Recent research indicates a rise in classroom diversity and declines in students' psychosocial outcomes, particularly for those from diverse backgrounds. These trends necessitate a concerted effort ...by schools to uphold social cohesion and ensure the wellbeing of all students.
We examine the associations of intercultural education practices and teachers' intercultural attitudes with students’ psychosocial outcomes (eudaimonia, life satisfaction, positive affect, school belonging, and victimization).
We use data from Programme for International Student Assessment (PISA) 2018 (N = 451,846 students, 58 countries).
We utilize a series of multilevel linear regressions (L1 = students, L2 = schools, L3 = countries) to examine associations between intercultural factors and students' psychosocial outcomes.
Student-reported intercultural education practies positively predicted their eudaimonia, life satisfaction, positive affect, and school belonging. Student-reported teacher intercultural attitudes positively predicted students' belonging and negatively predicted their frequency of victimization. Principal- and teacher-reported predictors showed negligible effects. Results were largely similar across student immigrant status and generalized across the countries examined.
Our findings emphasize students' subjective experiences of intercultural factors at school, which may benefit students’ psychosocial outcomes regardless of their cultural backgrounds.
•Student-reported intercultural education positively predicted wellbeing and belonging.•Student-reported teachers' intercultural attitudes predicted greater school belonging.•Student-reported teachers' intercultural attitudes predicted less victimization.•Principal and teacher-reported variables did not predict student outcomes.•Effects were largely similar across immigrant status and countries examined.
The article presents characteristics of the curriculum for the Regular Basic Education in Peru which addresses initial, primary, and secondary education. The curriculum takes into account that the ...country is home to diverse indigenous communities with different languages who are a prominent part of the society. As a consequence, intercultural bilingual education was implemented in many areas, and it is practiced mostly in a rural context. Short interviews with teachers show specific challenges of the bilingual class and underpin the importance of integrating the daily environment of the students in mathematics and science classes.
How to address coexistence and education between diverse rationalities in South America, without one prevailing over the other? The question is faced by scholars from various Latin American ...countries, with Intercultural Bilingual Education and its implementation in their countries as their axis. They develop historical approaches to understand the disharmony that is observed today, which is a product of the strong sociocultural inequality, which has been built on a comparative basis of epistemologies of knowledge with mutually unintelligible roots. This has positioned a rationality and a method of knowledge as dominant and universal, which fundamentally impacts the lack of respect for the human rights of the descendants of indigenous peoples and all those different from the hegemonic social, cultural and biological pattern. .
This article documents recommendations for teaching information literacy at the K-14 educational level in Bulgaria. Over the span of five focus groups (a qualitative research method), professional ...librarians, teachers, university professors and NGO leaders met to discuss the information literacy landscape in Bulgaria, current best practices in how to teach information literacy and suggestions for future changes in the educational system, including the creation of a national framework for information literacy. Through the use of qualitative methods, this research highlights the voices and expertise of local educators and civil society members, seeking to gain an in-depth understanding of the educational and information literacy contexts present in contemporary Bulgaria. Moreover, this article also reflects upon the relationship between information literacy, intercultural education and intercultural dialog, using the Bulgarian focus group as a case study.
La investigación pretendió interrogar y acompañar el proceso de fortalecimiento de educación intercultural en la Escuela Intercultural Indígena Eustaquio Palacios (Cali, Colombia). Se trabajó un ...estudio cualitativo con metodología Investigación-Acción-Participación vinculando como actores cabildos indígenas de la ciudad, secretaría de educación y comunidad educativa de la escuela, realizando 15 encuentros entre grupos focales y talleres con maestros y maestras. La información se analizó con estrategias de triangulación múltiple. Los hallazgos indican que es preciso resignificar y deconstruir una propuesta educativa intercultural que responda a los principios de las comunidades indígenas que viven en la ciudad.
La figura del equipo directivo en la inclusión de estudiantes extranjeros resulta relevante en un sistema donde predomina la nueva gestión pública (NGP). El objetivo de este estudio fue analizar ...las políticas de interculturalidad en función de las demandas y los desafíos que se le asignan a los equipos directivos en el contexto de la NGP. Para ello, se realizó un análisis del discurso a través de repertorios interpretativos a 30 documentos oficiales. Los resultados destacan la figura de un equipo directivo altamente demandado, con poca incidencia en los procesos pedagógicos y culturales y tensionado por los principios de la NGP.
Multicultural societies require educators’ intercultural competence. This trial examined if attitudes and perceived competences of pre-service Physical Education (PE) teachers could be improved by an ...online, teacher education course structured upon the findings of the intercultural education through physical activity, coaching, and training (EDU:PACT) project. Following individual preferences, participants (N = 129) were allocated to this course or control condition of the usual University curriculum. The intervention vs. control group scored better in outcomes of skills, knowledge, and one attitude dimension post-intervention. This teacher education course may effectively train pre-service PE teachers on intercultural education.
Intercultural education fosters respect, understanding, and solidarity, empowering individuals to become social agents in today’s culturally diverse world. The paper presents a 10-week case study ...involving 24 students enrolled in humanities disciplines. It explored students’ views on intercultural education, their progress in attitudes, knowledge, and skills related to intercultural competence, and effective instructional modes for intercultural education. Data collected using a questionnaire reveal that students value intercultural education for fostering understanding, appreciation of cultures, and intercultural dialogue. Effective instructional modes include active teaching methods. Challenges in overcoming well-established beliefs and a limited willingness to acquire new knowledge suggest that developing intercultural competence also depends on factors beyond education.
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