Multicultural Competence and Cosmopolitan Citizenship in the Hispanic-Japanese Context of Higher Education

Abstract

The increase in the internationalization of universities has been accompanied by an increase in multiculturalism in classrooms. Due to this situation, with the objective of knowing the conceptions of university professors around pluricultural competence and attending to the connection with their positioning in relation to the models of cosmopolitan citizenship; a mixed research is developed in the Hispanic-Japanese context of higher education, focusing attention on education and social sciences professors. In general, it is concluded that there are connections between the positioning of multiculturalism and cosmopolitan citizenship. Thus, the university professors of both countries highlight the advantages of cultural plurality in educational environments and, despite the fact that there is governmental support for academic internationalization, in the sample of Japanese professors, there is a greater concern about the preservation of national identity in cultural plurality.

Gender Equity in Initial Teacher Training: Descriptive and Factorial Study of Students’ Conceptions in a Spanish Educational Context

“…A two-phase analysis was established: a descriptive phase and a factorial phase. The descriptive phase includes measures of central tendency, frequency and contingency tables, and the factorial phase focuses on correlations to discover latent relationships between variables [ 22 ].…”

participación ciudadana y su educación: nuevos retos en la era digital

“…En cuanto al concepto de ciudadanía, Delgado-Algarra (2015) lo explica en función de una serie de variables, incluída la de la participación. Estas otras variables son las de los derechos y responsabilidades, la importancia individual y comunitaria, los enfoques locales, nacionales e internacionales, la crítica o la ideología (Delgado-Algarra et al, 2019a;Delgado-Algarra et al, 2019b;Delgado-Algarra et al 2020a). Pero sigue siendo un término en construcción y eminentemente subjetivo (Delgado-Algarra, et al, 2020b).…”

Citizenship and Pluriculturalism Approaches of Teachers in the Hispanic and Japanese Contexts: Higher Education Research

“…Communicative competence focuses on people as social actors with partial competence in languages and cultural experiences. It includes knowledge, skills, attitudes, and values that make it possible to act and interact with people in a specific cultural environment [29]. The concept of a "plurilingual social actor" emphasizes the relationship between linguistic and cultural plurality, including strategies used in a specific context [30].…”

“…Since the 1980s, the Spanish and Japanese contexts have driven toward global citizenship, but this process has met with resistance because of the fear of the dilution of traditional values and morals. However, in the context of academic internationalization, there is increasing openness to civic interaction and linguistic and cultural enrichment, with a real increase of plurilingual and pluricultural high school academic environments [29,36].…”