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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 indicates…

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

Keywords

Article
Publication date: 1 November 2022

Angela Uyen-Cateriano, Fabriccio J. Visconti-Lopez, Cielo Cabanillas-Ramirez, Milene Morocho-Pinedo, Vicente A. Benites-Zapata, Daniel Raa-Ortiz and Percy Herrera-Añazco

This study aims to evaluate the association between ethnic minority membership and their knowledge about their human health rights in Peru.

Abstract

Purpose

This study aims to evaluate the association between ethnic minority membership and their knowledge about their human health rights in Peru.

Design/methodology/approach

A secondary analysis of the National Health User Satisfaction Survey 2015–2016 was conducted using an analytical cross-sectional design. Participants who spoke Quechua, Aymara, Awajun, Bora or a language other than Spanish aged 15 year were considered as a racial minority. The question “Do you know that by law you have health rights?” was applied to incorporate knowledge on health rights. Generalized linear models of the Poisson distribution were used to calculate crude prevalence ratio and adjusted prevalence ratio. A total of 3,721 responses were included in the analysis.

Findings

The average age was 38.3 year, and 26.6% were males. The prevalence of belonging to an ethnic minority was 7.7%, and 27.6% of the participants did not know about their health rights. An association was found in the adjusted regression analysis between belonging to an ethnic minority and a greater probability of not knowing human health rights.

Originality/value

The value of the works lies in one in four participants who did not know he had health rights by law. Belonging to an ethnic minority was associated with not knowing about having human health rights.

Details

International Journal of Human Rights in Healthcare, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2056-4902

Keywords

Content available
Book part
Publication date: 2 March 2021

Abstract

Details

Art in Diverse Social Settings
Type: Book
ISBN: 978-1-80043-897-2

Article
Publication date: 3 June 2014

Ana Carolina Hecht

The purpose of this article is to assess the state of affairs of intercultural bilingual education (IBE) policies in Argentina. IBE encompasses educational proposals designed to…

Abstract

Purpose

The purpose of this article is to assess the state of affairs of intercultural bilingual education (IBE) policies in Argentina. IBE encompasses educational proposals designed to address the specific needs of ethnolinguistic minorities.

Design/methodology/approach

The article is divided into three parts and methodologically analyzes different types of materials (national legislation, bibliography and personal research experiences).

Findings

In the first section, the educational policies on cultural and linguistic diversity are contextualized historically. Later, IBE is defined considering five main characteristics (the neoliberal compensatory education policy, educational decentralization/regionalization, the educational category of the system, linguistic goals and teacher profiles). Finally, the conclusions list the challenges, goals that have yet to be achieved and the future perspectives of this educational policy.

Originality/value

This article contributes to the field of studies on diversity in the schooling of ethnically different groups.

Book part
Publication date: 9 June 2022

José G. Vargas-Hernández

This chapter aims to analyze the interrelationships between the elements of sustainability, socio-interculturalism, and governance. This analysis advances from the assumption that…

Abstract

This chapter aims to analyze the interrelationships between the elements of sustainability, socio-interculturalism, and governance. This analysis advances from the assumption that the sustainable socio-intercultural governance requires to be supported by the development of systems that enable the economic growth, the social development and environmental socio-ecosystems of communities, institutions, organizations, and individual levels. The method employed is the reflective-analytical based on the review of literature. It is concluded that the new geographies of sustainable socio-intercultural governance are affected by the coexistence that have solutions to the capacity deficits and dysfunctionalities of processes, institutions, and knowledge systems which have many systemic failures on the capacities of the natural resource management systems. This analysis proposes a new model of socio-intercultural sustainable governance.

Details

Environmental Sustainability, Growth Trajectory and Gender: Contemporary Issues of Developing Economies
Type: Book
ISBN: 978-1-80262-154-9

Keywords

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 development…

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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

Keywords

Article
Publication date: 4 November 2013

Aleya James and Nicole M. Shammas

This paper aims to explore the link between the theoretical foundations of intercultural intelligence and a practical application examining a course dedicated to developing…

Abstract

Purpose

This paper aims to explore the link between the theoretical foundations of intercultural intelligence and a practical application examining a course dedicated to developing Emirati students' intercultural intelligence.

Design/methodology/approach

The paper outlines the socio-cultural conditions of the United Arab Emirates as a backdrop to the investigation; establishing the pressing need for intercultural intelligence. The paper provides a theoretical framework to situate the course based on King and Baxter Magolda's trajectory of intercultural maturity (2005) and Davies' theory of “interruptive pedagogy” (2006). Guiding principles for the teaching of intercultural intelligence are given.

Findings

Informal feedback through post-course interviews demonstrates a positive self-perceived change in intercultural understanding having taken the course.

Research limitations/implications

The paper concedes that due to socio-cultural constraints the authors are unable to deliver a course with as much practical experience as the authors would like. As a result, students gain more cultural self-awareness and theoretical understandings of intercultural intelligence than practical engagement.

Originality/value

This paper provides a meaningful contribution to the limited body of knowledge on intercultural intelligence training at a tertiary level in the Arabian Gulf and breaks new ground in three ways: first by demonstrating the link between the UAE socio-cultural and political factors on intercultural intelligence training; second by providing a link between intercultural intelligence theory and practice and third by providing practical suggestions as guiding principles and creative ideas for classroom use. The paper will be of value to teachers and trainers teaching in multi-cultural, international contexts and to those providing organizational training in a variety of business contexts.

Book part
Publication date: 22 November 2019

Panagiota Gkofa

At a European level, despite the numerous policies developed in relation to the inclusion of Roma, Roma continue to be discriminated. With regard to education, Roma children…

Abstract

At a European level, despite the numerous policies developed in relation to the inclusion of Roma, Roma continue to be discriminated. With regard to education, Roma children remain among the lowest academic achievers in all European countries and the same is reported in Greece. This chapter discusses aspects of life for Roma living in Greece, with an emphasis on education: first, it details aspects of Greek Roma’s social and cultural life; second it focuses on Greek Roma’s education (educational situation, policies and supportive programmes for Roma children); third, it presents studies which have started to examine contexts where the Greek Roma have experienced some educational progression against the odds.

Details

Lifelong Learning and the Roma Minority in Western and Southern Europe
Type: Book
ISBN: 978-1-83867-263-8

Keywords

Article
Publication date: 13 September 2013

Jacob Easley and Pierre Tulowitzki

The purpose of this paper is to ascertain, describe, and compare the components of existing leadership preparation programs in the USA and other countries; and to understand the…

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Abstract

Purpose

The purpose of this paper is to ascertain, describe, and compare the components of existing leadership preparation programs in the USA and other countries; and to understand the policy‐based processes, challenges, and needs of support for program development for conceptualizing globally minded school leadership.

Design/methodology/approach

The purpose of this paper is to ascertain, describe, and compare the components of existing leadership preparation programs in the USA and other countries; and to understand the policy‐based processes, challenges, and needs of support for program development for conceptualizing globally minded school leadership.

Findings

Limited growth regarding globally minded school leader research and development can be accounted for. Furthermore the increasing internationalization of university programming to include expanded course offerings and greater opportunities of international exchanges that bring students face‐to‐face with perspectives different from those indigenous to their home cultures speaks directly to the need for a shift in leadership preparation to better address the impact of globalization and intercultural exchange on youth learning in schools.

Originality/value

An intercultural analysis of leadership preparation programs with a focus on globally minded leadership is a new endeavor. The findings can be used to inform the next generation of policy formation for twenty‐first century leadership preparation program development.

Details

International Journal of Educational Management, vol. 27 no. 7
Type: Research Article
ISSN: 0951-354X

Keywords

Book part
Publication date: 27 June 2023

Felipe F. Guimarães and Kyria Rebeca Finardi

This chapter discusses a paradigm shift in the internationalization of higher education (IHE) in relation to the impacts of the Covid-19 pandemic, redirecting the focus from a…

Abstract

This chapter discusses a paradigm shift in the internationalization of higher education (IHE) in relation to the impacts of the Covid-19 pandemic, redirecting the focus from a “competition” to a “cooperation” orientation in this process. The disruptions caused by the pandemic in physical academic mobility, often equated with IHE, enabled the switch to virtual mobility, including more academics and cooperation in the process of IHE. In order to illustrate and ground the discussion proposed here, this chapter describes a study carried out in a Brazilian public institution, using a mixed methods approach, combining bibliographic and document research techniques with the analysis of notes from staff meetings and class observations. The analysis of notes taken during classes and meetings held through virtual exchanges (VE) and/or a Collaborative Online International Learning (COIL) project, carried out during the pandemic in the university analyzed, contrasted with the bibliographic/document analyses suggests a paradigm shift from academic mobility (for a few students only), with a “competition” orientation with partners mainly from the Global North, to a more inclusive and cooperative process, with different languages and more universities around the world. The authors conclude that virtual and alternative approaches such as VE/COIL can foster the development of more inclusive Internationalization at Home (IaH) processes, with a “cooperation” orientation.

Details

Internationalization and Imprints of the Pandemic on Higher Education Worldwide
Type: Book
ISBN: 978-1-83753-560-6

Keywords

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