El presente artículo hace una revisión a la producción teórica que se ha generado en torno a la educación multicultural e intercultural en las últimas décadas. Para ello nos basamos especialmente en ...la producción que sobre el particular se ha dado en España, país que ante lo llegada de inmigrantes se ha visto en la necesidad formular políticas que buscan hacerle frente a este fenómeno social desde la perspectiva educativa. Situación que para especialistas como Antonio Muñoz Sedano, Teresa Aguado, Marta Soriano se ha convertido en un importante objeto de investigación, al igual que ha ocurrido para el caso norteamericano con estudiosos como James Banks, quien considera que el modelo multicultural y el modelo holístico han sido claves a la hora de generar acciones de intervención en los espacios escolares caracterizados por la diversidad cultural.
Objective: The objective of this study was to obtain in-depth understanding of the concept of necessary competences, which could ensure effective work in multicultural organisations based on ...different risks, which can occur in practice. Research Design & Methods: The authors made in-depth literature review in order to identify and to understand the possible risks that can occur in multicultural organisations and the behaviours of staff related to the risks identified. Afterwards, the authors made interviews with 30 people from multicultural organisations in order to finally present a qualitative analysis, which aimed at identifying and comparing competences, which seem to be necessary in order to work effectively in multicultural organisations. Findings: Based on the feedback from the target groups, it turned out that the respondents admitted that it is necessary to have specific competences, which could support effective works in the multicultural organisation. Contribution & Value Added: The core input is that the results of the study are not be only the subject of theoretical considerations, but they can be implemented in practice in the form of a dedicated training.
The University is an especial space where can build, develop, and apply the universal, national or institutional culture, but the difference among other educative centers with the same function is ...the cultural, formative and socio cultural intention and with the mayor social interests of automotivation and determination by an ascendant construction of the cultural interests that is developed specifically in that university, it has as an important agent of change with a high ethic content and with high level of a formative autorreflection as a result of a socio-individual necessity. The universities are available for giving answers to the exigencies of the pluriculturality and multiculturality in order to create some socio-cultural learning spaces. Only in this educative environment is possible to stablish that “space” of reflection among teachers and no teachers and permits to give distance in the traditional conception of academic and scientific community, relevant theology integration between valuation and the intercultural scientific interactivity with expression of formation and the intercultural systematization
La Universidad es un “espacio especial” donde se construye, desarrolla, aplica y difunde la cultura ya sea universal, nacional o institucional, pero lo que en realidad lo diferencia de otros centros con la misma función, es su intencionalidad socio-individual formativa cultural y que en él interactúan sujetos con un mayor afianzamiento de sus intereses sociales, de motivación, autodeterminación por una ascendente construcción de sus intereses culturales que se desarrolla específicamente en esa universidad, destacándose como agente de cambio con un contenido ético elevado y con un alto nivel de autorreflexión formativa como resultado de una necesidad socio-individual. Las Universidades están comprometidas a dar respuestas a las exigencias del reconocimiento a la pluriculturalidad y multiculturalidad para crear espacios de aprendizajes socioculturales diversos. Sólo en ese ambiente de educación universitaria es posible establecer ese “espacio” de reflexión entre docentes y no docentes defendidas y permite tomar distancia de la concepción tradicional de comunidad científica y académica revelándose la lógica integradora entre la valoración y la interactividad de lo científico intercultural como expresión de la formación y la sistematización intercultural.
Every year, an increasing number of students decide to study abroad in non-English-speaking countries, and Spain is recently a very popular destination within Latin American and Caribbean (LAC) ...communities. This paper attempts to deepen our knowledge of the impact of international student mobility (ISM) on students’ multicultural identity and career development. To do so, the experiences of 10 LAC students who completed a one-year degree programme in Barcelona are examined. Semi-structured interviews were employed to evaluate the international experiences one year after their completion. During their post-mobility interviews, participants were able to reflect on the ISM through a structured dialogue that allowed them to analyse the experience from a distance. Findings indicate that the ISM helped them to grow personally and professionally and, one year after the stay, they are aware of this evolution. They show an increase in their self-confidence, and they see the experience as an opportunity for personal maturity. This suggests that universities should consider the importance of offering guidance to these students when they end their master’s degree and are considering their plans for the future.
Purpose
The purpose of this paper is to investigate to what extent secondary school students’ interest in intellectual development influences key abilities necessary to cope with the future of work. ...In the ever-changing world of work, deeply influenced by new technologies and cultural diversity in the workforce, young people must develop three essential traits to increase their capacity to quickly adapt to the situation in the labour market: openness to lifelong learning, critical thinking skills related to online information (of which online fact-checking is a key component) and openness to a multicultural society. In this paper, it is argued that these traits are directly related to young people’s interest in intellectual development but that additional interdependencies between these three traits complicate this equation.
Design/methodology/approach
The authors conducted a survey of secondary school students in the 12th grade (N = 1221). A hypothesized conceptual model was tested with AMOS software for structural equation modelling.
Findings
The findings show that students who are more interested in intellectual development are more open to lifelong learning. The relationship between intellectualism and lifelong learning is also mediated by online fact-checking. Moreover, the higher the interest in lifelong learning, the higher the openness to multiculturality. There is, however, no direct relationship between interest in intellectual development and multiculturality.
Practical implications
The results of this study will help making recommendations to three key stakeholders: young people, teachers and policymakers. They could have a practical impact on the labour market in the future.
Originality/value
This paper examines a topic that has not been systematically studied, namely, the possible influence of intellectualism on the future of work. The findings highlight the possible negative effects of a lack of interest in intellectual development on lifelong learning, living and working in a multicultural environment and processing online information.
This study explores the links between multiculturality attitudes displayed by high school students and their ethnic identity, religious beliefs, self-identification, and place of residence. The study ...is based on questionnaires from 2823 students in 17 cities in seven geographical regions across Turkey. A five-dimension Multiculturality Attitude test was used, which consists of 21 items and was developed by the authors. The data were analyzed with the non-parametric tests Kruskal-Wallis and Mann-Whitney-U. According to the results, there are statistically significant differences across all categories of the scale.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, ODKLJ, PILJ, PNG, SAZU, UILJ, UKNU, UL, UM, UPUK
The multicultural reality is more evident in our society, it is transferred to our educational schools. This fact highlights the formative level of the different agents which are part of the ...educational community in relation to the acquisitional degree of the so-called "intercultural competence", as a strategy given by an effective response to diversity in the classrooms. The study presented here is focused on the analysis of this intercultural competence in the I.E.S. Miguel de Cervantes, Sevillian school, from the perspective of students (N = 76) and teachers (N = 9). This school is located in a neighborhood with a high population rate of diverse cultural origins. For its realization, we opted for a 'hybrid' design, using combined interviews and questionnaires, after analyzing the official documents of the center. The results indicate the needs to develop a multicultural curriculum to facilitate the optimal integration of the different groups presented in the school, since the students show some acquisition degree of this competence while it is shown prejudiced and stereotyped attitudes towards people of other cultures and beliefs. Likewise, the training of teachers in this issue appears as a crucial element for the improvement of socio-educational processes in the school.
La realidad multicultural cada vez más evidente en nuestra sociedad, se traslada, cómo no, a nuestros centros educativos. Este hecho pone en evidencia el nivel formativo de los distintos agentes que forman parte de la comunidad educativa con relación al grado de adquisición de la denominada “competencia intercultural”, como estrategia para dar respuesta efectiva a la diversidad en las aulas. El estudio que aquí presentamos se centra en el análisis de dicha competencia intercultural en el I.E.S. Miguel de Cervantes, centro educativo sevillano, desde la perspectiva de los estudiantes (N=76) y los docentes (N=9). Este centro se ubica en un barrio con altas tasas de población de orígenes culturales diversos. Para su realización, optamos por un diseño híbrido, empleando de manera combinada entrevistas y cuestionarios, previo análisis de los documentos oficiales del centro. Los resultados indican la necesidad de desarrollar un currículum multicultural para facilitar la óptima integración de los distintos colectivos presentes en el centro, ya que el alumnado presenta cierto grado de adquisición de esta competencia al tiempo que muestra actitudes prejuiciosas y estereotipadas hacia las personas de otras culturas y creencias. Asimismo, la formación de los docentes en esta cuestión aparece como un elemento crucial para la mejora de los procesos socioeducativos en el centro.
The 21st-century university library is a space hosting a multicultural education process, whether by design, with a clear strategy, or in an unstructured, yet natural manner. For that reason, my aim ...is to identify aspects of multiculturalism in the Eugen Todoran Central University Library of Timisoara (BCUT), using a descriptive presentation of each aspect, along with quantitative data analysis. In a multi-ethnic city, cultural and educational institutions carry that multi-ethnic, multicultural mark. We set out to monitor and analyse to what extent this phenomenon manifests itself in terms of collections, staff, services provided, users, as well as cultural programmes and European projects. For this study, we have chosen a descriptive method, with a quantitative one being used for the statistical data obtained from the library software or from the questionnaire addressed to our foreign users.
The BCUT's multicultural nature is visible in its collections, with books and magazines written in a variety of languages; in its staff belonging to various local ethnic groups; in its users, who are either members of local ethnic minorities or come from other countries; in its services, especially the ability to access documents in electronic format, the partnership projects, and the cultural events organized.
The market economy, which is the driving force behind recent changes in the working dynamics of businesses and institutions, is compelling stakeholders in education to facilitate the acquisition of ...communicative competency in a second or foreign language as a means of preparing the workforce for mobile or virtual work. The CoMoViWo project, financed by the European Union's Education, Audiovisual and Culture Executive Agency (EACEA), aims to improve the employability of graduates by developing literacy training for virtual communication. The innovative aspect of this project is the fusion of communication, technology and multiculturality in association with business enterprises. The present study focuses on the first phase of the project, whose aim is to obtain information concerning the real needs detected in mobility and virtual communication in the workplace. After a preliminary study of the literature it was found that one of the most common instruments for carrying out needs analyses was the questionnaire. Therefore, the questionnaire was taken as a tool for the present study. As a result of the fieldwork carried out in the elaboration and filtering of the items in the questionnaire, the validity of the instrument was verified. The questionnaires were then piloted in the different companies involved in the project. Analysis of the results provided the necessary feedback for the design of the prototype of intensive modules to improve the use of a foreign language in a virtual and mobile context in the workplace, which is the ultimate objective of the present project.
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