This open access book provides an analysis of contemporary societies and schools shaped by cultural diversity, globalization and migration. This diversity is necessarily reflected in education ...systems and requires the promotion of intercultural approaches able to improve learning processes and the quality of education. From an international and comparative perspective, this book first presents theoretical and conceptual foundations for seriously considering cultural diversity. The book also compares intercultural approaches and debates generated in countries as diverse as the United States, Canada, Brazil, Switzerland and France. For each national context, the book addresses both the historical roots of intercultural approaches and the concrete initiatives driven by educational policies for their implementation in schools and classrooms. Finally, the book presents discussions surrounding the treatment of linguistic or religious diversity in schools, the emergence of global citizenship education and the key role of teachers in intercultural approaches. This is an open access book.
This dossier aims to foster dialogue among diverse socio-cultural educational contexts, avoiding comparisons or hierarchies, and seeking to build academic exchange, deepening scientific research ...related to the field of racial relations and intercultural education. This publication brings together thirteen texts that reflect the dossier's proposal, discussing topics such as racialization, racism, whiteness, migration, refuge, and coloniality in relation to different life stages and institutional contexts.
El objetivo fue analizar la gestión de 156 directivos de instituciones rurales peruanas de enseñanza intercultural bilingüe durante tres años (A01,02.03) en confinamiento por Covid-19, abarcando ...políticas lingüísticas pluralistas y democráticas (D1), desarrollo de potencialidades de los estudiantes (D2) y espacios virtuales multilingües y pluriculturales (D3). Se evaluó análisis factorial exploratorio, confirmatorio y ANOVA. Los resultados demuestran: validez del instrumento, consistencia de sus correlaciones y análisis de varianza. En la D1 para A01 59.4±10.5%, para A02 65.4±10.9%, y para A03 el 70.2±11.6% evidenciando una inadecuada implementación de políticas lingüísticas pluralistas y democráticas. En la D2 para A01 75.1±4.6%, para A02 58.5±6.5% y para A03 75.0±7.9%, demostrando que los modelos educativos multilingües no integran ni permiten el desarrollo de potencialidades de los estudiantes. En la D3, para A01 75.1±4.6%, para A02 73.5±2.5% y para A03 74.2±8.5% señalando que los espacios virtuales limitan el desarrollo e integración de estudiantes bilingües.
Abstract The article presents research results on the educational relationship between mentor teachers and traditional culture educators in the implementation of Programa de Educación Intercultural ...Bilingüe (Bilingual Intercultural Education Program, BIEP) in La Araucanía, Chile. Research methodology is mixed, in which a Likert-style scale questionnaire is applied to a total of 155 participants, of which 105 are traditional culture educators and 50 are mentor teachers. Results show practices of explicit and implicit discrimination perceived by Mapuche students in the educational relationship they establish with the teacher. Both mentor teachers and traditional culture educators recognize that an educational relationship of involvement, recognition and collaboration could reverse such discriminatory practices. We conclude that the educational relationship in school education is based on implicit and explicit forms of racism towards the teaching of indigenous language and culture at school. Thus, the discrimination perceived by tradition educators challenges the school and its historical role in the processes of subalternization of the Mapuche people. In this context, there is a need for an intercultural educational intervention that provide a relevant response to the social, cultural, and linguistic diversity present in school education. This constitutes a challenge for directors, teachers, parents, and community members to advance in an inter-epistemic dialogue, based on respect, ethics, political commitment, co-responsibility, negotiation, mediation and abandonment of biased frames of reference.
Resumen El artículo expone resultados de investigación sobre la relación educativa entre profesores mentores y educadores tradicionales en la implementación del Programa de Educación Intercultural (PEIB) en La Araucanía, Chile. La metodología es mixta, se aplica un cuestionario de valoración Likert a un total de 155 participantes, de los que 105 son educadores tradicionales y 50 profesores mentores. Los resultados dan cuenta de prácticas de discriminación explícita e implícita percibida por los sujetos mapuches en la relación educativa que establecen con el profesor. Ambos actores educativos reconocen que una relación educativa de implicación, reconocimiento y colaboración podría revertir dichas prácticas discriminatorias. Concluimos que la relación educativa en la educación escolar se sustenta con base en un racismo implícito y explícito hacia la enseñanza de la lengua y la cultura indígena en la escuela. Así, la discriminación percibida por parte de los educadores tradicionales interpela a la escuela y su rol histórico en los procesos de subalternización del mapuche. En este contexto, se hacen necesarias estrategias de intervención educativa intercultural que den una respuesta pertinente a la diversidad social, cultural y lingüística presentes en la educación escolar. Esto se constituye en un desafío para los directivos, profesores, padres, madres y miembros de la comunidad: avanzar en un diálogo interepistémico, sustentado en el respeto, la ética, el compromiso político, la corresponsabilidad, la negociación, mediación y abandono de sus propios marcos de referencia.
El artículo aporta con un estado del arte sobre el desarrollo de intervenciones educativas interculturales en contextos indígenas que contribuyen a la descolonización del currículum escolar. La ...metodología es cualitativa y consistió en una revisión documental-descriptiva de la literatura normativa y científica a nivel nacional e internacional, sobre experiencias de intervención educativa intercultural, para lograr una comprensión y explicación de cómo se establecen las relaciones educativas y del saber entre indígenas y no indígenas en los procesos de enseñanza y aprendizaje en la escuela. Los principales resultados dan cuenta de categorías de saberes y conocimientos educativos indígenas, posibles de articular en las diferentes asignaturas del currículo escolar en los distintos niveles educativos. Se concluye que es posible establecer una relación educativa intercultural sobre la base de la implicación entre profesores, estudiantes, padres y miembros de las comunidades indígenas, para ofrecer una educación pertinente al contexto territorial en el cual se desarrolla el proceso de enseñanza aprendizaje.
In light of advances in research on nonformal education (NFE), this paper examines the experience of Mayan women from the community of Canicab, in the municipality of Acanceh (Yucatán, Mexico). The ...objective was to understand the levels of shared agency in an NFE activity performed in a context characterized as an attempt to produce conditions of critical interculturality. The research employs a methodology of feminist-activist ethnography. The NFE activities that the women involved took part in dealt with issues relating to women’s rights, education, and heritage, and led to the organization of the First Meeting of Mayan Women in Canicab. The findings show a high level of shared agency among women from Canicab and their external partners. The results were discussed with the women who participated in order to help them improve their educational and organizational endeavors
School, racialization and intercultural education Claudia María Rodríguez Castrillón; Sandra Milena Robayo Noreña; Sandra Elizabeth Colorado Rendón ...
Educazione interculturale (Online),
05/2024, Volume:
22, Issue:
1
Journal Article
Peer reviewed
Open access
Girls and boys are immersed in social discussions to validate their agency. There are imaginaries, representations and narratives around childhood that designate the place of girls and boys in ...different cultures. The issue of intersections in childhood requires expanding debates and problematizing structural issues of the life course in relation to gender, age, ethnicity and social class, to account for their impact on girls and boys. At the same time, displace imaginaries from colonialism and mobilize a social consciousness that recognizes diversity not as a dichotomy between us and the others, but as the protagonism of dignity. This article explores, based on documentary research, the conditions under which boys and girls from different regions of Colombia access education, in the midst of situations such as migration, ethnicity, displacement and multiple forms of family poverty. It is concluded, therefore, that racialized girls and boys are at greater social disadvantage, given their socio-historical living conditions.
This work addresses the theme of Japanese religions in order to rethink theories and practices pertaining to the field of Religious Education. Through an interdisciplinary framework that combines the ...study of religions, didactics and intercultural education, this book puts the case study of Religious Education in England in front of two ‘challenges’ in order to reveal hidden spots, tackle unquestioned assumptions and highlight problematic areas. These ‘challenges’, while focusing primarily on Japanese religions, are addressed within the wider contexts of other East Asian traditions and of the modern historical exchanges with the Euro-American societies. As result, a model for teaching Japanese and other East Asian religions is discussed and proposed in order to fruitfully engage issues such as orientalism, occidentalism, interculturality and critical thinking.
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