communication. Yarmouth: Intercultural Press Bennett, M. J. (2009). Defining, measuring, and facilitating intercultural learning: A conceptual introduction to the InterculturalEducation. InterculturalEducation, Supplement 1, 20, 1–13. Berry, J.W. 1992. La reserche interculturelle, Paris: L’Harmattan, vol. 1, p. 18 Bhawuk, D. P. S. (1998). The role of culture theory in cross-cultural training: A multi method study of culture-specific, culture-general, and culture theory based assimilators. Journal of Cross-Cultural Psychology, 29(5), 630–655. Clanet, C. 1993. L
Practice and Theory in Systems of Education, Volume 10 Number 1 2015
DOI 10.1515/ptse-2015-0006 PTSE 10 (1): 68-73
InterculturalEducation as an Imperative
of Social Development
(University of Tirana, Tirana, Albania)
Received: 30.11.2014; Accepted: 01.31.2015
Abstract: The imperative need of a social coexistence among different
groups of people is the implementation of the interculturaleducation. In
these circumstances, school is the most important place and factor for
pupils and students as
: Routledge. Cowen, E., Hightower, A. D., Johnson D., & Sarno, M. (1989). State level dissemination of a program for early detection and prevention of school maladjustment. Professional Psychology Research and Practice , 20(5), 309–314. Dimakos, I. C. & Tasiopoulou, K. (2003). Attitudes Towards Migrants: what do Greek students think about their immigrant classmates? InterculturalEducation , 14(3), 307–316. Dimitrakopoulos, I. (2004). Analytical Report on Education. National Focal Point for GREECE . Athens: ANTIGONE – Information and Documentation Centre. Georgogiannis
, B., & Sauer, B. (2019). Citizenship, media literacy and interculturaleducation. Reflections and recommendations for policy transformation. In M. Ranieri (ed.), Media education for equity and tolerance. Theory, policy and practices . Roma: Aracne. Parola, A., & Ranieri, M. (2010). Media education in action. A research study from six European countries . Firenze: FUP. Perry, L. B., & Southwell, S. (2011). Developing intercultural understanding and skills: models and approaches. InterculturalEducation , 22 (6), 453-466. Ranieri, M., & Bruni, I. (2018). Digital
The aim of this article was to address the subject of intercultural education understood as a problem, which, in the process of educating students who will become teachers, should be taken into consideration in such a scope to make sure that the future teachers can support their pupils in the formation of desired attitudes and behaviours in their relations with individuals of different cultural, national and ethnic backgrounds. The first section deals with the importance of intercultural education in the context of the meaning of the following terms: multiculturalism, culture and education. It refers to selected scopes and interpretation of interculturalism and intercultural education. Within such a framework, the problem of the importance of and the need for intercultural education is discussed based on the opinions of pedagogy students and according to the results of the author’s own surveys conducted at the University of Opole (UO) and the Slovakia-based University of Žilina (UŽ) during the academic year of 2016-2017.
References Bortun, D. (2013). Interculturaleducation and transcultural education. Euromentor Journal, 4(2), 15-22. Byram, M. (2015). Researching Intercultural Learning: Investigations in Language and Education. Elt Journal, 69(3), 331-334. Cristea, N. (2012). The operationalisation of interculturaleducation contents in initialand and continuous teacher education programmes in Romania. The Journal of Linguistic and InterculturalEducation, 5, 59-66. Ferrari, G. (2015). Steps towards interculturaleducation and the role of language learning. The Journal of
References Ashikaga, T., Fukita, R., & Ikuta, Y. (2001). A study of cultural aspects in Japanese EFL communication. JACET Bulletin 33, 1-10. Chujou, K., Yoshimori, T., Hasegawa, S., Nishigaki, C., & Yamazaki, A. (2007). Koutougattkou eigo kyoukasho no goi (Words in High school English Textbooks) Nihondaigakuseisankougakukennkyuhoukoku B, 40, 71-92. Ikegami, M. (2002). One Approach to the Teaching Culture in English Education. ARELE 13, 181-190. Ikeno, O. (2000) Eigokakyouiku niokeru ibunnkarikai: kanousei to gennkai [InterculturalEducation in the subject of
This article is an attempt to present the good practices of intercultural education. By the introducing into the main problems, the author presents the education rules of foreigners in the Polish education system, indicating the most important aspects of Polish law regulations. Then defines the one of the most important concepts of intercultural education and multicultural education, discussing its main goals and tasks. The crucial question raised in the text is the role of the school in the intercultural education and shaping of intercultural competence in education among pupils by the teacher. At this point, the author attempts to answer the question whether and how Polish schools and teachers are prepared to accept foreign children? And what is the role of the teacher in intercultural education? In the second part of the text, they presented good practices of intercultural education as an example the Social Secondary School No. 20 “Raszyńska” in Warsaw.
References Anis, M 2008, Sosiaalityö ja maahanmuuttajat. Lastensuojelun ammattilaisten ja asiakkaiden vuorovaikutus ja tulkinnat, Väestöntutkimuslaitoksen julkaisusarja D 47/2008, Väestöliitto, Helsinki. Baraldi, C 2012, ‘InterculturalEducation and Communication in Second Language interactions’, InterculturalEducation, vol. 23, no.4, 2012, pp. 297-311, DOI:10.1080/14675986.2012.727601 . Bartolomé, L 1994, ‘Beyond the methods fetish: Toward a humanizing pedagogy’, Harvard Educational Review, vol. 64, no. 2, pp. 173-195. Carlson, M 2006, ‘Immigrant women within
The article deals with the analysis of professional training of choreography students in European universities. It is indicated that choreography education is a certain system of dancing training, which cultivates students’ artistic, physical and technical skills necessary for the dancing profession, as well as develops their special knowledge. It is found that an indispensable component of learning is character and national dance. It is specified that the prospects of using foreign experience to modernize choreography education include different levels, namely the European level (an intensification of cooperation with international educational organizations, promotion of intercultural education and international relations through participation in cultural exchange programmes and international dance competitions and festivals), the national level (elaboration of appropriate legal and regulatory acts, design of national cultural and educational programmes for developing choreographic culture, introduction of new models of choreography training (theater dance, choreotherapy, modern dance), formulation of modern requirements for future specialists, allocation of budget on choreography development), the institutional level (administrative support of international scientific projects, introduction of appropriate strategies for developing choreographic industry, introduction of new courses, modernization of existing training programmes, introduction of innovative choreographic training programmes, creation of special programmes for students with special educational needs, Europeasation of lecture content, introduction of innovative elective modules at departments of choreography, organization of international workshops).