Intercultural Education in the European Context

Catarci, Marco; Fiorucci, Massimiliano

doi:10.4324/9781315589220

Cited by 18 publications

(5 citation statements)

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“…Foreign-born students are exposed to a greater risk of scholastic failure and present a higher rate of early school leaving, due to a complex set of factors that place them in a vulnerable condition (Suarez-Orozco et al, 2011;Colombo and Santagati, 2014;Catarci and Fiorucci, 2015;Bembich and Sorzio, 2021). Suárez-Orozco et al (2018) proposed a theoretical model to understand the growth and learning path of migrant youth, starting from the ecological and cultural perspective proposed by the bioecological model of development (Bronfenbrenner & Morris, 2007), and integrating it with theoretical frameworks that analyze different aspects related to the adaptation process (Masten, 2014;Motti-Stefanidi and Masten, 2017;Suárez-Orozco, 2017).…”

Section: Learning Paths Of Students With a Migratory Backgroundmentioning

confidence: 99%

Equity in learning paths and contrast to early school leaving: the complexity of the factors involved in the school experiences of foreign students

Bembich

2023

Front. Educ.

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The European guidelines and orientation in recent years have been focus on the promotion of equity in the learning paths and in the counteract early school leaving. Although many actions to reduce early school leaving have been implemented, today there remain many students who fail to achieve satisfactory school outcomes and who leave the school system early, especially among students with a migrant background. To understand the dynamics that can lead students in conditions of fragility toward negative educational paths, it is necessary to employ a complex and multidimensional analytical framework that considers the multiple variables involved. The ecological and cultural theoretical model of development highlights the complexity of the factors that can influence students’ learning trajectories, assuming a systemic and multifactorial interpretative approach. Starting from these premises, this study aims to explore the impact of individual and contextual factors in the learning pathways of foreign-born students, taking the students’ perspective. Two hundred and forty-four students attending the second level of secondary school answered to a survey, which explores their perception about: the meaning attributed to the school; the role of teachers and the family in supporting their learning path; their involvement in extra scholastic activities. The results highlight the inclusive role play by the school, which represent a place for integration into the community for foreign students; the central role of relationship with teachers and the emotional support received by the family, in counteracting early school living; the participation of students with a migratory background in their extra scholastic activities as element of protection. The results suggest that to respond to foreign students’ complex educational needs, school cannot act as an isolated entity, but rather should build networks that involve families and external contexts.

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Section: Learning Paths Of Students With a Migratory Backgroundmentioning

confidence: 99%

Equity in learning paths and contrast to early school leaving: the complexity of the factors involved in the school experiences of foreign students

Bembich

2023

Front. Educ.

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“…Value-based education is part of IE, signifying that it contributes to the development of IC among students (Rader, 2018). Providing education in values strengthens a way of life based on respect for others, inclusion, democracy and solidarity (Catarci & Fiorucci, 2016). CLIL teachers may, therefore, be able to use this strategy to promote their students' values and train them to become active citizens.…”

Section: Interculture Through Teachers' Strategies In Clil Primary Ed...mentioning

confidence: 99%

“…La educación basada en los valores forma parte de la educación intercultural (EI), lo que significa que contribuye al desarrollo de la CI entre los estudiantes (Rader, 2018). Ofrecer una educación basada en valores refuerza un estilo de vida basado en el respecto por los demás, la inclusión, la democracia y la solidaridad (Catarci & Fiorucci, 2016). Por consiguiente, el profesorado CLIL podrían recurrir a esta estrategia para fomentar los valores de sus estudiantes y ayudarles a convertirse en ciudadanos activos.…”

Section: La Interculturalidad a Través De Las Estrategias Docentes En...unclassified

Bilingualism and interculture: what are teachers doing? (Bilingüismo e intercultura: ¿qué están haciendo los docentes?)

Gracia¹,

Rodríguez²,

Carpio³

2020

Culture and Education: Cultura y Educación

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One of the main aims of Content and Language Integrated Learning (CLIL) is to develop intercultural awareness and understanding among students. The objective of this study is to analyse whether CLIL primary education teachers implement the intercultural axis of CLIL in the strategies and resources they plan and use in their daily lessons, and which factors may influence this. An open-question questionnaire was used to carry out an in-depth analysis of the opinions of 59 CLIL primary education teachers working at schools in Córdoba (Spain). The results show that communicative and cooperative activities, along with those activities in which interaction is the focus, are those most frequently employed by CLIL teachers to enhance the intercultural axis. Information and Communication Technology (ICT) resources are those most frequently applied in order to promote intercultural awareness. Independent variables such as gender, subject taught, years of experience and the textbook used had a significant influence on how teachers plan and put their strategies and didactic resources into practice. The outcomes indicate the need to reinforce CLIL teacher training in this regard. RESUMEN

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“…Aux États-Unis, le multiculturalisme est présent aussi bien dans les documents gouvernementaux que dans les textes concernant les enseignant•e•s (Stepanovich, 2017). En Espagne, en France, en Belgique et en Suisse, les documents officiels se réfèrent généralement aux directives du Conseil de l'Europe en matière d'interculturalisme, et la recherche utilise en principe le modèle interculturel (Catarci & Fiorucci, 2016;Dasen & Perregaux, 2000;Ferrer & Akkari, 2000;Leman, 1993). Deux arguments additionnels soutiennent notre classification.…”

Section: Introductionunclassified

Modèles nationaux d’intégration de migrant·e·s et résultats PISA: éléments pour un débat

Lauwerier

Akkari

2020

SJER

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Il existe un débat ancien entre les tenant·e·s d’une supériorité conceptuelle de l’éducation interculturelle par rapport à l’éducation multiculturelle, et celles et ceux qui considèrent qu’il n’existe pas de différences notables entre ces deux modèles de gestion de la diversité culturelle. Dans cet article, nous analysons dans un premier temps les arguments mobilisés dans le cadre de ce débat. Dans un deuxième temps, nous utiliserons les données de l’enquête PISA pour comparer les résultats des pays ayant adopté l’interculturalisme (France, Espagne, Suisse) avec des pays utilisant le multiculturalisme (Canada, États-Unis, Royaume-Uni). La comparaison portera sur les résultats des jeunes issus de la diversité (élèves immigrés de la première et de la deuxième génération). Cette comparaison permettra d’explorer les liens éventuels entre modèles d’intégration (interculturalisme ou multiculturalisme) et performances scolaires pour voir si un modèle fait effectivement la différence sur ces questions.

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Intercultural Education in the European Context

Cited by 18 publications

References 0 publications

Equity in learning paths and contrast to early school leaving: the complexity of the factors involved in the school experiences of foreign students

Equity in learning paths and contrast to early school leaving: the complexity of the factors involved in the school experiences of foreign students

Bilingualism and interculture: what are teachers doing? (Bilingüismo e intercultura: ¿qué están haciendo los docentes?)

Modèles nationaux d’intégration de migrant·e·s et résultats PISA: éléments pour un débat

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