Suchergebnisse

<p>The paper reports about the initial results exploratory studies focusing on cultural diversity in secondary schools as experienced by those students who are perceived by fellow classmates as "migrant" students and by society as "second generation" immigrants. The research is based upon data gathered in the Veneto and Emilia Romagna (Italy) regions through focus groups and in-depth interviews with "migrant" secondary school students (representing 4% of the total secondary students population) and their families highlighting what type of transition across cultural contexts is being performed by "migrant" students, who are the key institutions and educational roles that have an influence on such transition and what are they issues at stake in adapting to the demands of the various cultural contexts. The qualitative data are related to the potential contribution of the educational curriculum in terms of the development of young people relevant intercultural competences and by analyzing the specific policies in this field promoted by the various youth and educational agencies and institutions and the specific demands of organisations involving "migrant" students. Focus group and in-depth interviews indicate that "migrant" students are facing serious "integration" difficulties and that in the short run it is unlikely that secondary schools will provide adequate opportunities for voicing their transition strategies leaving a key role to youth groups and associations in elaborating transition strategies and in shaping and voicing young people needs and abilities for participation in social life.</p><p><strong>Published online</strong>: 11 December 2017</p>

The 2013 edition of the World Social Forum took place in Tunis, March 26th-30th. While Mediterranean Education actors rarely refer to Frantz Fanon when challenging the neo-liberal educational agenda, among the Latin American, Asia and African popular education actors there is a noticeable trend to "read" local practice in relation to regional specificities and to endorse the epistemic de-linking and disobedience from the linkages between rationality/modernity and coloniality as advocated by transmodern scholars Quijano and Mignolo. ; peer-reviewed

El concepto de competencia intercultural es asociado en la literatura tanto a listas de habilidades que permiten tener "éxito" como individuo y como organización en las relaciones transculturales, como visiones más criticas e interesadas a los diferentes contextos y papeles sociales que juegan un rol en la definición y percepción de estas relaciones. Al concepto de competencia intercultural autores como Earley y Ang (2003, p. 59) prefieren el concepto de inteligencia cultural, en relación a como las personas saben adaptarse a nuevos contextos culturales, y en continuidad con el trabajo sobre inteligencias de psicólogos de la educación (H. Gardner, R.J. Sternberg), y en relación a la interacción entre estilos cognitivos y gestión de las actividades cotidianas (Zhang, Sternberg, 2001, pp. 198-200). A partir de enfoques diferentes, se ha producido en los últimos años un numero significativo de herramientas de evaluación de las competencias interculturales (Earley y Ang 2003, pp. 193-199; Fowler y Blohm 2004, pp. 37-84; Paige 2004, pp. 85-128). En esta contribución se investigan los aspectos relevantes y las implicaciones de los discursos sobre competencias interculturales para los procesos de aprendizaje y para las políticas de educación que integran un enfoque intercultural.

This paper reviews some of the present challenges facing learning in the 21. century and the concern for "glocal" issues in the Mediterranean region. It stresses that global education can be translated into various focal themes such as development, environment, human rights, intercultural relations, peace. However, such a translation should retain a common "broad" methodological approach centred on conflict transformation. A sociology of "translation" is needed for enhanced co-operation among practitioners in the region. (DIPF/Orig.) ; Der Autor betrachtet einige der Herausforderungen an das Lernen im 21. Jahrhundert und das Bemühen um "globale Themen" im Mittelmeerraum. Er postuliert, dass Globales Lernen sich in verschiedene Schwerpunkte übersetzen lässt (Umwelt, Menschenrechte, Frieden, interkulturelle Beziehungen). Eine solche Themenumsetzung bedarf aber eines größeren methodologischen Rahmens, der sich auf die Transformation von Konflikten fokussiert. Eine solche "Soziologie der Übersetzung" ist in der Region für die praktische Umsetzung von Bildungszielen erforderlich. (DIPF/GS.)