Suchergebnisse

That the future has come there is no doubt. But there are some countries which have embraced the digital era more than others. South Korea has been well on the vanguard of technology for the last fifteen years. From the latest cell-phone technology to megalomaniac futuristic "U-cities", South Korea is looking to establish itself as the world leader in technology and science. Being a "new" country, still in search for its place in the world, Korea has come a long way since World War II and the Korean War. Overcoming war, anarchy, dictatorship and deep economic crisis, Korea has been slowly crawling into the international spotlight. But not only technology and science make the core of Korea's success. The strong will of its people and the visionary political and social stances adopted by the governments of the Sixth Republic1 also helped to shape Korean society into a role-model for the modern Western world. With well-defined goals for the future, Korea should be looked at as an example of the integration of the latest technologies into day-to-day life. This short reflection aims to unveil the secrets of the success of the Asian advent of technologyand its long-lasting relationship with videogames, and to give a glimpse into the future of Western societies. ; Não há dúvida de que o futuro chegou. Mas certos países acolheram a era digital melhor do que outros. A Coreia do Sul está na vanguarda da tecnologia há quinze anos e, com um portefólio que abrange desde o último grito dos telemóveis às futuristas e megalomaníacas "U-cities", está no bom caminho para se afirmar como o líder mundial em tecnologia e ciência. Sendo um país "novo", ainda sem lugar definido no mundo, a Coreia evoluiu muito desde a Segunda Guerra Mundial e a Guerra da Coreia. Após ultrapassar a guerra, a anarquia, a ditadura e uma dura crise económica, a Coreia vem caminhando lentamente em direcção à ribalta. Mas não só de tecnologia e ciência se faz o sucesso da Coreia. Também a vontade do seu povo e as medidas políticas e sociais visionárias adoptadas pelos governos da Sexta República ajudaram a Coreia a tornar-se um exemplo para o mundo Ocidental moderno. Com objectivos traçados para o futuro, a Coreia deve ser vista como um exemplo de integração das últimas tecnologias no dia-a-dia. Esta curta reflexão almeja revelar alguns dos segredos do sucesso da revolução tecnológica asiática e da sua duradoura relação com os videojogos, e propor um vislumbre do futuro das sociedades Ocidentais. ; info:eu-repo/semantics/publishedVersion

Intercultural education is an educational movement that aims to ensure all students have equal learning opportunities at school and in society. Intercultural education seeks to achieve a harmonious co-existence of all these different cultural groups. In intercultural education, diversity is deconstructed, and the boundaries of power between dominant and non-dominant groups are not fixed. The research aimed to study the views of primary and secondary school teachers on implementing interculturalism of immigrant/refugee students in Greek educational policy. Qualitative research through the semi-structured interview method was chosen for the data collection. The constructed interview guide was based on the literature on migration and its theoretical framework. The participants in the research were twenty-two primary and secondary school teachers. Eight of them were males, and fourteen were females. The results showed that most primary and secondary education teachers positively approached immigrant/refugee students in Greek education. Furthermore, teachers mentioned that the Greek language is essential in the educational inclusion of students from migrant and refugee backgrounds. However, at the same time, some teachers had negative attitudes based on ethnocentric elements. The inadequately organized educational policy mediated their mentioned views. Therefore, it is more than a necessity to establish learning strategies and educational practices based on an educational approach that transcends the mainstream cultural elements, enhances multilingualism and diversity of social identities, and yet seeks to provide equal opportunities and eliminate educational exclusions from groups of the student population experiencing school failure or school marginalization.

Introduction -- The idea of culture is worn out -- Language is not what we might think it is -- Facilitating interculturality by unthinking and rethinking our relation to language -- Translating is not treason -- Talking to each other about interculturality -- First steps towards interculturality -- Rethinking identity -- Listening to those who experience interculturality to learn about what it is and how to 'do' it -- Examining other ways of engaging with interculturality -- Silent transformations with China -- Debunking intercultural competence. .

This exploratory article represents an attempt to examine and problematize the links between the COVID-19 crisis and interculturality for education. Aiming at teacher educators, we review problems with the notion of interculturality in light of the crisis. We argue that these problems
were not created by the crisis, but that the crisis unveiled them. In the first part of the article we suggest that these issues should be approached by looking into interculturality (and companion terms such as "democracy" and "equality") as an ideology that deserves
deconstructing, unthinking, reconstructing and rethinking. We also describe the problems triggered by this ideology: the need to shift from "dead imagination" (culture, difference, etc.) to unearthing the "groundwater" of the economy and globalization in the way interculturality
functions. We then propose a set of three principles that could be used by teacher educators to train future teachers to deal with interculturality afresh: "Beyond comparison", "The mirror: turning inward", and "Questioning the unquestionables".

Seit der Verfassung von 2008 ist Ecuador ein "interkultureller" (Art. 1) Staat. Damit hat die Verfassungsgebende Versammlung langjährigen Forderungen der Indigenenbewegung im Land nachgegeben und den ersten Schritt zu einer Umgestaltung von Staat und Gesellschaft gemacht. Auch wenn alle Beteiligten einräumen, dass noch ein langer Weg zu gehen ist, hat es die Interkulturalität ins Herz des staatlichen Diskurses geschafft. Bei jeder Gelegenheit wird darauf verwiesen, dass eine bestimmte Institution, ein Programm oder ein Fest interkulturell ist – in aller Regel ohne nähere Definitionen.Hier soll der Begriff der Interkulturalität und seine Geschichte und Entwicklung in Ecuador näher untersucht werden. Damit soll ein besseres Verständnis der Forderungen der Indigenenbewegung und der Position dieses Begriffes in ihrem Diskurs möglich gemacht werden. Insbesondere soll herausgearbeitet werden, was genau unter Interkulturalität verstanden wird, wovon dieser Begriff sich abgrenzt und wie sich die verschiedenen Organisationen einen interkulturellen Staat bzw. eine interkulturelle Gesellschaft vorstellen. ; Since the Constitution of 2008, Ecuador is an "intercultural" (Art. 1) State. With this, the Constituent Assembly gave in to the long-standing demands of the national indigenous movement and made the first step to a reconfiguration of State and society. Even if all parties admit that there is still a long way to go, the interculturality did make it into the heart of the state discourse. At every opportunity, the intercultural character of a certain institution, a program or a festivity is being pointed out – generally without a closer definition.Here, the concept of Interculturality and its history and development in Ecuador will be investigated more closely. With this, a better understanding of the demands of the indigenous movement and the position of this concept within their discourse will be made possible. Especially, it will be pointed out, what exactly is understood as Interculturality, from what this concept differs and how the different organizations imagine an intercultural State or an intercultural society.

Political, economic, social and cultural changes of the country influence the change of the educational content. Striving to develop dynamic modern Lithuanian's and person's modern nationality, the educational content should relate to "pupils' experiences and sociocultural needs. The article presents that the development of interculturality of pupils is one of the approaches when striving to understand cultural diversity of the present-day world. The results of previous research(Bilbokaitė, 2017,2016)have revealed the lack of programmes, clear guidelines for intercultural education in the context of the different learning environments. The article describes the importance of informal education, that arises from the learner's involvement in activities that are not undertaken with a learning purpose in mind. The research aim is to reveal pupil's (of the 10th-12th Forms) opinion about the (self-)development of interculturality in informal learning environments. Quantitative research was used(sample of 727 Lithuanian comprehensive school pupils)to investigate the practical application of development of interculturality in educational environment from pupil's perspective. The research results analysed employing content analysis reveal the importance of learning from the experience as a fundamental and natural means in different environments -home, social networks, school, city, streets. A safe personal environment creates the opportunity to be self, to learn about values, variety of cultures, tolerance, acceptance of others. Pupils' opinions concerning the lack of possibilities for development of interculturality in school(during formal education)are presented.

Political, economic, social and cultural changes of the country influence the change of the educational content. Striving to develop dynamic modern Lithuanian's and person's modern nationality, the educational content should relate to "pupils' experiences and sociocultural needs. The article presents that the development of interculturality of pupils is one of the approaches when striving to understand cultural diversity of the present-day world. The results of previous research(Bilbokaitė, 2017,2016)have revealed the lack of programmes, clear guidelines for intercultural education in the context of the different learning environments. The article describes the importance of informal education, that arises from the learner's involvement in activities that are not undertaken with a learning purpose in mind. The research aim is to reveal pupil's (of the 10th-12th Forms) opinion about the (self-)development of interculturality in informal learning environments. Quantitative research was used(sample of 727 Lithuanian comprehensive school pupils)to investigate the practical application of development of interculturality in educational environment from pupil's perspective. The research results analysed employing content analysis reveal the importance of learning from the experience as a fundamental and natural means in different environments -home, social networks, school, city, streets. A safe personal environment creates the opportunity to be self, to learn about values, variety of cultures, tolerance, acceptance of others. Pupils' opinions concerning the lack of possibilities for development of interculturality in school(during formal education)are presented.

Political, economic, social and cultural changes of the country influence the change of the educational content. Striving to develop dynamic modern Lithuanian's and person's modern nationality, the educational content should relate to "pupils' experiences and sociocultural needs. The article presents that the development of interculturality of pupils is one of the approaches when striving to understand cultural diversity of the present-day world. The results of previous research(Bilbokaitė, 2017,2016)have revealed the lack of programmes, clear guidelines for intercultural education in the context of the different learning environments. The article describes the importance of informal education, that arises from the learner's involvement in activities that are not undertaken with a learning purpose in mind. The research aim is to reveal pupil's (of the 10th-12th Forms) opinion about the (self-)development of interculturality in informal learning environments. Quantitative research was used(sample of 727 Lithuanian comprehensive school pupils)to investigate the practical application of development of interculturality in educational environment from pupil's perspective. The research results analysed employing content analysis reveal the importance of learning from the experience as a fundamental and natural means in different environments -home, social networks, school, city, streets. A safe personal environment creates the opportunity to be self, to learn about values, variety of cultures, tolerance, acceptance of others. Pupils' opinions concerning the lack of possibilities for development of interculturality in school(during formal education)are presented.