learning for the future: Competences in Education for Sustainable Development.
Учиться в интересах будущего: компетенции в области образования в интересах устойчивого развития.
Apprendre pour l’avenir: Compétences en matière d’éducation au développement durable.
(2011).UN EC for Europe Steering Committee on ESD.
http://www.unece.org/?id=14896 Section: Meetings and Events.
The clustering of competences in the table rows is inspired by the report of UNESCO International Commission on Education
Learning: the Treasure Within, Paris, 1996
1. Learning to know - The intercultural educator understands....
2. Learning to do - The intercultural educator is able to....
3. Learning to live together - The intercultural educator works with others in ways that....
4. Learning to be - The intercultural educator is someone who....
The column headings represent essential characteristics of ESD:
• (a) A holistic approach, which seeks integrative thinking and practice
• (b) Envisioning change, which explores alternative futures, learns from the past and inspires engagement in the present
• (c) Achieving transformation, which serves to change in the way people learn and in the systems that support learning