A guide to implement Intercultural Education
   · outputs ·
 
Untitled Document The final output have been a complete guide to be used in the training of teachers as well as by in-service teachers and other school staff, to assist in the development and implementation of an intercultural perspective in school settings.

It is envisaged as a document of approximately 100 pages, structured around eight modules covering the following dimensions:

Module 1: Compulsory Education - Challenges the reader into rethinking the significance of compulsory education today, critically analyzing the aims and function of compulsory schooling in our societies, and introducing the Intercultural approach as a proposal for transformation of schools.

Module 2: Diversity versus Homogeneity in Schools - We define here the ideas of homogeneity and diversity, helping the reader to identify both in her/his school environments. To show the benefits and difficulties we see in switching from a mostly homogeneous perspective (which is currently operating in most classrooms) to a diversity perspective in the process of learning which acknowledges and works out of individual variation.

Module 3: School, Home, Community - Reflects on the importance of good relationships and collaboration among families, schools and other community agents, considering different alternatives of collaboration which may occur and to understand them as a continuum. We will also show some examples of projects and practices which promote this kind of participation.

Module 4: Theoretical Assumptions - Focuses on identifying the implicit/explicit theories of teachers, showing theories underlying the Intercultural approach (about teaching/learning/ communication) and reflecting upon the practical implications of former analysis.

Module 5: Educational Policies - Analyzes educational policies trying to go beyond the plain understanding of laws, norms and regulations to identify and recognize the ideological interests underlying models and ideas which give reason and drive all legislation.

Module 6: Evaluation, Student Assessment and Quality Assurance - Encourages reflection on what evaluation is and what we think it should be. It goes beyond the testing of students’ academic performances and concentrates attention on the teaching and learning process.

Module 7: School Structure and Organization - Tries to make explicit our mental images about schools, to reflect about the main dimensions in school organization, and to elaborate on the practical implications in order to build an Intercultural school.

Module 8: Teaching and Learning Strategies - Has the aims of: studying learners and teacher’s roles in depth; to contribute to the improvement of competences that teachers have to attain; to help teachers be aware of and practice different strategies; to make known different experiences which teachers could apply.

Glossary - We have included at the end of the INTER Guide a Glossary which gathers what we think are the most important terms regarding Intercultural Education. Sometimes we have provided only one definition when we all think it is clear enough and we all agree on it. However, we have included different definitions when our agreement was not unanimous. We hope that by including different definitions with regard to the same ideas we are presenting a richer perspective and also an example of inclusive diversity!



The guide is available in different formats, and can be used in different learning environments: face to face and distance learning.

- Paper edition (publication of the guide)

   download .zip file (~3M):
   English | Spanish | Portuguese | Czech | Latvian | Norwegian

 you can download a freeware unzip program (ZipGenius) from here

- DVD - The videoclips are compiled in a DVD which has been designed with the same structure of the Guide to illustrate what we think are good practices in Intercultural education to be used as given materials for different activities and proposals.

- Web CT version (only in English) - Platform for on-line courses, taking advantage of its potential as a means of communication between students and teachers and among students.

- Electronic version on the Project’s Web Site



It will be produced in English (EN) and in the languages of the different participating institutions: Spanish (ES), Portuguese (PT), Norwegian (NO), Czech (CZ), Latvian (LV).

Each participating institution will use the different formats of the guide according to their target groups and learning environment / methodology. Some of these institutions deliver their courses with all methodologies: face to face, ODL, and virtual environments.

 

 
16.07.29

visitors