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This book offers a comparative analysis of the intercultural theories and practices developed in the European context. Bringing together work on the United Kingdom, France, Germany, Italy, Spain, Greece, The Netherlands and Sweden, it examines specific approaches to intercultural education. Structured around a series of core questions concerning the main features of diverse groups of migrants present within a country and within schools, the major issues raised by scientific research on the presence of migrant students, and the adoption of relevant educational policies and practices to address these issues - together with examples of best practice in each case - Intercultural Education in the European Context explores the strengths and weaknesses of the intercultural education approach adopted in each context. Offering a broad framework for the study of intercultural education as adopted in European settings, the book highlights the contribution of education to the development of a fair, democratic and pluralistic Europe. As such, it will appeal to scholars and policy makers in the field of sociology, migration, education and intercultural relations.
Este trabajo presenta una reflexión teórica y descripción de la realidad educativa multicultural, junto con una propuesta de desarrollo de la identidad en contextos multiculturales.
This book on European Identity aims to «promote reflection on the mutual relationship between educational processes and European construction». It attempts to get down to what this means at the everyday level, the notion of European Identity for all citizens, specially in the educational field, and identify elements for the promotion and anchorage of this concept. To this end the authors have contemplated articulating the topic around the axis «individual - group - society», and the content has been distributed in two blocks: europe read from an educational perpective, and European Identity, new challenges for the school.
This book celebrates the 100th birthday of Jerome S. Bruner, one of the most relevant scholars in contemporary psychology. It shows how Bruner’s oeuvre and contributions to psychology, education and law are still applicable today and full of unexplored possibilities. The volume brings together contributions from Bruner’s students and colleagues, all of whom use his legacy to explore the future of psychology in in Bruner’s spirit of interpretation. Rather than being a mere celebration, the volume shows a “genuine interest for the emergence of the novelty” and examines the potentialities of Bruner’s work in cultural psychology, discussing such concepts as ambivalence, intersubjectivity, purpose, possibilities, and wonderment. Combining international and interdisciplinary perspectives, this volume tells the tale of Jerome Bruner’s academic life and beyond.
The issues which are discussed in the 29 chapters of this volume address core matters with respect to modern diverse societies. The most important relate to the following: the societal needs of migrant populations and the educational needs of their children; the exclusivist policies which usually impact upon migrant groups; the need to enrich school texts and curricula with new intercultural and citizenship dimensions; the importance of integrating the notion of Paideia within the school ethos and educational programmes. This volume has a dual aim. The first aim is to envisage the field of Multicultural and Intercultural Education from different disciplines at the international level, describing the new educational and social conditions that have been created by recent migration and identifying new trends in the field. The second aim is to highlight the importance of Multicultural and Intercultural Education in the development of a new citizen, who moves around the world, interacting with different people, and has a dynamic and flexible identity with polymorphic personal, social and cultural characteristics – a new intercultural persona. To sum up, this volume highlights that authors coming from different continents share some common ideas and tend to believe in the notion of Intercultural/Multicultural Education as a useful new dimension within the dynamics of many disciplines, as a new inter-disciplinary approach that is embedded within them and which characterizes modern societies.
The fundamental objective of this book is to devote an autonomous space to the reciprocal influence between two realities we live with on a day-to-day basis: language, or the languages through which we communicate, and the society surrounding us. It includes papers presented at the 2nd Conference on Language and Society, organised by the Universitat Jaume I.
Papers presented at the "Coloquio Internacional Relaciones entre Lengua, Naciâon, Indentidad y Poder en Espaäna, Hispanoamâerica y Estados Unidos", held June 2-4, 2005, in Berlin.
This study explores the interaction of language, culture and identity in contemporary Catalonia and rejects the exclusion of Castilian as a language capable of expressing 'Catalan-ness'. This study, charting the construction of a Catalan identity from the nineteenth-century cultural renaissance until the present day, explores the interaction of language, culture and identity in contemporary Catalonia. Drawing on postcolonial and multicultural literary theories, it argues that Castilian- and Catalan-language narratives are expressions of the same culture. Through detailed analyses of texts by Terenci Moix, Francisco Candel, Ignasi Riera, Montserrat Roig, Juan Marsé, Ramon Pallicé, and Manuel Vázquez Montalbán, among others, the author demonstrates that such writers share similar preoccupations and points of view and also engage in a complex literary and cultural dialogue that cuts across the established linguistic divisions that characterise cultural politics in Catalonia. The Catalan literary establishment's exclusion of Castilian as a language capable of expressing 'Catalan-ness' ischallenged and the author proposes redefining traditional understandings of Catalan literature to take into account texts produced by all members of Catalan society. Stewart King is a lecturer in Hispanic Studies at Monash University, Australia.
This volume presents multiple perspectives on the uses of the history of mathematics for teaching and learning, including the value of historical topics in challenging mathematics tasks, for provoking teachers’ reflection on the nature of mathematics, curriculum development questions that mirror earlier pedagogical choices in the history of mathematics education, and the history of technological innovations in the teaching and learning of mathematics. An ethnomathematical perspective on the history of mathematics challenges readers to appreciate the role of mathematics in perpetuating consequences of colonialism. Histories of the textbook and its uses offer interesting insights into how technology has changed the fundamental role of curriculum materials and classroom pedagogies. History is explored as a source for the training of teachers, for good puzzles and problems, and for a broad understanding of mathematics education policy. Third in a series of sourcebooks from the International Commission for the Study and Improvement of Mathematics Teaching, this collection of cutting-edge research, stories from the field, and policy implications is a contemporary and global perspective on current possibilities for the history of mathematics for mathematics education. This latest volume integrates discussions regarding history of mathematics, history of mathematics education and history of technology for education that have taken place at the Commission's recent annual conferences.