Towards post-intercultural teacher education: analysing ‘extreme’ intercultural dialogue to reconstruct interculturality

Dervin, Fred

doi:10.1080/02619768.2014.902441

Cited by 90 publications

(49 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…But their stories highlight the need for teacher education curriculum and experience that is individually and critically challenging and has the capacity to unseat assumptions, if it is to be a teacher education for social justice. Dervin (2015) is critical of much so-called intercultural pedagogy which has produced limited critical learning in students, and has moved to intensive 'post-intercultural' experiential learning to develop critical capacity more quickly.…”

Section: "I Was a Kind Of Western Suburbs Girl Myself So I Wasn't Intmentioning

confidence: 99%

‘Knowing Your Students’ in the Culturally and Linguistically Diverse Classroom

Moloney

Saltmarsh

2016

AJTE

View full text Add to dashboard Cite

Section: "I Was a Kind Of Western Suburbs Girl Myself So I Wasn't Intmentioning

confidence: 99%

‘Knowing Your Students’ in the Culturally and Linguistically Diverse Classroom

Moloney

Saltmarsh

2016

AJTE

View full text Add to dashboard Cite

“…This however contradicts the fact that respondents in the first cluster seem rather unwilling to attend training courses beyond their working hours or for longer periods, although they are mostly novice teachers, which should be further investigated in future research. Is it related to the fact that they have relatively recently graduated from Education Departments, which have lately widely incorporated intercultural education in their curricula (Dervin, 2015)? Is it because they feel frustrated by the realities of the profession they have followed, due to poor salaries, complexities of daily practice etc.?…”

Section: Discussionmentioning

confidence: 99%

Changing School Demographies - Asking Teachers about Their Training Needs in Intercultural Education: A case Study in Greece

Panitsides¹,

Vlachou²

2017

RES

View full text Add to dashboard Cite

In Greece, since 2015, when immigrant flows increased due to the crisis in Syria, there have been significant changes in school demographics, raising concerns as to whether in-service teachers possess the competences necessary to meet the upcoming challenges. We therefore investigated the views of Primary Education teachers, regarding their needs in intercultural education, and the parameters they deem important in implementing effective training interventions. The statistical analysis of the data revealed the necessity of implementing training interventions aligned with teachers' individual needs, whilst there have been identified several issues regarding the existing training schemes, which demand serious consideration and further investigation.

show abstract

“…El valor, entonces, del diálogo es cuantioso debido a que las salas de clases hoy en día son variopintas, entretejiéndose una multiplicidad de culturas y subculturas producto de las migraciones y de la convivencia con tribus urbanas juveniles (Dervin, 2015;Fuentes, 2016).…”

Section: Reconstruyendo El Diálogounclassified

El diálogo como apuesta ética en las escuelas pluralistas

López

2017

Teor. educ.

View full text Add to dashboard Cite

Fecha de recepción: enero de 2017 Fecha de aceptación: marzo de 2017 RESUMEN El siguiente artículo tiene por objetivo conceptualizar el diálogo como estrategia enseñable que permite generar procesos de escucha activa, de resolución de problemas, de formación ética y aceptación del otro dentro del contexto de las escuelas pluralistas. Se identifica el diálogo como un espacio clave para la reflexión y para la comunicación, comprendiendo que éste conlleva particularidades como la resistencia o la asimetría en términos de poder. Por otro lado, las escuelas pluralistas basan su estructura en la convivencia de diversas culturas, que se ven beneficiadas por el diá-logo entre ellas. No obstante, es necesario comprender que la validación y aceptación de la cultura del otro también transita por la perspectiva ética desde la cual se origina la comunicación entre los actores. En suma, el diálogo constituye una estrategia crucial para la diversidad y la convivencia en las escuelas democráticas y pluralistas.

show abstract

Towards post-intercultural teacher education: analysing ‘extreme’ intercultural dialogue to reconstruct interculturality

Cited by 90 publications

References 7 publications

‘Knowing Your Students’ in the Culturally and Linguistically Diverse Classroom

‘Knowing Your Students’ in the Culturally and Linguistically Diverse Classroom

Changing School Demographies - Asking Teachers about Their Training Needs in Intercultural Education: A case Study in Greece

El diálogo como apuesta ética en las escuelas pluralistas

Contact Info

Product

Resources

About