Making the implicit explicit: Supporting teachers to bridge cultures

Abstract

The user has requested enhancement of the downloaded file.This article appeared in a journal published by Elsevier. The attached copy is furnished to the author for internal non-commercial research and education use, including for instruction at the authors institution and sharing with colleagues.Other uses, including reproduction and distribution, or selling or licensing copies, or posting to personal, institutional or third party websites are prohibited.In most cases authors are permitted to post their version of the article (e.g. in Word or Tex form) to their personal website or institutional repository. Authors requiring further information regarding Elsevier's archiving and manuscript policies are encouraged to visit:

Social Sustainability and Professional Development: Assessing a Training Course on Intercultural Education for In-Service Teachers

“…Regarding research question three (What impact did the course activities have on improving participants' intercultural competence? ), the impact of the training course on participants' attitudes toward the intercultural approach in education responds to the need to discuss and re-negotiate teachers' beliefs about the main features of education and intercultural education [12]. Participants acquired a new way of thinking of the role of culture in school, becoming sensitive to the recognition of different perspectives and respecting individual differences deriving from several cultural backgrounds [17].…”

“…This complex task requires a multidimensional set of competences to effectively promote an intercultural educational approach. Teachers and educators should be fully aware of their beliefs about cultures and cultural exchanges [12], to develop an open attitude in terms of welcoming migrant children and their families and integrating them into society.…”

“…In particular, professional development experiences should impact teachers' knowledge and practical skills as well as the definition of their professional identities, in terms of beliefs, values, and attitudes towards classroom teaching activity [18]. One of the core aspects of professional development in the field of intercultural education is to reflect critically on individual beliefs about the meanings of the word "culture", its impact on human existence, and the way in which it affects children's educational experience at school [12]. It is crucial to encourage teachers to reflect on their attitudes [19] and to discuss and negotiate them within the professional community which shares the same challenges.…”

Lessons Learned from Work with International Partners to Inform Rural Practices for Early Childhood Intervention

“…In order to do so, faculty members must have access to the most current information about demographic trends and issues (Hyson & Biggar, 2006). According to Rothstein-Fisch, Trumbull, and Garcia (2009), "college students need access to (1) direct instruction on ways of understanding culture, replete with examples; (2) opportunities to observe in a range of classrooms; (3) fieldwork situated within many kinds of communities; (4) high quality mentoring in the field; and (5) time for self-reflection and discussion with others reflection" (p. 482).…”

The Role of Cultural Discontinuity in the Academic Outcomes of Latina/o High School Students

“…Individualism encompasses the ideas of autonomy, independence, individual recognition, solitude, and the exclusion of others (Tyler et al, 2008), and is a cultural value toward which many European Americans have been socialized since birth (Morelli, Rogoff, Oppenheim, & Goldsmith, 1992). It is a trait that many consider central to the U.S. psyche and is reflected in the Eurocentric values of U.S. schools, where the focus is most often on independent academic achievement (Glass & Rud, 2012;Greenfield et al, 2003;Greenfield & Quiroz, 2013;Rothstein-Fisch, Trumbull, & Garcia, 2009).…”