scholarly journals The Attitude of Teachers Towards Intercultural Education in Schools

Educatia 21 ◽  
2021 ◽  
pp. 219-225
Author(s):  
Domnița Florina Fetti (Mora) ◽  

Promoting an intercultural perspective in education must rely on a certain vision upon society. Given the special significance in educational approaches, the intercultural approach is a new way of designing and implementing the school curriculum and a new relational attitude among teachers, students and parents. The intercultural perspective opens new avenues for the manifestation of diversity and differences. Intercultural positioning is not reduced to a cumulative presentation of knowledge about the values of others, but it means cultivating attitudes of respect and openness to diversity. This attitude is born through a permanent communication with others and through a careful and optimal decentralization towards one’s own cultural norms. Therefore, the management of the intercultural conflicts made in the context of school learning experiences must be related to the dynamic perspective on the changes that characterize the educational reality in terms of educational innovation. As a consequence, a pertinent analysis of this phenomenon is required, in order to bring the necessary restructuring in order to optimize school activity and prevent conflict management between students belonging to different cultures, being known the fact that the more elaborate the interaction, the more effective and productive it becomes.

2013 ◽  
Vol 9 (1-2 (11)) ◽  
pp. 140-150
Author(s):  
Gohar Harutyunyan ◽  
Susanna Baldryan

The article examines differences in the expression of interpersonal conflicts and management tactics in such different cultures as American and Armenian. Through a survey, an attempt is also made to consider the role and significance of this phenomenon in the Armenian culture.


Author(s):  
Emma Rodero ◽  
Isabel Rodríguez-de-Dios

Writing and reading have long been considered to be the two most important skills that pupils must master perfectly. For this reason, written competence has been the protagonist in education, while oral communication via listening and speaking has traditionally remained in the background. However, most criticisms of this prevalence have not been based on empirical studies but on simple verifications that are old and have not been applied to Spain. Given the lack of data and the importance of oral communication nowadays, the aim of this study is to determine the current weight of oral skills in primary education. For this purpose, 433 teachers answered an online questionnaire to determine the importance of each skill, the work dedicated to each, the activities to develop them, and the students’ perceptions. The results indicated that, although most teachers believe that the way in which oral competencies are taught has changed, these skills should have still greater importance. In fact, they consider that the content included in the school curriculum is insufficient. Teachers claim to devote similar percentages of time to writing and speaking, but not so much to listening. In addition, they consider that students experience greater satisfaction when carrying out activities related to oral skills. In conclusion, although the results are positive and some progress is being made in developing oral communication, there is still room for improvement to achieve full equivalence with the written word. Resumen La escritura y la lectura se han concebido durante muchos años como los dos canales superiores de conocimiento que los alumnos deben dominar a la perfección. Por esta razón, la competencia escrita ha sido la protagonista en la educación, mientras la oralidad, la escucha y el habla, han quedado tradicionalmente en un segundo plano. Sin embargo, la mayoría de los autores que denuncian esta prevalencia de lo escrito no se han basado en estudios sino en simples constataciones, ya antiguas, que no se han aplicado a España. Ante la falta de datos y el reconocimiento de la importancia en nuestros días de la comunicación oral, esta investigación surge con el objetivo de determinar el actual peso que tienen las competencias orales en la educación primaria. Para ello, se realizó un cuestionario online a 433 docentes destinado a conocer la importancia de cada competencia, la frecuencia de trabajo de cada una, las actividades para desarrollarlas y la percepción de los alumnos. Los resultados indicaron que, aunque la mayoría del profesorado cree que la forma de enseñar competencias orales ha cambiado, deberían tener una mayor importancia. De hecho, consideran que los contenidos propuestos en el currículo escolar no son suficientes para trabajarlas. Los docentes afirman destinar un porcentaje similar a la escritura y al habla, pero no tanto a la escucha. Además, creen que los estudiantes experimentan una mayor satisfacción cuando realizan actividades relacionadas con la competencia oral. En conclusión, aunque los resultados son positivos y se está avanzando en el desarrollo del código oral, aún queda margen de mejora para lograr la plena equiparación con el escrito.


Vessels ◽  
2019 ◽  
Author(s):  
Jaś Elsner

In 1793, laborers digging a well at the foot of the Esquiline hill in Rome came upon the ruins of an ancient house and buried therein what proved to be the largest and most spectacular silver treasure from antiquity discovered up to that time. The known surviving items of the so-called Esquiline Treasure—probably made in the second half of the fourth century CE and concealed by its last owners sometime in late antiquity to protect it from marauders or invading barbarians, but surely intended to have been recovered and reused by them—include some very famous pieces: the Projecta Casket, the Tyche statuettes of Rome, Constantinople, Antioch, and Alexandria, a number of dishes, spoons, and ewers (Figure 2.1). Among these is the Muse Casket, a circular vessel, just under 33 cm in diameter and a little less than 27 cm high when covered with its lid. It is made of sheet silver, shaped and decorated with repoussé and engraving. Its lid is a silver dome recessed from the edge of a flat rim and attached to the base by a soldered hinge, with a narrow tab opposite the hinge for raising and lowering the cover (Figure 2.2). Inside it has five smaller vessels for toiletries and cosmetics, so that the casket as a whole was made to be used as a container for unguents. The art of the toiletry box—as a vessel that contains other vessels—casts light onto a problem that is faced across cultures, namely, improving or elevating a person’s physical or spiritual state by operating a complex device—a container of containers—and using the contents stored therein. Different cultures may seek different symbolisms to structure the generation of meaning, based on their own specific traditions and ideologies. In the case of the Muse Casket, the artifactual logic—structured through the material invitation to open, close, and use a box, and to open, close, and use the containers within it—operates alongside an iconographic rhetoric of surface decoration that alludes to the divine, that is in this case, to the Muses and the Dionysiac sphere.


Author(s):  
Christina Riggs

‘Four little words’ analyses the meanings of ‘Ancient’, ‘Egyptian’, ‘art’, and ‘architecture’ in order to understand how Egyptian art and architecture are studied and discussed, why and how they have influenced the modern world, and whether iconic examples of Egyptian artworks and buildings are in any way representative of cultural norms and lived experience in the ancient past. When is ‘ancient’ Egypt? Where and what was ‘Egypt’ in antiquity and how did its people describe themselves and their land? Art and architecture are considered to comprise those objects made in such a way that their form and materials contribute to their representational power, social or symbolic significance, and aesthetic qualities.


2011 ◽  
Vol 4 (2) ◽  
pp. 31
Author(s):  
Josef Schmied

This contribution tries to unify two recent research strands in English linguistics: studies in academic writing and in New Englishes. This is useful because, in line with the prominent theory of social constructionism, discourses in both strands can be seen as practices of communities that negotiate their cultural norms. The relationship between language, cognition, and (national) culture is illustrated on the basis of several models, research and its application in teaching is discussed. A proposed socio-cognitive model offers new insights into old concepts and stimulates exchange in academic discourses between researchers from different cultures.


2020 ◽  
Vol 5 (2) ◽  
pp. 109-119
Author(s):  
Aan Anisah Agustini Safari

Background: Different countries may have different cultures that are influenced by their religion, traditions, or norms. These differences affect the way they speak, such as when they are commenting or giving opinions. Due to the way people express speech acts can be varied and lead to misinterpretation because of their differences, the researcher was intrigued to conduct this study. Methodology: This cross-cultural study was carried out to observe and compare the speech act of criticism between Korean and American YouTubers and to investigate the role of their cultural background in influencing the directness level they conveyed. First, the researcher selected three Korean Youtubers and Americans as well with food review content. Second, the researcher watched one video from each channel and took notes on every expression of criticism they used. Findings: The result of this study demonstrates that in American YouTubers speech, direct strategy emerges more frequently than the indirect one. Conversely, Korean YouTubers tend to use the indirect one. The finding also indicates that their speech behavior is related to their cultural norms, in which American culture encourages clear personal opinions, while Korean culture is a restraint to express their opinion or feeling clearly. Conclusion: Due to the considerable difference between Korean and American YouTuber speech, it can be concluded that culture takes a significant part in shaping one’s speech behavior. That is why people with different cultural backgrounds may have different ways of speaking.  Keywords: Criticism; cross-culture pragmatic; directness-indirectness.


Author(s):  
Mary Wahome ◽  
Daniel Ng’ang’a

Colonialism impacted local cultures far beyond their infrastructure, government and geography. In addition to eroding indigenous power structures, the structural violence inflicted during colonialism left native populations with lasting self-doubt and rejection of traditional practices. Among these rejected traditions were informal processes and mechanisms of resolving conflicts. Conflict resolution methods in different cultures often vary greatly in underlying values and perceptions. Western judicial systems reflect individualistic, high uncertainty-avoidant, low-context tendencies, while indigenous conflict resolution methods reflect collectivistic, minimal uncertainty-avoidant and high-context tendencies. Research into the current state of formal courts and informal justice forums in Pokot and Turkana Counties provides case study-based evidence arguing that the transition from restorative justice (Lapai) ffered by indigenous justice mechanisms to retributive justice catalyzed by  colonialism has effectively weakened both the Turkana and Pokot systems of justice. Due to impacted value systems, neither the restorative, socialharmony focus of traditional processes, nor the retributive, compensatory justice focus of the formal judicial system make the available forums wholly appropriate or adequate resources. This has left the two communities torn between two distinct choices - the western and indigenous approaches to conflict management. The main objective of this research was to investigate the effects of colonialism on indigenous conflict management in Pokot and Turkana counties. These were both positive and negative effects. To achieve this objective the overarching question was;“how did colonialism affect the indigenous approaches to conflict management in Pokot and Turkana counties? The study was designed to apply qualitative research methods. Both structured and semi-structured interviews were conducted along the Turkana-Pokot borders. This paper proposes a hybrid model in conflict management, not only for the Pokot and Turkana pastoral communities, but also to other pastoral communities with similar set-ups.


Author(s):  
Liudmyla Volkova

The article deals with a coverage and analysis of experience of Britain school authorities in implementing the principle of multiculturalism in the curriculum of key 3 and 4 stage of studying. The author begins with an analysis of the term ‘multiculturalism’, stating that the term is now widely used in scientific works of European researchers, while the term policulturalism that is used in Ukrainian discourse, is only a translation of it. Further on, the article describes the views of European scientists on the notion of ‘culture’, which, according to them, is a changeable and flexible phenomenon, and can accumulate and absorb phenomena that belong to different cultures. The author’s aim in writing this article was to spread the knowledge about how school curricular in the UK and principles of teachers’ training have changed in order to disseminate and implement ideas of multiculturalism in school training. These changes include equal and honest representation of diverse scientific ideas and views highlighting the contribution of all nations in the global culture and science. The article also underlines that there are 2 sides in the process of implementing multiculturalism, and one should not exaggerate the idea of European values contrary to local ones. The arcticle emphasizes the necessity of adopting the results of the mentioned research, made in British schools, to the educational environment of Ukraine, including such steps as: implementing the notion of multiculturalism into all the documentation that concerns school education, providing teachers with a proper training and resources, and forming the image of an Ukrainian as a representative of a multi-cultured and multinational nation that is united by common national values.


Author(s):  
Arthur Cropley

Arts education occupies a fringe position in school curricula because the arts are widely regarded as accessible to only a chosen few and of little practical use, or as purely recreational. What is needed is understanding of the potential contribution of arts education to other areas of curriculum, including those often seen as the real core of school learning (“the three Rs”). The psychological processes and personal properties inherent to arts education correspond closely to those now regarded as vital right across the curriculum. In contrast, they are often neglected in conventional academic disciplines. Arts education is capable of promoting these processes and personal properties to transfer to other elements of the curriculum in the form of transferable creativity, but this will not occur without changes in mainline pedagogy, for example, in the assessment.


Author(s):  
Angela K.-Y. Leung ◽  
Brandon Koh

In this chapter, we propose the complementary model of culture and creativity (CMCC) to account for three pairs of contrasting forces that characterize the manners in which individuals manage their cultural experiences and that produce impacts on creative pursuits. We theorize three bidimensional psychological processes that explain the effects of culture on creativity: (a) stereotyping versus destabilizing cultural norms, (b) fixating on one cultural mindset versus alternating between cultural frames, and (c) distancing from versus integrating cultures. We contend that a broader and diversifying cultural experience offers an impetus to break down cultural confines, to oscillate between a variety of cultural perspectives, and to synthesize a multitude of ideas from different cultures, which can bring about discernible enduring benefits to creativity. We discuss the CMCC by putting it in the perspective of the state-of-the-art empirical findings on culture and creativity.


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