Finding a way in for interculturality: Analysing History teachers' conceptualisations at the secondary school level

Nationality as an Influential Variable with Regard to the Social Skills and Academic Success of Immigrant Students

“…Due to this 21st century phenomenon, the scientific literature has experienced a boom with regard to research focused on the so-cial and emotional wellbeing of the immigrant population, especially with regard to the role that education has in empowering the school-age population [40]. Therefore, au-thors such as [41] consider the paradigm of interculturality as essential to the social and emotional wellbeing of the immigrant population, since it seeks the representation of immigrant groups or minority groups, recognizing their interests and needs in society [46].…”

“…In the presence of the cultural diversity that currently characterizes the educational context, it is considered essential to define and understand what the paradigm of interculturality consists of [41], since this concept pursues the representation of minority groups, recognizing their interests and needs [42].…”

Linear transmission of “whiteness”: A textual analysis of a year 9 “timeline”

“…The current discourse of interculturalism in scholarly fields is located within an older discourse of multiculturalism which emerged strongly in the 1970s (Garrard, 2020). Within interculturalism, 'culture' is not treated in the same way as multiculturalism, whereby, "culture is treated as a thing or object to be possessed and shared by strictly defined groups of people, which sets the group apart from other groups'" (Prato, Pardo, & Prato, 2009, p. 8).…”

“…The critical pane of the framework allows for judgement and to ask 'what if? ', therefore rejecting what has been passed down through the safety and assuredness of the two previous stages to feed the transformative pane of the prism which enacts change (Garrard, 2020). The textual analysis which follows, is characterised by the interpretive nature of the crystal prism.…”

“…The significance of this research is centred on the fact that although the research base is small, there is a growing body of literature in the field of intercultural education, which this paper contributes to. In particular, the impact this field might have for history education (Garrard, 2020). A steady rise in international interest in the opportunities for interculturality in history teaching and learning (Bolovan, 2009;Nordgren, 2017) and approaches for developing intercultural competencies from within the discipline, reflects an international focus on interculturality for the discipline of History, at the school level, as advocated by the Council of Europe (Costa et al, 2009).…”