Developing students’ intercultural values and attitudes through history education in monocultural school environments (Georgian-language school case study)

Malazonia, David; Macharashvili, Tamuna; Maglakelidze, Shorena; ჭიაბრიშვილი, ნინო

doi:10.1080/14675986.2021.1966267

Cited by 5 publications

(3 citation statements)

References 6 publications

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“…Furthermore, the teachers' training, competence, readiness, personal perceptions and practices, and power relations between teachers and students in the school must be at the center of decisions (Bailey & Marsden, 2017). Policymakers and educational leaders must design curricula and educational materials (Malazonia et al, 2021;Mary et al, 2021) that recognize diversity and encompass objectives related to translingualism, solidarity, intercultural empathy, and the deconstruction of power relations in their target societies (Byram et al, 2023;Chaparro & Sepúlveda, 2022;Cummins, 2021;Marsden, 2017;Shohamy, 2022). A democratic education, a premise of the modern era, must be rooted in justice and success for all, and a decolonial education must be reflected in a non-hegemonic mindset (García et al, 2023).…”

Section: Discussionmentioning

confidence: 99%

Interculturality in Greek Education: Practices and Challenges of Implementation

Giavrimis

Dimitriadou²

2023

J Ethn Cult Stud

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Intercultural education is an educational movement that aims to ensure all students have equal learning opportunities at school and in society. Intercultural education seeks to achieve a harmonious co-existence of all these different cultural groups. In intercultural education, diversity is deconstructed, and the boundaries of power between dominant and non-dominant groups are not fixed. The research aimed to study the views of primary and secondary school teachers on implementing interculturalism of immigrant/refugee students in Greek educational policy. Qualitative research through the semi-structured interview method was chosen for the data collection. The constructed interview guide was based on the literature on migration and its theoretical framework. The participants in the research were twenty-two primary and secondary school teachers. Eight of them were males, and fourteen were females. The results showed that most primary and secondary education teachers positively approached immigrant/refugee students in Greek education. Furthermore, teachers mentioned that the Greek language is essential in the educational inclusion of students from migrant and refugee backgrounds. However, at the same time, some teachers had negative attitudes based on ethnocentric elements. The inadequately organized educational policy mediated their mentioned views. Therefore, it is more than a necessity to establish learning strategies and educational practices based on an educational approach that transcends the mainstream cultural elements, enhances multilingualism and diversity of social identities, and yet seeks to provide equal opportunities and eliminate educational exclusions from groups of the student population experiencing school failure or school marginalization.

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Section: Discussionmentioning

confidence: 99%

Interculturality in Greek Education: Practices and Challenges of Implementation

Giavrimis

Dimitriadou²

2023

J Ethn Cult Stud

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“…The first three questions made the respondents think about the practice in kindergartens (present) and the fourth question -was about the future, and what they would like to change, thus clearly revealing their assessment of the present and their visions of the future in the ways of improvement. This reflection process meant the use of their experience and knowledge in a particular direction (Malazonia et al, 2021;Schön, 2017;Rolfe et al, 2001;Wain, 2017).…”

Section: Introductionmentioning

confidence: 99%

importance of inclusive learning and teaching enviroment and teacher reflection

Dzamukashvili

2022

ijhla

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The research aims to identify the knowledge, attitudes, and practices of the preschool teachers of the target group regarding the implementation/development of inclusive education. Structure/methodology /approach-10 teachers participated in this study, who were also involved in the research carried out within the framework of the project "teacher reflection for quality early inclusive education". An early inclusive education environment self-reflection method was used, developed within the framework of the early childhood inclusive education (I) project implemented by the European agency for special needs and inclusive education from 2015 to 2017 (www.european-agency.org/agency-projects/inclusive-early childhood-education), our adapted version. Research is qualitative. The reflection method included four open questions: This article reflects educators on the "inclusive environment of teaching and learning". Conclusion: the survey participants ' responses prove that educators and educators are aware of the desire and need to increase their knowledge about the inclusive environment of learning and teaching, but they find it difficult to reflect on these issues and analyze them based on their practice, which can again be considered as their low competence in this regards. Novelty/value: the study of teacher-educator reflection is not conducted on the example of our practice.

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“…Learning history is crucial for student to develop their nationalism. In history class, the student can evolve their national nature and character (Awgichew & Ademe, 2022;Malazonia et al, 2021;Nordgren, 2016;Stoddard, 2022). When the student, the young generation, becomes the stakeholders and supporting role in running the nation's government, their national character becomes a strong foundation in carrying out this role.…”

Section: Introductionmentioning

confidence: 99%

Learning history through web scraping and Tableau public: Is it possible?

Nursiyono

Meivita²

2022

RADEN

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Learning history has a central role in cultivating patriotism and nationalism value for students. Various countries have placed historical education as a crucial part of national education. It is due to the belief that historical education materials can develop the nature and character of the nation's young generation. Technological developments make it easier for us to create innovative media, such as web scraping. Learning history with proper media can foster students' motivation to understand the content, such as the names and roles of national heroes. Web scraping is used to collect data from sites related to 60 national heroes and their places of birth. The data is then processed and visualized in Tableau Public. The result shows that the learning media can be categorized as good (53%). The respondent stated that the history learning media is very useful (67%). Meanwhile, regarding the effectiveness of the linkage feature between the data in the visualization, all respondents stated is good.

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Developing students’ intercultural values and attitudes through history education in monocultural school environments (Georgian-language school case study)

Cited by 5 publications

References 6 publications

Interculturality in Greek Education: Practices and Challenges of Implementation

Interculturality in Greek Education: Practices and Challenges of Implementation

importance of inclusive learning and teaching enviroment and teacher reflection

Learning history through web scraping and Tableau public: Is it possible?

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