scholarly journals Interculturalidad: ¿Quo vadis? Desde la aparición de la Interkulturelle Germanistik hasta la normativa europea vigente con especial énfasis en el contexto español

2013 ◽  
pp. 223-240
Author(s):  
Nieves Rodríguez Pérez ◽  
Bárbara Heinsch
Keyword(s):  
Language Policy ◽  
Intercultural Competence ◽  
White Paper ◽  
Intercultural Dialogue ◽  
German Studies ◽  
Academic Field ◽  
Common Framework ◽  
European Regulations ◽  
Quo Vadis

This article focuses, first of all, on the revision of the concept of interculturality and its evolution in the field of German Studies over the last decades. This necessarily includes a revision of the most important definitions of culture and its derivatives, pluri- and multi-, within the context of the new socio-cultural constellations in European societies. Secondly, the “Boom” of interculturality will be analyzed, both regarding research and the new European regulations about language policy (Common Framework, White Paper on Intercultural Dialogue etc.) which reshape the profile of the new generations of academics and bring about a change in the paradigm. The next step will be to determine the importance of this phenomenon in the context of Spanish regulations. A deeper analysis of the concept of “intercultural competence” in the examined documents shows that it lacks concrete contents, because the term is often instrumentalized for political and ideological reasons.Its impact upon the scientific-academic field is still weak, in spite of its inclusion in many study programmes. Lastly, the necessity of concrete criteria to provide an education in intercultural competences will be highlighted. These criteria should not only be determined with an eye on employability, but they should also, and first of all, reflect the results of the latest studies concerning interculturality, especially those hinting at a “tertiary culture”.

scholarly journals Teachers’ Training in the Intercultural Dialogue and Understanding: focussing on the Education for a Sustainable Development

2020 ◽  
Author(s):  
María Concepción Domínguez Garrido ◽  
Adiela Ruiz-Cabezas ◽  
María Castañar Medina Domínguez ◽  
María Cecilia Loor Dueñas ◽  
Eufrasio Pérez-Navío ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Professional Identity ◽  
Inclusive Education ◽  
Intercultural Competence ◽  
Professional Training ◽  
Intercultural Dialogue ◽  
Human Beings ◽  
The Sustainable Development ◽  
Sustainable Ecology ◽  
The Impact

The present research is embedded in the professional development and research line and in the needs of secondary education and first-year university teachers. We focussed on evidencing the importance of teachers’ professional training to include some specific adaptation and skills in intercultural dialogue and understanding -often called Intercultural Competence- because of its direct impact on the sustainable development of human beings, groups, and ecosystems. We investigated the role played by each of the main competencies linked to the following intercultural dimensions: Professional Identity, Ethics and Axiology, Methodology, and Inclusive Education. We used an integrated methodology and a cross-study of data, performed after the obtention of a three-cornered evaluation of results collected in focus groups, interviews, and questionnaires. We were able to show the impact of intercultural dialogue and understanding in the education for a sustainable development pattern. This is fundamental to set up a new ecology of forms, knowledge, attitudes, and educational meanings, further used to update teachers and students’ training in sustainable ecology and cultural diversity. Progress made in these complementary competencies -Professional Identity, Ethics and Axiology, Methodology- were appraised by teachers participating in the present study; the latter showing an increased interest and demand for the intercultural competence, after increasing their proficiency in the other complementary competencies.

scholarly journals Teachers’ Training in the Intercultural Dialogue and Understanding: Focusing on the Education for a Sustainable Development

2020 ◽  
Vol 12 (23) ◽  
pp. 9934
Author(s):  
María Concepción Domínguez Garrido ◽  
Adiela Ruiz-Cabezas ◽  
María Castañar Medina Domínguez ◽  
María Cecilia Loor Dueñas ◽  
Eufrasio Pérez Navío ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Professional Identity ◽  
Inclusive Education ◽  
Intercultural Competence ◽  
Professional Training ◽  
Intercultural Dialogue ◽  
Human Beings ◽  
The Sustainable Development ◽  
Sustainable Ecology ◽  
The Impact

The present research is embedded in the professional development and research line, and in the needs of secondary education and first-year university teachers. Evidencing the importance of teachers’ professional training to include specific adaptations and skills on both the intercultural dialogue and understanding—often called Intercultural Competence—is fundamental because of the direct impact for the sustainable development of human beings, groups, and ecosystems. An extensive investigation of the role played by each of the main competencies linked to the following intercultural dimensions was performed: Professional Identity, Ethics and Axiology, Methodology, and Inclusive Education. The integrated methodology used was a cross-study of data, performed after the obtention of a three-cornered evaluation of results collected in focus groups, interviews, and questionnaires. Findings showed the impact of the intercultural dialogue and understanding in education patterns for the sustainable development of society. Other outputs also underlined the relevance of setting up a new ecology of forms, knowledge, attitudes, and educational meanings, further used to update teachers and students’ training in sustainable ecology and cultural diversity. Progress made in these complementary competencies—Professional Identity, Ethics and Axiology, Methodology—were appraised by teachers participating in the present study; the latter showing an increased interest and demand for the intercultural competence, after increasing their proficiency in the other complementary competencies.

scholarly journals Intercultural Education for the Twenty-First Century: A Comparative Review of Research

2021 ◽  
pp. 9-26
Author(s):  
Chrysi Rapanta ◽  
Susana Trovão
Keyword(s):  
Cultural Diversity ◽  
Inclusive Education ◽  
Steering Committee ◽  
White Paper ◽  
Migrant Children ◽  
Intercultural Education ◽  
Cultural Identities ◽  
Intercultural Dialogue ◽  
Council Of Europe ◽  
Socially Constructed

AbstractBased on the assumption that globalization should not imply homogenization, it is important for education to promote dialogue and intercultural understanding. The first appearance of the term ‘intercultural education’ in Europe dates back to 1983, when European ministers of education at a conference in Berlin, in a resolution for the schooling of migrant children, highlighted the intercultural dimension of education (Portera in Intercultural Education 19:481–491, 2008). One of the mandates of intercultural education is to promote intercultural dialogue, meaning dialogue that is “open and respectful” and that takes place between individuals or groups “with different ethnic, cultural, religious and linguistic backgrounds and heritage on the basis of mutual understanding and respect” (Council of Europe in White paper on intercultural dialogue: Living together as equals in dignity. Council of Europe, Strasbourg, p. 10, 2008). Such backgrounds and heritages form cultural identities, not limited to ethnic, religious and linguistic ones, as culture is a broader concept including several layers such as “experience, interest, orientation to the world, values, dispositions, sensibilities, social languages, and discourses” (Cope and Kalantzis in Pedagogies: An International Journal 4:173, 2009). As cultural identities are multi-layered, so is cultural diversity, and therefore it becomes a challenge for educators and researchers to address it (Hepple et al. in Teaching and Teacher Education 66:273–281, 2017). Referring to Leclercq (The lessons of thirty years of European co-operation for intercultural education, Steering Committee for Education, Strasbourg, 2002), Hajisoteriou and Angelides (International Journal of Inclusive Education 21:367, 2017) argue that “intercultural education aims to stress the dynamic nature of cultural diversity as an unstable mixture of sameness and otherness.” This challenge relates to the dynamic concept of culture itself, as socially constructed, and continuously shaped and reshaped through communicative interactions (Holmes et al. in Intercultural Education 26:16–30, 2015).

The Economics of Language Policy

2016 ◽  
Keyword(s):  
Language Policy ◽  
Social Inclusion ◽  
Theoretical Models ◽  
Research Area ◽  
Sub Saharan Africa ◽  
Language Diversity ◽  
Common Framework ◽  
Sub Saharan ◽  
The Individual ◽  
The Impact

In an era of globalization, issues of language diversity have economic and political implications. Transnational labor mobility, trade, social inclusion of migrants, democracy in multilingual countries, and companies’ international competitiveness all have a linguistic dimension; yet economists in general do not include language as a variable in their research. This volume demonstrates that the application of rigorous economic theories and research methods to issues of language policy yields valuable insights. The contributors offer both theoretical and empirical analyses of such topics as the impact of language diversity on economic outcomes, the distributive effects of policy regarding official languages, the individual welfare consequences of bilingualism, and the link between language and national identity. Their research is based on data from countries including Canada, India, Kazakhstan, and Indonesia and from the regions of Central America, Europe, and Sub-Saharan Africa. Theoretical models are explained intuitively for the nonspecialist. The relationships among linguistic variables, inequality, and the economy are approached from different perspectives, including economics, sociolinguistics, and political science. For this reason, the book offers a substantive contribution to interdisciplinary work on languages in society and language policy, proposing a common framework for a shared research area Contributors: Alisher Aldashev, Katalin Buzási, Ramon Caminal, Alexander M. Danzer, Maxime Leblanc Desgagné, Peter H. Egger, Ainhoa Aparicio Fenoll, Michele Gazzola, Victor Ginsburgh, Gilles Grenier, François Grin, Zoe Kuehn, Andrea Lassmann, Stephen May, Serge Nadeau, Suzanne Romaine, Selma K. Sonntag, Stefan Sperlich, José-Ramón Uriarte, François Vaillancourt, Shlomo Weber, Bengt-Arne Wickström, Lauren Zentz

scholarly journals PRINCIPLES OF FORMING INTERCULTURAL EDUCATION IN THE EUROPEAN REGULATIONS AND AGREEMENTS

2019 ◽  
pp. 54-58
Author(s):  
Pryshlyak Oksana
Keyword(s):  
Strategic Planning ◽  
International Organizations ◽  
Intercultural Education ◽  
European Countries ◽  
Intercultural Dialogue ◽  
Basic Principles ◽  
Leading Role ◽  
The World ◽  
European Regulations ◽  
Internal Policy

In response to the challenges facing the world today the European countries, international organizations, associations, unions, numerous consultations are being held and numerous documents and recommendations are being adopted to seek and implement new approaches to foster intercultural dialogue. The author analyzed the basic principles of forming intercultural education in European regulations and agreements on understanding intercultural diversity and establishing intercultural dialogue. These documents play a leading role in the strategic planning of internal policy of the country to facilitate the formation of Ukraine as a multicultural country and to identify strategic aspects of shaping the intercultural education of specialists.

scholarly journals Relaciones Públicas y asociacionismo académico en España: AIRP, la Asociación de Investigadores en Relaciones Públicas

2020 ◽  
Vol 10 (20) ◽  
pp. 27-46
Author(s):  
Ivan Puentes-Rivera ◽  
Salvador Hernandez-Martinez ◽  
Joan Cuenca-Fontbona
Keyword(s):  
Public Relations ◽  
Structured Interview ◽  
White Paper ◽  
Full Professor ◽  
Academic Field ◽  
Research And Teaching ◽  
Professional Field ◽  
The Subject ◽  
High Level ◽  
Correct Translation

Associationism, a habitual professional and academic practice in all fields, present in Spain various peculiarities in the case of Public Relations, suffering from a lack of recognition and identification as an independent discipline since its inception. In the professional field, this leads to the appearance of multiple associations that, with different names and many times obviating the words Public Relations, bring together professionals in the sector, but in the field of university research and teaching there is no such associative tradition. In order to fill this gap, AIRP, the Association of Researchers in Public Relations of Spain, was founded in 2004. 16 years after its creation, this article analyzes the meaning and usefulness of said association, both at the beginning and at present, and takes stock of the evolution of Public Relations in Spain throughout this decade and a half, in the professional field and, above all, the academic one. A methodology based on a semi-structured interview with three of the four AIRP founding professors and a content analysis of various documents, such as the census and the entity's web portal, is proposed for this. Among the results obtained, the academic impulse that the networking and associative work of the majority of Spanish researchers in the field has entailed for Public Relations, who before the existence of AIRP worked independently; a boost that translates into greater scientific recognition of the profession and a notable improvement in the indicators of scientific production associated with it, with the consequent greater presence of the discipline in the study plans and the promotion of specialized teachers. Therefore, the importance of associationism is also corroborated in the academic, non-professional sphere, especially in the case of disciplines, such as Public Relations in Spain, which needed an important work of dignity. A process to which the high level of Spanish PR researchers undoubtedly contributes, which has allowed many of them access to full professor and even professorial positions, something unthinkable a few years ago. In relation to the eternal debate on the correct translation into Spanish of the term Public Relations, the researchers are committed to maintaining the name Relaciones Públicas which, although in the professional field is elusive, in the academic field it remains, even in the name of the Degree study. Finally, in relation to the history and evolution of AIRP, the entity has notably increased the number of partners since its foundation, counting on a presence in the majority of universities that offer Advertising and Public Relations studies. This expansion, which will continue to be promoted, must be compatible, however, with its vocation as a specialized entity, absolutely focused on the study of Public Relations. The entity's most immediate challenge is the preparation of the White Paper on the Scope of Public Relations, a guide for the preparation of study plans on the subject.

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