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Article
Publication date: 11 April 2016

Christina Hadjisoteriou and Panayiotis Angelides

The overarching purpose of this paper is to explore the transformation of intercultural education in Cyprus in the context of European integration. More specifically, it…

Abstract

Purpose

The overarching purpose of this paper is to explore the transformation of intercultural education in Cyprus in the context of European integration. More specifically, it indicates the ways in which intercultural policy has been formed by complex and often counteractive influences. The analysis draws upon policy documents collected from the Ministry of Education and Culture (MEC) and interviews carried out with Cypriot policy-makers. Europe has come to play an important role in the development of Cypriot intercultural policy by becoming a mechanism of pressure for educational change. Through monitoring processes, Europe has indicated problems deriving from the culturally pluralistic character of the Cypriot society that should be addressed by national policies. In this context, Cyprus has initiated an educational reform, including a reform of the national curriculum towards a more intercultural orientation. Nonetheless, the findings of this research assert that there is a gap between policy rhetoric and practice.

Design/methodology/approach

This study reports on an analysis of the policy dynamics influencing intercultural education in the Greek–Cypriot context. The authors aim to examine the context and content of educational policies and directives which have been initiated and/or developed at the Greek–Cypriot level. To this end, the authors drew upon policy documentary and data derived from interviews conducted with Greek–Cypriot policy-makers and education officers.

Findings

It appears that intercultural education became an important part of the state’s rhetoric. Cyprus has initiated an educational reform, including a reform of the national curriculum towards a more intercultural orientation. Therefore, since 2008, the state and particularly the MEC have replaced the previously used term of multicultural education with the rhetoric of intercultural education and inclusion as the preferable educational responses to immigration.

Research limitations/implications

The findings of this study suggest that the development of intercultural education requires the re-conceptualisation and re-structuring of the Cypriot educational system and schooling. The state should adopt a balanced governance model between school autonomy and centralised management.

Practical implications

This paper can help schools and teachers to improve their intercultural education approach.

Social implications

The findings could be helpful for improving the intercultural education policy in Cyprus.

Originality/value

These research finding are the first that deal with intercultural education policy in Cyprus.

Details

Journal for Multicultural Education, vol. 10 no. 1
Type: Research Article
ISSN: 2053-535X

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Article
Publication date: 6 July 2018

Susana Pinto

The purpose of this study is to diagnose and understand Portuguese academics’ perspectives on the components of intercultural competence and on the importance of its…

Abstract

Purpose

The purpose of this study is to diagnose and understand Portuguese academics’ perspectives on the components of intercultural competence and on the importance of its development by higher education students.

Design/methodology/approach

Academics’ perspectives were identified during two discussion and reflection sessions included in the overall training program Intercultural Competence in Higher Education: building proposals with academics that took place at a Portuguese public university. Data were collected through audio recordings of the two sessions and observation notes and were subject to content analysis, drawing on Deardorff’s process model of intercultural competence (2006).

Findings

Academics recognize the multidimensionality of intercultural competence, acknowledging that it comprises attitudes (acceptance and respect; curiosity and openness), knowledge (others’ cultural contexts; self-knowledge and cultural self-awareness) and skills (observation and listening) that altogether will lead to individuals’ desired internal and external outcomes. The development of intercultural competence by higher education students, regarded in close relation to higher education internationalization, is considered crucial for changing prejudiced attitudes, preparing students to live in a global world and empowering them professionally.

Originality/value

The study sheds light on an issue that has been insufficiently addressed by research: academics’ perspectives on intercultural competence development, namely, in the Portuguese higher education context.

Details

On the Horizon, vol. 26 no. 2
Type: Research Article
ISSN: 1074-8121

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Article
Publication date: 8 May 2017

Evanthia Tsaliki

The purpose of this paper is to explore teachers’ and head teachers’ perceptions of the implementation of intercultural education within the 13 intercultural primary…

Abstract

Purpose

The purpose of this paper is to explore teachers’ and head teachers’ perceptions of the implementation of intercultural education within the 13 intercultural primary schools (IPSs) in Greece.

Design/methodology/approach

The research methodology adopted is a mixed-method approach. It has been employed to add breadth and depth to the analysis and to achieve a better understanding of the issue examined. The research methods used include questionnaires administered and interviews conducted with teachers and head teachers.

Findings

The results indicate that great importance is attributed to the use of cooperative learning, group work and the interdisciplinary approach to implementing intercultural education. The findings provide suggestions for the creation of a school environment in which the intercultural dimension will be promoted, so as to meet the educational needs of native, foreign and, repatriate pupils attending both intercultural and mainstream primary schools.

Research limitations/implications

The research study focusses on primary education. Nonetheless, some of the findings may be applicable to secondary education.

Originality/value

The contribution of this study to the topic examined is significant since this is a country-scale research conducted among the 13 IPSs – and there has been no previous research conducted in all 13 IPSs in Greece – and different pupil populations. Therefore, teachers’ views and practices allow international readership to be informed of the Greek intercultural context as well as to reflect a variety of teaching approaches and methods that can be well adopted by intercultural practitioners and which in turn can contribute to the improvement of the entire spectrum of pedagogy and pursue further research.

Details

International Journal of Comparative Education and Development, vol. 19 no. 2/3
Type: Research Article
ISSN: 2396-7404

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Article
Publication date: 9 April 2018

Shalva Tabatadze and Natia Gorgadze

The purpose of this paper is to assess the intercultural sensitivity of students in teacher educational programs at higher education institutes (HEIs) in Georgia.

Abstract

Purpose

The purpose of this paper is to assess the intercultural sensitivity of students in teacher educational programs at higher education institutes (HEIs) in Georgia.

Design/methodology/approach

This research explored the intercultural sensitivity among 355 randomly selected students in teacher education programs at higher education institutions in Georgia. A questionnaire based on the Development Model of Intercultural Sensitivity (DMIS) and Cushner et al. (2006) model of sources of cultural identity was developed as a research instrument and adjusted to the Georgian context to measure the students’ intercultural sensitivity.

Findings

The results showed that a majority of the students were in the ethnocentric phase of intercultural sensitivity, as defined by Bennett (1993); students in teachers’ educational programs were selectively sensitive to different sources of cultural identity; students were selectively tolerant to different groups in the population with the same source of cultural identity and the level of educational attainment, as well as the location of the higher education institution affected students’ level of intercultural sensitivity.

Practical implications

The findings of this study carry valuable practical importance as they can be used to improve teacher education programs at higher education institutions in Georgia.

Originality/value

The study has scientific value in that the instrument used to assess intercultural sensitivity was developed for the Georgian context, and students’ intercultural sensitivity to 12 different sources of cultural identity was investigated.

Details

Journal for Multicultural Education, vol. 12 no. 1
Type: Research Article
ISSN: 2053-535X

Keywords

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Book part
Publication date: 15 September 2016

Alan Wong and Cathy H. C. Hsu

Intercultural awareness and skills are important competencies for hospitality and tourism management program graduates due to the internationalization of the tourism…

Abstract

Intercultural awareness and skills are important competencies for hospitality and tourism management program graduates due to the internationalization of the tourism industry. Graduates will work with coworkers and serve customers from diverse cultural backgrounds. With the exponential growth of China’s tourism industry, an examination of intercultural awareness and skills education in China’s hospitality and tourism higher education is needed. This study employed a qualitative approach by interviewing 11 educators in Chinese mainland universities on their views of the current status of intercultural awareness education, their role in this learning process, and how their program offerings enhance students’ learning of cultural diversity. Implications for administrators and faculty members are discussed.

Details

Tourism and Hospitality Management
Type: Book
ISBN: 978-1-78635-714-4

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Book part
Publication date: 3 September 2020

Runchana Pam Barger

As graduates in higher education engage with multiple constituencies from around the world, having cultural competency skills is valuable. Intercultural competence enables…

Abstract

As graduates in higher education engage with multiple constituencies from around the world, having cultural competency skills is valuable. Intercultural competence enables people to initiate and sustain dialogues among their diverse colleagues and members of the globalized community. In this chapter, Barger examines the role of dialogue education in attaining intercultural competency in graduate courses. According to Vella, dialogue education values inquiry, integrity, and commitment to equity. People should treat others with respect and recognize their knowledge and experience within the community of learning. Dialogue education provides a safe and inclusive place for learners to voice their perspectives and opinions. This chapter utilizes a professor’s reflections with respect to teaching a graduate Intercultural Communication (IC) course in a private liberal-arts college. In the narrative, she discusses teaching and learning strategies to help adult learners understand the importance of intercultural competence and interactions in a multicultural and multilingual world. Barger also examines the integrative reflections of graduate students that took the IC course.

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Article
Publication date: 11 April 2016

Yaoying Xu, Chenfang Hao and Mary Ellen Huennekens

The purpose of this study was to investigate the intercultural competence of pre-service special education teacher candidates through the contents of a graduate-level…

Abstract

Purpose

The purpose of this study was to investigate the intercultural competence of pre-service special education teacher candidates through the contents of a graduate-level multicultural perspectives course.

Design/methodology/approach

This study used a graduate-level multicultural perspectives course to examine the intercultural competence of special education teacher candidates. A paired-samples t-test of significance was performed to investigate the pre- and post-growth of participants’s cultural sensitivity using the intercultural development inventory (IDI).

Findings

Participants’ intercultural sensitivity mean score suggested that their intercultural competence needs to be improved. The results showed no significant difference in the overall mean developmental scores between pre- and post-tests. However, significant differences were found between the pre- and post-test scores in perceived orientation and acceptance cluster.

Originality/value

A significantly higher perceived score was identified suggesting that participants might overestimate their level of intercultural sensitivity. Different from the existing literature, this study suggested that gender and education level were significant predictors of post-test developmental scores.

Details

Journal for Multicultural Education, vol. 10 no. 1
Type: Research Article
ISSN: 2053-535X

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Book part
Publication date: 2 December 2019

Frank Fitzpatrick

Abstract

Details

Understanding Intercultural Interaction: An Analysis of Key Concepts
Type: Book
ISBN: 978-1-83867-397-0

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Article
Publication date: 12 November 2018

Marcela Georgina Gómez-Zermeño

The purpose of this study is to identify intercultural competencies in community instructors who serve in CONAFE in Chiapas, México.

Abstract

Purpose

The purpose of this study is to identify intercultural competencies in community instructors who serve in CONAFE in Chiapas, México.

Design/methodology/approach

The study applied a mixed methods method, based on an ethnographic design with a naturalistic approach. The quantitative instrument was applied to 119 community instructors; from these participants, four interviews were conducted with a sample of case-type participants, and four cases are presented.

Findings

The results show differences between community instructors who demonstrate intercultural skills and those who require developing them. It is concluded that teachers should receive training that strengthens their intercultural competences to enable indigenous children to take advantage of the knowledge they acquire in their community and the pedagogical advantage offered by the use of their mother tongue in the teaching–learning process.

Originality/value

This educational research about intercultural competences in the field of indigenous education, community education and intercultural education provides significant learning that advances the understanding and appreciation of cultural diversity.

Details

Journal for Multicultural Education, vol. 12 no. 4
Type: Research Article
ISSN: 2053-535X

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Article
Publication date: 16 October 2007

Joyce Pittman

This paper aims to postulate an emerging unified cultural‐convergence framework to converge the delivery of instructional technology and intercultural education (ICE) that…

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Abstract

Purpose

This paper aims to postulate an emerging unified cultural‐convergence framework to converge the delivery of instructional technology and intercultural education (ICE) that extends beyond web‐learning technologies to inculcate inclusive pedagogy in teacher education.

Design/methodology/approach

The paper explores the literature and a tech‐infused multicultural learning community to identify what a unified cultural‐convergence theory might consist of and how it could be shaped to align instructional technology and critical ICE in teacher education. Four questions are asked: What key learning do these two disciplines make available to teachers and educators that are essential for today's highly diverse, complex classrooms? What can we draw from a convergence of multiculturalism and global education that will help us derive a new theoretical understanding of a unified cultural‐convergence theory to connect IT and ICE education? What knowledge, skills and dispositions comprise three essential components of this literature synthesis? How can this new unified cultural‐convergence theory and relevant components be taught, practiced, and measured? The paper contains several tables, figures and over 50 sources in the research bibliography that were selected from a review and analysis of 100 documents.

Findings

The paper discovered instructional technology and intercultural educators employed web‐learning technologies in very similar ways to position critical ICE strategies into programs or courses in teacher education. The learning technologies models that were attempting to support multicultural education (MCE)/ICE and IT education included corporate, universities, research centers, schools, and government partners. Reportedly, according to the research, teacher educators in IT education do not employ instructional technology practices that differ from practices that are needed or valued by MCE educators to merge critical intercultural structures into teacher education through web‐learning technologies. This was good news as the researcher moves toward a recommendation for a research agenda that could be shared by educators from the two groups.

Research limitations/implications

The paper is limited to literature reviews, reports, and evaluation documents.

Originality/value

The paper offers implications for curriculum development in educational technology and MCE using ICTs

Details

Multicultural Education & Technology Journal, vol. 1 no. 4
Type: Research Article
ISSN: 1750-497X

Keywords

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