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Yvonne Leeman - One of the best experts on this subject based on the ideXlab platform.
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multi Intercultural Education in australia and the netherlands
Compare, 2006Co-Authors: Yvonne Leeman, Carol ReidAbstract:In this article, the authors tease out the constructions of multi/Intercultural Education in Australia and the Netherlands through a comparative study of the two contexts including the population, scope of diversity, policies of multiculturalism and the policy and practice of multi/Intercultural Education. The comparison highlights commonalities and context‐bound differences. The article then discusses some dilemmas in the practice of multi/Intercultural Education based on findings from the authors' recent empirical research in both countries using a critical multiculturalism framework. The dilemmas discussed include the interwoven dimensions of culturalism and individualism and the tendency towards social agnosticism among teachers and teacher Education students.
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Multi/Intercultural Education in Australia and the Netherlands.
Compare, 2006Co-Authors: Yvonne Leeman, Carol ReidAbstract:In this article, the authors tease out the constructions of multi/Intercultural Education in Australia and the Netherlands through a comparative study of the two contexts including the population, scope of diversity, policies of multiculturalism and the policy and practice of multi/Intercultural Education. The comparison highlights commonalities and context‐bound differences. The article then discusses some dilemmas in the practice of multi/Intercultural Education based on findings from the authors' recent empirical research in both countries using a critical multiculturalism framework. The dilemmas discussed include the interwoven dimensions of culturalism and individualism and the tendency towards social agnosticism among teachers and teacher Education students.
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Teachers on Intercultural Education
Teachers and Teaching, 2005Co-Authors: Yvonne Leeman, Guuske LedouxAbstract:Opinions differ on the desirability of paying attention to Intercultural Education in schools and on the opportunities to do this. Theoretical agreement and conceptual clarity on the concept are hard to find. The theoretical debate on Intercultural Education is far removed from daily practice in the classroom. Ideally, experience‐related ideas and the insights of teachers should form part of the debate. In this article we present an example of measuring teachers' opinions on the concept of Intercultural Education. The research was carried out in The Netherlands with the help of a written questionnaire. Seventy‐four teachers participated. The researchers differentiated four accents in Intercultural Education, based on the literature. This differentiation was not reflected in the teachers' answers. They had a slight preference for a general pluralistic interpretation of Intercultural Education and, hence, for a particular pedagogical approach. We will explore this finding further in the discussion.
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Intercultural Education in Dutch Schools
Curriculum Inquiry, 2003Co-Authors: Yvonne Leeman, Guuske LedouxAbstract:AbstractThis article presents and discusses the results of a project on the development of new forms of Intercultural Education in Dutch schools. On the initiative of the Ministry of Education, culture and science teachers in different sectors of Education collaborated in networks to develop examples for “Intercultural learning” that are of practical relevance for the daily practice of teachers and move beyond the existing culturalistic practice of Intercultural Education. The project was evaluated by research. Analysis of the examples developed by the teachers shows an emphasis on Intercultural competence as an objective. This fits in well with the growing attention to the development of a broader range of competences after decades of a somewhat imbalanced emphasis on cognitive skills. From this viewpoint there are promising possibilities for the dissemination of Intercultural Education. In analyzing the content of the formats it is striking that culturalism is replaced by a recognition of individual dif...
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preparing teachers for Intercultural Education
Teaching Education, 2003Co-Authors: Yvonne Leeman, Guuske LedouxAbstract:Intercultural competence is still not automatically part of teacher Education. It is not only a political issue; it is also a matter of the curriculum characteristics of institutes for teacher Education. This article discusses a project, launched by the Dutch Ministry of Education, on the operationalization of Intercultural Education in preservice teacher Education in The Netherlands. The way in which Intercultural Education is presented to students appears to be superficial and lacking a critical perspective. This is partly due to the way in which institutes deal with the current trend towards self-regulated learning in higher Education and to the absence of close ties with Intercultural practices in schools.
Carol Reid - One of the best experts on this subject based on the ideXlab platform.
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multi Intercultural Education in australia and the netherlands
Compare, 2006Co-Authors: Yvonne Leeman, Carol ReidAbstract:In this article, the authors tease out the constructions of multi/Intercultural Education in Australia and the Netherlands through a comparative study of the two contexts including the population, scope of diversity, policies of multiculturalism and the policy and practice of multi/Intercultural Education. The comparison highlights commonalities and context‐bound differences. The article then discusses some dilemmas in the practice of multi/Intercultural Education based on findings from the authors' recent empirical research in both countries using a critical multiculturalism framework. The dilemmas discussed include the interwoven dimensions of culturalism and individualism and the tendency towards social agnosticism among teachers and teacher Education students.
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Multi/Intercultural Education in Australia and the Netherlands.
Compare, 2006Co-Authors: Yvonne Leeman, Carol ReidAbstract:In this article, the authors tease out the constructions of multi/Intercultural Education in Australia and the Netherlands through a comparative study of the two contexts including the population, scope of diversity, policies of multiculturalism and the policy and practice of multi/Intercultural Education. The comparison highlights commonalities and context‐bound differences. The article then discusses some dilemmas in the practice of multi/Intercultural Education based on findings from the authors' recent empirical research in both countries using a critical multiculturalism framework. The dilemmas discussed include the interwoven dimensions of culturalism and individualism and the tendency towards social agnosticism among teachers and teacher Education students.
Christina Hajisoteriou - One of the best experts on this subject based on the ideXlab platform.
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Establishing a framework for blending Intercultural Education with differentiated instruction
Intercultural Education, 2018Co-Authors: Stavroula Valiandes, Lefkios Neophytou, Christina HajisoteriouAbstract:AbstractDespite the fact that both Intercultural Education and differentiated instruction are based on the premises of inclusion, equality, and equity, most research and publications have focused on one in isolation of the other. Scholars from each tradition often use the same argumentation, propose similar strategies and reach similar conclusions. Nevertheless, the emphasis is different: while Intercultural Education celebrates students’ cultural backgrounds and draws upon culture for the development of effective classroom instruction and school environments, differentiated instruction focuses on academic aptitude, therefore, requiring a systematically planned curriculum and instruction that meets the needs of academically diverse learners. Differentiation of instruction focuses on the individual and its prerogative for success and happiness; Intercultural Education is focused on the community and therefore, it is mostly concerned about the preservation of collective identities. The aforementioned distin...
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Developing and Implementing Policies of Intercultural Education in Cyprus in the Context of Globalisation
2018Co-Authors: Christina Hajisoteriou, Panayiotis AngelidesAbstract:Although the area of Intercultural Education, in general, has been widely researched, there is a shortage of published research examining the intersection of globalisation and Intercultural Education. In this paper, we try to answer the following question: What are implications of the global debate for Intercultural Education at the national level? To address this question, we have selected Cyprus as the case study of our examination. We draw upon previous research carried out in Cyprus across the macro-level of the state and meso-level of the school in order to examine the phases of the adoption and implementation of globalised Intercultural Education policies.
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Adopting and implementing globalised policies of Intercultural Education: the example of Cyprus
Globalisation Societies and Education, 2016Co-Authors: Christina Hajisoteriou, Panayiotis AngelidesAbstract:ABSTRACTGlobalisation has heavily influenced the terrain of Intercultural Education policy development and implementation in multiple countries around the world. To this end, in this article, we seek to introduce a broader focus of analysis encompassing not only the development of globalised policies of Intercultural Education, but also the adoption, implementation, and enactment of such policies. Our aim is to bridge the macro–micro gap by providing an in-depth and multi-level examination of the issue of Intercultural Education by moving the locus of analysis from the macro-structures of the supranational state to both the level of the national state and the micro-level of the school. To do so, we focus on the phases of adoption and implementation of globalised Intercultural Education policies by critically examining and reflecting upon the findings of previous research carried out in the context of Cyprus.
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School Leadership for Intercultural Education
The Globalisation of Intercultural Education, 2016Co-Authors: Christina Hajisoteriou, Panayiotis AngelidesAbstract:The effects of globalisation can be felt in every aspect of society as well as in school life. These effects are reflected in the roles and practices of school leaders in today’s schools. The literature points out that the role of leaders is a crucial factor for improving schools. Some particular leadership practices appear to be more successful than others in dealing with these globalisation effects. Intercultural Education is mediated by school leadership and thus by school leaders’ interpretations of diversity and Intercultural Education, which influence its implementation into practice. Leeman (2003: 31) asserts, ‘if schools want to give Intercultural Education a chance, they must opt for a focused development of vision and direct and guide Intercultural Education as a part of school policy’. The unique conditions prevailing in each school further shape the school-based curricula regarding Intercultural Education. Therefore, Intercultural Education comes up against school politics and cultures.
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Adopting and Implementing Globalised Policies for Intercultural Education
The Globalisation of Intercultural Education, 2016Co-Authors: Christina Hajisoteriou, Panayiotis AngelidesAbstract:Globalisation has led to the emergence of common trends among Education policies around the world. Nonetheless, Verger et al. (2012: 21) caution against what they call ‘hyperbolic arguments’ about globalisation leading to ‘absolute world convergence of policy and practice in Education’. Locating the debate in the field of Intercultural Education, Palaiologou and Dietz (2012), in the introductory chapter of their edited volume mapping the broad field of multicultural and Intercultural Education worldwide, explain that many countries around the globe face similar concerns regarding social cohesion, social justice and stability. However, they explain that comparative research has shown that ‘each Educational system reacts according to its own path dependence, its own tradition of making difference visible or invisible, of including or excluding faith-related issues in the official curriculum’ (Palaiologou and Dietz 2012: 1). Accordingly, it seems reasonable to expect that diverse policies and practices of Intercultural Education are being developed and implemented around the globe.
Sheila Aikman - One of the best experts on this subject based on the ideXlab platform.
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interrogating discourses of Intercultural Education from indigenous amazon community to global policy forum
Compare, 2012Co-Authors: Sheila AikmanAbstract:This article investigates discourses of Intercultural Education, taking as its starting point two ‘encounters’ in 2010 with contrasting aims and expectations of Intercultural Education. One is the launch of the 2010 Global Monitoring Report, where Intercultural Education is viewed as a means of overcoming marginalisation and promoting inclusion, and the other is in a rural Amazonian community context, where Intercultural Education serves to actively compound processes of exclusion. The article examines these discourses of Intercultural Education, locating them socially, culturally, politically and historically, and draws distinctions between Educational analyses of diversity that emphasise identity and difference and those that prioritise Interculturalism. It exposes complex and intersecting dynamics of social change and political contestation in the Amazonian ‘encounter’, which question the viability of globalised (technical-adaptive) strategies for inclusion of people whose Intercultural lives are chara...
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Intercultural Education and literacy
1999Co-Authors: Sheila AikmanAbstract:Indigenous peoples around the world are calling for control over their Education in order to reaffirm their identities and defend their rights. In Latin America the indigenous peoples, national governments and international organisations have identified Intercultural Education as a means of contributing to this process. The book investigates Education for and by indigenous peoples and examines the relationship between theoretical and methodological developments and formal practice. An ethnographic study of the Arakmbut people of the Peruvian Amazon, provides a detailed example of the social, cultural and Educational change indigenous peoples are experiencing, an insight into Arakmbut oral learning and teaching practices as well as a review of their conceptualisations of knowledge, pedagogy and evaluation. The models of Intercultural Education being promoted by Latin American governments are, nevertheless, biliterate and school-based. The book analyses indigenous and non-indigenous models based on different conceptualisations of culture and curriculum in the context of the Arakmbut search for an Education which respects their dynamic oral cultural traditions and identity, provides them with a qualitatively relevant Education about the wider society and addresses the Intercultural lives they lead.
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Interculturality and Intercultural Education: A Challenge for Democracy
International Review of Education, 1997Co-Authors: Sheila AikmanAbstract:The paper examines the debate taking place in Peru, and also more generally in South and Central American countries with large indigenous populations, on the nature of Interculturality and Intercultural Education. It investigates concepts fundamental to Interculturality such as democracy and equality and asks what they mean in the context of the Peruvian state, civil society and the indigenous movement. It questions whether an Interculturality based in apolitical calls for dialogue and respect for cultural and linguistic plurality can meet the needs of indigenous peoples and their daily confrontations with oppressive and unequal Intercultural relations. Taking Peru as an example, it investigates the possibilities for the development of an Interculturality that is characterised by equality and participation and which enables indigenous peoples to have greater control over their lives. It then briefly examines the nature of the Intercultural lives of the Harakmbut of SE Peruvian Amazon and a new indigenous Intercultural Education programme which the Harakmbut hope will help them address the inequalities and exploitation which they face.
Guuske Ledoux - One of the best experts on this subject based on the ideXlab platform.
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Teachers on Intercultural Education
Teachers and Teaching, 2005Co-Authors: Yvonne Leeman, Guuske LedouxAbstract:Opinions differ on the desirability of paying attention to Intercultural Education in schools and on the opportunities to do this. Theoretical agreement and conceptual clarity on the concept are hard to find. The theoretical debate on Intercultural Education is far removed from daily practice in the classroom. Ideally, experience‐related ideas and the insights of teachers should form part of the debate. In this article we present an example of measuring teachers' opinions on the concept of Intercultural Education. The research was carried out in The Netherlands with the help of a written questionnaire. Seventy‐four teachers participated. The researchers differentiated four accents in Intercultural Education, based on the literature. This differentiation was not reflected in the teachers' answers. They had a slight preference for a general pluralistic interpretation of Intercultural Education and, hence, for a particular pedagogical approach. We will explore this finding further in the discussion.
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Intercultural Education in Dutch Schools
Curriculum Inquiry, 2003Co-Authors: Yvonne Leeman, Guuske LedouxAbstract:AbstractThis article presents and discusses the results of a project on the development of new forms of Intercultural Education in Dutch schools. On the initiative of the Ministry of Education, culture and science teachers in different sectors of Education collaborated in networks to develop examples for “Intercultural learning” that are of practical relevance for the daily practice of teachers and move beyond the existing culturalistic practice of Intercultural Education. The project was evaluated by research. Analysis of the examples developed by the teachers shows an emphasis on Intercultural competence as an objective. This fits in well with the growing attention to the development of a broader range of competences after decades of a somewhat imbalanced emphasis on cognitive skills. From this viewpoint there are promising possibilities for the dissemination of Intercultural Education. In analyzing the content of the formats it is striking that culturalism is replaced by a recognition of individual dif...
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preparing teachers for Intercultural Education
Teaching Education, 2003Co-Authors: Yvonne Leeman, Guuske LedouxAbstract:Intercultural competence is still not automatically part of teacher Education. It is not only a political issue; it is also a matter of the curriculum characteristics of institutes for teacher Education. This article discusses a project, launched by the Dutch Ministry of Education, on the operationalization of Intercultural Education in preservice teacher Education in The Netherlands. The way in which Intercultural Education is presented to students appears to be superficial and lacking a critical perspective. This is partly due to the way in which institutes deal with the current trend towards self-regulated learning in higher Education and to the absence of close ties with Intercultural practices in schools.