Goal of Education: Cultural Maturity: Twenty Ideas for Intercultural Education

2001 ◽  
Vol 33 (3) ◽  
pp. 85-94
Author(s):  
Jonas Lanik
Keyword(s):  
Intercultural Education ◽  
Cultural Maturity

Rеflection Technology for Developing Pedagogical Competences in Intercultural Education Environments

2018 ◽  
Vol 6 (4) ◽  
Author(s):  
Rumyana Neminska
Keyword(s):  
Learning Environment ◽  
Ethnic Groups ◽  
Moral Dilemmas ◽  
Intercultural Education ◽  
Traditional Values ◽  
Intercultural Learning ◽  
Common Values ◽  
Exchange Program ◽  
Pedagogical Skills ◽  
Pedagogical Environment

The Faculty of Pedagogy at Trakia University prepares students from different ethnic groups and students who are a part of the Erasmus+ exchange program. This intercultural environment reveals the opportunities for establishing common values ​​in an intercultural learning environment through a broad intercommunication symbiosis. In an intercultural pedagogical interaction, students are given the opportunity to express their identity through the visualization of ideas, attitudes and thoughts. Art texts are used to introduce students to the traditional values ​​of the unknown ethnicity and nationality as well as solving moral dilemmas, breaking stereotypes about behavior and overcoming prejudices. By using a five-module multimedia construct, the pedagogical environment allows students, in addition to personally reflecting on a particular problem, to develop pedagogical skills to guide the process.

The transfer of European intercultural discourse towards Latin American educational actors: a Mexican case study

2011 ◽  
Vol 13 (1) ◽  
Author(s):  
Laura Mateos
Keyword(s):  
Latin American ◽  
Indigenous Education ◽  
The State ◽  
Intercultural Education ◽  
Bilingual Teachers ◽  
Ethnographic Data ◽  
Intellectual Networks ◽  
State Educational ◽  
Intercultural Discourse

This paper analyses the ways transfer of the discourse on interculturality and intercultural education, as it has been coined and shaped by European anthropologists and pedagogues, towards educational actors and institutions in Latin America. My ethnographic data illustrate how this intercultural discourse is currently transferred through intellectual networks to different kinds of Mexican actors who are actively “translating” this discourse into the post-indigenismo situation of “indigenous education” and ethnic claims making in Mexico. On the basis of fieldwork conducted in two different institutions in the state of Veracruz, the appropriation and re-interpretation of, as well as the resistance against, the European discourse of interculturality are studied by comparing the training of “intercultural and bilingual” teachers through the state educational authorities and the notion of intercultural education, as applied within the so-called “Intercultural University of Veracruz”.

scholarly journals Mediating Factor of Emotional Intelligence in Intercultural Competence and Work Productivity of Volunteers

2019 ◽  
Vol 11 (9) ◽  
pp. 2625 ◽  
Author(s):  
Jolita Vveinhardt ◽  
Rita Bendaraviciene ◽  
Ingrida Vinickyte
Keyword(s):  
Emotional Intelligence ◽  
Empirical Research ◽  
Research Methodology ◽  
Intercultural Competence ◽  
Work Productivity ◽  
Intercultural Education ◽  
Structured Interviews ◽  
Mediating Factor ◽  
The Impact

Volunteering, the volunteer’s intercultural competence and emotional intelligence contribute to intercultural education and sustainability in various societies of today. The aim of this study was to analyse the impact of emotional intelligence and intercultural competence on work productivity of volunteers. The first part of the article substantiates theoretical associations between emotional intelligence, intercultural competence and work productivity. Based on theoretical insights, empirical research methodology was prepared, which consisted of four categories divided into sub-categories that provided the structure of the question groups. The empirical research involved seven informants working in Lithuania, who welcomed volunteers from abroad. The research was conducted using the method of semi-structured interviews. The conclusions present a systematic perspective towards the role of emotional intelligence in the intercultural competence and work productivity of volunteers. In this context, emotional intelligence works as a mediating factor. The contributing role of volunteer-receiving organisations in the development of the volunteers’ emotional intelligence is also highlighted.

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