Intercultural Competence For All Preparation For Living In A Heterogeneous World Pestalozzi Series N 2

Education which helps citizens live together in our diverse societies is a matter of urgency. We all need to develop the ability to understand each other across all types of cultural barriers; this is a fundamental prerequisite for making our diverse democratic societies work.This publication looks at the development of intercultural competence as a key element of mainstream education. It stresses the need firstly for an appropriate education policy which puts intercultural competence at the heart of all education and, above all, for the development, on an everyday basis, of the necessary attitudes, skills and knowledge needed for mutual understanding. Without these, no sustainable societal change is possible.

The entry of migrant populations to Europe, and especially to countries of Southern Europe, is expected to drastically change the make-up of state school classes as learners of various ages, ethnic backgrounds, and mother tongues are going to co-exist within the same educational setting. In Greece, in particular, the landscape of education has already started changing as a significant number of immigrant students have joined mainstream classrooms. This volume maps this new educational reality and its challenges, as Greek teachers are required, with very limited training and resources, to address those students’ educational and socio-emotional needs. All chapters are authored by Greek researchers who are actively involved in the study of refugees’ and immigrants’ education, their needs, and their educational, linguistic and political rights. Despite the fact that education for immigrants and refugees has become the focus of much research on a global level, the ongoing rapid rise of immigrant populations in Southern Europe has not been adequately researched. This book consequently meets the need for further research and empirical studies in this field.

Media and Information Literacy in Higher Education: Educating the Educators is written for librarians and educators working in universities and university colleges, providing them with the information they need to teach media and information literacy to students at levels ranging from bachelor to doctoral studies. In order to do so, they need to be familiar with students’ strengths and weaknesses regarding MIL. This book investigates what university and college students need to know about searching for, and evaluating, information, and how teaching and learning can be planned and carried out to improve MIL skills. The discussions focus on the use of process-based inquiry approaches for developing media and information literacy competence, involving students in active learning and open-ended investigations and emphasizing their personal learning process. It embraces face-to-face teaching, and newer forms of online education. Examines the intersecting roles of academic librarians, teacher educators, and library educators in preparing library students and teacher education students to use the library Brings new perspectives from both teacher educator and library educator, and draws connections between higher and secondary education (K12) Draws on a number of competences, skills, knowledge, experiences, and reflections from a variety of perspectives, and focuses on libraries as efficient tools in all kinds of education and learning activities Written by an international group of authors with firsthand experience of teaching MIL Looks at how libraries can contribute to the promotion of civic literacy within higher education institutions and in society more widely

The first resource to combine the theory of globalizing education preparation programs (EPP) with practice collected from all regions of the world, At School in the World: Developing Globally Engaged Teachers makes the case for the necessity of incorporating global citizenship and intercultural competence development into education curricula at all levels. This volume includes the voices of forty-seven emerging and distinguished intercultural education scholars from ten countries, providing a breadth and depth of experiences and practices never before collected in one book. This is an ideal resource for division leaders of EPP at colleges and universities, education policy developers, teacher preparation faculty, preservice teachers (undergraduate and graduate), and practicing teachers. Through insights from the field and practical examples, along with its broad scope, this comprehensive work aims to help these education practitioners develop their awareness of the importance of internationalization of teacher education; develop their intercultural competence; and learn strategies for incorporating global approaches in their courses and programs.

This volume examines different conceptualizations of ‘human rights’, ‘citizenship’ and ‘interculturalism’, as well as their inter-relationships in different national contexts. This intersection, in its various combinations, is explored theoretically, pedagogically and practically, with the studies investigating whether certain human rights demands reveal patterns that are incompatible with citizenship and multiculturalist claims. Contributions also explore the theoretical and practical bases on which human rights, citizenship and intercultural education should be grounded, as well as how human rights, citizenship and intercultural education can join forces to make policy, practice and research stronger and more robust. The issues explored in this volume continue to feature on policy agendas at local, national and international levels at a time when considerable changes are taking place within and across societies. Particularly in Europe, the current refugee and migration crisis complicates this situation further, creating new, complex challenges for countries and regions, including how to respond productively and justly to the migration of peoples; how to complement existing legal frameworks and modes of governance to face threats to social justice, security and social cohesion of political and civil societies; and how to develop new rights that increase participation in social and political life, especially in groups that are vulnerable and marginalized. As shown here, however, these challenges provide unique opportunities to re-imagine the transformative potential of the intersection among intercultural, human rights and citizenship education in different situations and contexts.

This collection presents interdisciplinary perspectives on educating for peace in Bosnia and Herzegovina. It explores a range of theories, contexts, pedagogies and practices within formal education settings and draws attention to the multiple roles that teachers play in fostering socially transformative learning. The volume offers readers a critical exploration of peace pedagogy as an imagined ideal and fluid space between post-war educational politics, institutional and curricular constraints, and the lived experiences and identities of teachers and students in socially and historically situated communities. The book highlights local voices, initiatives and practices by illustrating good examples of how classrooms are being connected to communities, teacher education programs and teachers continued professional development. It demonstrates why and how the grammars of peace in Bosnia and Herzegovina are still in a state of flux and negotiation, and what the implications are for classroom practice and pedagogy. Recommendations are offered for policymakers, curriculum developers, teacher educators and teachers on how peace pedagogies can be promoted at all levels of the education system and through pre-service and in-service teacher education, taking into account the structural uniqueness of the country. .

The CEFR Companion volume broadens the scope of language education. It reflects academic and societal developments since the publication of the Common European Framework of Reference for Languages (CEFR) and updates the 2001 version. It owes much to the contributions of members of the language teaching profession across Europe and beyond. This volume contains: ► an explanation of the key aspects of the CEFR for teaching and learning; ► a complete set of updated CEFR descriptors that replaces the 2001 set with: - modality-inclusive and gender-neutral descriptors; - added detail on listening and reading; - a new Pre–A1 level, plus enriched description at A1 and C levels; - a replacement scale for phonological competence; - new scales for mediation, online interaction and plurilingual/pluricultural competence; - new scales for sign language competence; ► a short report on the four-year development, validation and consultation processes. The CEFR Companion volume represents another step in a process of engagement with language education that has been pursued by the Council of Europe since 1971 and which seeks to: ► promote and support the learning and teaching of modern languages; ► enhance intercultural dialogue, and thus mutual understanding, social cohesion and democracy; ► protect linguistic and cultural diversity in Europe; and ► promote the right to quality education for all.

Education which helps citizens live together in our diverse societies is a matter of urgency. We all need to develop the ability to understand each other across all types of cultural barriers; this is a fundamental prerequisite for making our diverse democratic societies work. This publication looks at the development of intercultural competence as a key element of mainstream education. It stresses the need firstly for an appropriate education policy which puts intercultural competence at the heart of all education and, above all, for the development, on an everyday basis, of the necessary attitudes, skills and knowledge needed for mutual understanding. Without these, no sustainable societal change is possible.