Finnish teachers’ and students’ intercultural sensitivity

Kuusisto, Elina; Kuusisto, Arniika; Rissanen, Inkeri; Holm, Kristiina; Tirri, Kirsi

doi:10.1007/s40839-016-0018-0

Cited by 14 publications

(9 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Intercultural sensitivity can be defined as a forerunner in attitude to successful intercultural relations and a predictor of cultural adequacy [7]. Intercultural sensitivity can be defined as the quality that affects intercultural communications where the people are willing to grasp, accept, and appreciate cultural differences [8][9][10] or to try to define cultural sensitivity as being able to accommodate worldviews that are focused on ethnicity and deal with differences in culture [11,12].…”

Section: Introductionmentioning

confidence: 99%

Analysis of Teachers’ Intercultural Sensitivity Levels in Multicultural Contexts

Robles

González

2019

Sustainability

View full text Add to dashboard Cite

Societies comprise multiple cultures, meaning that different cultural perceptions exist and that intercultural sensitivity is seen as an indicator of successful intercultural relations. The aim of this research is to establish the intercultural sensitivity levels of teachers in two multicultural cities. The sample consists of 190 teachers in primary education in the autonomous cities of Ceuta and Melilla and 174 primary teachers of Malaga and Granada, which makes a total sample of 364 teachers. The scale used in this research is an abridged version of the Intercultural Sensitivity Scale: relational engagement, regard for cultural diversity, relational certainty, relational satisfaction, and relational carefulness. The scale has been validated on many occasions in the abridged and unabridged versions. The results show that teachers in Melilla and Ceuta show high levels of cultural sensitivity. There are significant differences depending on the variables analysed and depending on the context. Interaction enjoyment and interaction attentiveness have the highest levels for teachers in this research.

show abstract

Section: Introductionmentioning

confidence: 99%

Analysis of Teachers’ Intercultural Sensitivity Levels in Multicultural Contexts

Robles

González

2019

Sustainability

View full text Add to dashboard Cite

show abstract

“…knowledge on different cultures, worldviews and religions and the development of an ethno-relative position amongst student teachers (e.g. Kuusisto et al, 2016) or it might be substituted by multicultural/intercultural education especially in relation to migrant students (Layne & Dervin, 2016). Some courses might concentrate on gender diversity (Brunila & Kallioniemi, 2017).…”

Section: Recent Discussion Concerning the 2012 Finnish Results For Tmentioning

confidence: 99%

Constructions of Social Justice, Marginalization, and Belonging

Dervin

2019

Oxford Research Encyclopedia of Education

View full text Add to dashboard Cite

The theme of social justice appears to be central in education research. A polysemic and sometimes empty notion, social justice can be defined, constructed, and used in different ways, which makes it a problematic notion to work with intra- and interculturally. Global education research has often relied on constructions of the notion as they have been “done” in the West, leaving very little space to constructions from peripheries. This problematic and somewhat biased approach often leads to research that ignores local contexts and local ways of “discoursing” about social justice. Although some countries are said to be better at social justice in education (e.g., top performers in the OECD PISA studies), there is a need to examine critically and reflexively how it is “done” in different contexts (“winners” and “losers” of international rankings) on macro- and micro-levels. Two different educational utopias, China and Finland, are used to illustrate the different constructions of social justice, and more specifically marginalization and belonging in relation to migrant students—an omnipresent figure in world education—in the two countries. A call for learning with each other about social justice, and questioning too easily accepted definitions and/or formulas, is made.

show abstract

“…Culturally sensitive teaching mostly focusses on topics such as language choice, religion equality, or culture courses for students (Rengi and Polat, 2019 ). There is a focus on intercultural sensitivity as an orientation which can for example be ethnocentric, transitional, or ethno-relative (Kuusisto et al, 2015 ). Others again address the gap in relationships between teachers and culturally diverse students and as a lack of care (Thapa, 2020 ).…”

Section: Teaching For Steam: Cultural Practices and Creative Scientifmentioning

confidence: 99%

Space for STEAM: New Creativity Challenge in Education

Vries

2021

Front. Psychol.

View full text Add to dashboard Cite

Finnish teachers’ and students’ intercultural sensitivity

Cited by 14 publications

References 21 publications

Analysis of Teachers’ Intercultural Sensitivity Levels in Multicultural Contexts

Analysis of Teachers’ Intercultural Sensitivity Levels in Multicultural Contexts

Constructions of Social Justice, Marginalization, and Belonging

Space for STEAM: New Creativity Challenge in Education

Contact Info

Product

Resources

About