The Multicultural School. Analysis of challenges and opportunities based on examples from Vasa Övningsskola

Adamczewski, Jakub

doi:10.14746/bhw.2017.36.5

Cited by 2 publications

(1 citation statement)

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“…This movement to recognize the rights of Roma and other ethnic minorities, especially aimed at ensuring intercultural educational policies, is the subject of recent publications in several countries: Brazil (Pinto and Oliveira, 2016;Pinel et al, 2019;Reses et al, 2019), United States (Schneeweis, 2017), Finland (Adamczewski et al, 2017), Greece (Gana et al, 2020;Kassis, 2020), Hungary (Havasi, 2019), England (Exley, 2016;D' Arcy, 2017;Parker and Levinson, 2018), Italy (Villano et al, 2017); Portugal (Magano and Mendes, 2016;Diretoria Geral da Educacão, 2019;Sierra, 2019) and the European Union (Makarova, 2019;Pop and Pop, 2019). Most of these publications advocate the need for theoretical dialogues, promotion of linguistic and communicative interdependencies, development of consistent pedagogical guidelines, greater involvement of students and their families in school projects, development of hybrid and multicultural learning ecologies, and access to opportunities to develop life skills based on community values.…”

Section: Introductionmentioning

confidence: 99%

Development of talent according to Sinti and Calon Romani

Chagas-Ferreira

Fleith²,

Prado³

2022

Front. Psychol.

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Intercultural dialogue is a challenging demand for contemporary education, especially concerning the development of talents and potentials. This exploratory qualitative study aimed to identify factors that promote and inhibit the development of Romani talent, in Brazil, according to Sintis and Calons. Two Sinti and five Calon Romani participated in the research, aged 18 to 58 years old, males and females, with educational levels between secondary school and doctorate. A socio-demographic questionnaire and semi-structured interview protocol were used to collect data. The results indicated that talent is recognized as a set of skills associated with musicality, handicrafts, and commerce being linked to traditional Romani crafts. Internal and external inhibitory factors related to prejudice were identified through school, family and community. These barriers affected the self-esteem, personality, ambitions, and perspectives of talented young people. To achieve equity, it is necessary to provide opportunities for exchanging knowledge, practices and perspectives, in order to take into account sociocultural background of minority groups. Future research could compare nomad and non-nomad lifestyles and their impact on talent development.

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Section: Introductionmentioning

confidence: 99%

Development of talent according to Sinti and Calon Romani

Chagas-Ferreira

Fleith²,

Prado³

2022

Front. Psychol.

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Edukacja międzykulturowa w edukacji wczesnoszkolnej: perspektywa historyczno-pedagogiczna i dobre praktyki nauczycieli na przykładzie Prywatnej Szkoły Podstawowej „Mieszko” w Poznaniu

Adamczewski

Płonka

2020

10.14746/bhw

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The aim of this article is to present a historical perspective on intercultural education, contemporary methods of supporting foreign students as well as the role of the teacher and the specific competence required to teach effectively in an intercultural environment. Contemporary methods of support are presented based on the example of good educational practice taking place at “Mieszko” Private Elementary School in Poznań. Actions that can be initiated by a teacher in early education have been divided into four areas: physical, didactic, social and in the classroom. The physical area addresses the issue of school space and activities that help to identify and address students’ difficulties in areas related to senses and coordination. The didactic area represents cultural events designed to entertain and educate; there are also examples of how to equalize educational opportunities among students. The subsequent area, encompassing activities carried out within a class group, show intercultural activities included in the curriculum and indicate which activities may help to control difficult behaviours of children. The social area activities are designed to support students in maintaining meaningful relationships with their peers and collaborating with other organizations that can complement and enrich intercultural formal education.

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The Multicultural School. Analysis of challenges and opportunities based on examples from Vasa Övningsskola

Cited by 2 publications

References 1 publication

Development of talent according to Sinti and Calon Romani

Development of talent according to Sinti and Calon Romani

Edukacja międzykulturowa w edukacji wczesnoszkolnej: perspektywa historyczno-pedagogiczna i dobre praktyki nauczycieli na przykładzie Prywatnej Szkoły Podstawowej „Mieszko” w Poznaniu

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