Inequality and intercultural education

Verma, Gajendra K.

doi:10.4324/9780429024047-5

Cited by 3 publications

(17 citation statements)

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“…However, skepticism towards intercultural education has been ongoing. Verma (1997) expressed the caveat that the goal of intercultural education should not focus solely on recognizing and appreciating cultural diversity in society, as this would constitute tokenism. Rather, the significance of a culture's history and tradition should be considered part of the dynamic and multifaceted culture of contemporary society (p. 63).…”

Section: The Sociolinguistic Canvas For Multilingual Education In Mexicomentioning

confidence: 99%

English as a “Killer Language”? Multilingual Education in an Indigenous Primary Classroom in Northwestern Mexico

Estrada

Schecter

2018

JEI

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We report findings of an ethnographic study that explored complexities of English Language Teaching (ELT) in a minority indigenous context in northwestern Mexico. The study investigated a trilingual education setting at the nexus of 2 major events: incorporation of Intercultural Bilingual Education throughout Mexico and integration of ELT into the country’s public school system. Methods included participant observation in primary-level language classes and semi-structured interviews with educators and other stakeholders affiliated with a rural school where an indigenous variety, a societal variety, and a foreign language were taught. Findings indicate that teacher agency was a powerful tool in linguistic and cultural maintenance and transforming language policy and planning at the local level. Although the spread of English may be unavoidable, with local community involvement and a school-based commitment to support linguistic and cultural maintenance, the micro language policy context can be conFigured to promote a symbiotic relationship among linguistic varieties.

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Section: The Sociolinguistic Canvas For Multilingual Education In Mexicomentioning

confidence: 99%

English as a “Killer Language”? Multilingual Education in an Indigenous Primary Classroom in Northwestern Mexico

Estrada

Schecter

2018

JEI

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“…It includes both material and spiritual products (Zografou, 1997). It consists of customs, traditions, values, attitudes, behaviours, practices, language, religion (Tylor, 1873;Williams, 1976;Verma, 1997;Barker, 2000;Barnouw, 1973;Barnouw, 1985as cited in Sternberg, 2007. Culture generally includes people"s efforts to organise and develop their lives (Parekh, 1997) and to satisfy their basic and social needs (Malinowski, 1944).…”

Section: Culturementioning

confidence: 99%

“…Intercultural education appeared in the 1960s in the official educational policy of the USA and a few years later in Canada. In Europe, it appeared in the mid-1970s (Androussou, 1996;Georgogiannis, 1999) and it has evolved since then (Verma, 1997). This educational model stemmed from the actual necessity of providing education to a large number of minority groups (Androussou, 1996;Frangoudaki and Dragonas, 2000).…”

Section: Intercultural Modelmentioning

confidence: 99%

“…It prepares individuals to participate in a democratic, multicultural society. It prepares them to be able to deal effectively with their intergroup relations (Verma, 1997;Belesi, 2009) and to be sensitive to and resolve issues emerging from intergroup relations (Sandres, 1999), as interpersonal relationships constitute a priority for living in a peaceful environment. It also encourages them to develop their critical thinking regarding the ideological use of culture (Batelaan and VanHoof, 1996;Monasta, 1997;Sanders, 1999).…”

Section: Intercultural Modelmentioning

confidence: 99%

“…As far as the model of antiracist education is concerned, according to Verma (1997) it constitutes an educational model which provides equality of opportunity. It goes deeper compared with multicultural education because it challenges the institutions of the society which promote racism, such as mass media, the state and the police Zografou, 2003).…”

Section: A Critique Of the Above Educational Modelsmentioning

confidence: 99%

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Intercultural education in Greece

Τσαλίκη¹

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The present study deals with headteachers’ and teachers’ perceptions of the nature of intercultural education and the necessity of its implementation in intercultural primary schools in Greece. It also seeks to explore teachers’ and headteachers’ views on the teaching methods adopted and the events and activities organised in the classrooms and in the school to implement intercultural education, and why.The research methodology adopted is a mixed-method approach. It has been employed in order to add breadth and depth to the analysis and to achieve a better and more complete understanding of the social phenomenon examined. The research methods used include questionnaires administered and interviews undertaken with teachers and headteachers.Teachers and headteachers seem to have a clear idea of the meaning of intercultural education and of its principles. In addition, they support the implementation of intercultural education for a number of reasons. The results indicate that great importance is attributed to the use of cooperative learning, group work and the interdisciplinary approach to implementing intercultural education. Teachers and headteachers also seem more confident to implement intercultural education in language studies and social studies as well as in art studies. Data analysis reveals that teachers organise a variety of events and activities in order to implement intercultural education.The findings provide suggestions for the creation of a school environment in which the intercultural dimension in education will be promoted in the school, so as to meet the educational needs of native, foreign, and repatriate pupils attending both intercultural and mainstream primary schools. The contribution of the present study to the topic examined is significant, since there has been no previous research conducted in all 13 intercultural primary schools in Greece.

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Educational Models for Managing Diversity: What’s Next?

Tsaliki

2023

Multiculturalism and Interculturalism - Managing Diversity in Cross-Cultural Environment

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Different educational models have been designed and implemented through the passage of time in order to manage diversity in the classroom. These educational models have been categorised as the monocultural educational models, such as the assimilation and integration models, which aim at assimilation and integration, respectively, of minority groups. The multicultural educational models aiming at the promotion of coexistence, tolerance of diversity and interaction of different cultural groups of either minority groups of the majority are also discussed and criticised along with recent educational dimensions of managing diversity such as the critical multicultural and the critical intercultural model.

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Inequality and intercultural education

Cited by 3 publications

References 0 publications

English as a “Killer Language”? Multilingual Education in an Indigenous Primary Classroom in Northwestern Mexico

English as a “Killer Language”? Multilingual Education in an Indigenous Primary Classroom in Northwestern Mexico

Intercultural education in Greece

Educational Models for Managing Diversity: What’s Next?

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