When school meets the Other: intercultural policies in the Basque inclusive school

Gatti, Gabriel; Irazuzta, Ignacio; Martı́nez, Marı́a Elena

doi:10.1080/0031322x.2016.1274157

Cited by 2 publications

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“…), the more realistic their view of society and the more normal 'difference' becomes. Moreover, higher levels of intergroup conflict and prejudice are more likely to occur in school contexts where there is less contact between ethnic groups (Dajaeghere et al, 2012), and integrated models are more beneficial in terms of avoiding racial or ethnic discrimination and stereotyping (see e.g., Gatti et al, 2017). Such findings provide insights that can also be drawn on for language support models: Although inclusive models need to be carefully planned and monitored, with particular regard for students who are not 'mainstream', early and consistent inclusion holds the greatest potential for long-term integration.…”

Section: Promoting Inclusion and Socio-emotional Development In And Through Language Educationmentioning

confidence: 99%

Is Segregated Language Support Fit for Purpose? Insights From German Language Support Classes in Austria

Elizabeth¹,

Gitschthaler²,

Schwab³

2021

EUROPEAN J ED RES

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<p style="text-align: justify;">In Austria, segregated German language support classes (GLSC) were introduced in the school year 2018/19 to intensively support students who had previously little or no contact with German, the official language of instruction. These classes have been widely criticised; however, a formal evaluation of their effects has yet to be published. In absence of this evaluation, this article describes the language support model as it currently exists in Austria and reviews existing evidence about its efficacy. The literature review synthesises findings from educational research undertaken in other contexts that offer insight into features of ‘good practice’ in language support models. The article then explores the extent to which GLSC comply with these features. As such, this review allows insights into ways of ensuring students’ language and socio-emotional development – all central aspects of academic success – in language support models. It therefore allows research-informed understanding of the effects of the newly implemented model of German support classes in Austria and makes recommendations for further development.</p>

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Section: Promoting Inclusion and Socio-emotional Development In And Through Language Educationmentioning

confidence: 99%

Is Segregated Language Support Fit for Purpose? Insights From German Language Support Classes in Austria

Elizabeth¹,

Gitschthaler²,

Schwab³

2021

EUROPEAN J ED RES

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“…Consequently, scholars have been critically analyzing cultural diversity discourses in educational policy, research and teacher education (e.g. Aman, 2015; Fylkesnes, 2019; Gatti et al, 2017; Maeso & Araújo, 2017; Moffitt & Juang, 2019; Nielsen et al, 2017; Paris, 2019). It is often found that Othering (Dervin, 2015; Hall, 1992; Said, 1979) underpins ‘cultural diversity’, contributing to a separation between ‘us’ and ‘them’ as means of racialization.…”

Section: Introductionmentioning

confidence: 99%

‘Foreigners in Our Schools’: Cultural Diversity, Othering, and the Desire for Justice in Schools

2021

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This study explored ‘cultural diversity’ in urban schools in Portugal by conducting discourse analysis on interviews with school practitioners. Findings show that ‘cultural diversity’ was dominantly anchored in Othering ‘foreigners’ that mainly associated ‘non-native speakers’ to difficulties in integration, participation and teachers’pedagogical work. However, contradicting discourses somewhat resisted Othering by highlighting meaningful differences, all students’ rights, and calling for pedagogical changes. By showing the ambivalences in how students, teachers and pedagogical relationships are viewed, we both alert for an exclusionary conceptualization of ‘cultural diversity’, and question Othering as a fundamentalizing discourse to fully govern ‘cultural diversity’ in schools.

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When school meets the Other: intercultural policies in the Basque inclusive school

Cited by 2 publications

References 0 publications

Is Segregated Language Support Fit for Purpose? Insights From German Language Support Classes in Austria

Is Segregated Language Support Fit for Purpose? Insights From German Language Support Classes in Austria

‘Foreigners in Our Schools’: Cultural Diversity, Othering, and the Desire for Justice in Schools

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