Suchergebnisse

In this article, two separate educational fields are linked: Multicultural Education and Democratic Education. I also argue that these fields are closely intertwined. The aim of this discussion is to bring together these concepts and to investigate some of the practical implications of such an endeavor. Multicultural education and democratic education are discussed in separate sections before moving on to illustrate the practical implications through four dimensions: 1) Formation of citizens; 2) Justice and Civic Equality; 3) Living together; and 4) Cosmopolitanism ; En este artículo se relacionan dos conceptos comúnmente separados, y que sin embargo están estrechamente entrelazados: educación multicultural y educación democrática. El objetivo de este trabajo es unir ambos conceptos e investigar algunas de las implicaciones practicas que esta unión trae consigo. La educación multicultural y la educación democrática se abordan en el trabajo en secciones separadas, a continuación se ilustran las implicaciones prácticas a través de cuatro dimensiones: 1) Formación de los ciudadanos; 2) Justicia y la Igualdad Cívica; 3) La convivencia; y 4) El cosmopolitismo ; Este artigo descreve dois conceitos comumente separados: educação multicultural e educação democrática. O objetivo deste trabalho é unir os dois conceitos e investigar algumas das implicações práticas que essa união traz. Educação multicultural e educação democrática são abordados em seções separadas de trabalho, em seguida, as implicações práticas em quatro dimensões são ilustradas: 1) Formação de cidadãos; 2) Justiça e Igualdade Civic; 3) A convivência; e 4) O cosmopolitismo

Increasing demographic diversity in urban areas brings forth a query on how the educational systems manage to promote democratic virtues suited for a multicultural society. Through a qualitative study in fourteen schools in the Scandinavian capitals, information is collected from both
educators and students. In comparing their perspectives on how the educators and the school environments provide for and nurture civic development, the study suggests that students find educators who only to a limited extent manage to utilize the asset of diversity in citizenship education.
In a socially and politically difficult environment, the minority students of this study risk marginalization as future citizens, not to any large degree in the attention of the custodians of democracy, the educators.

This article investigates an innovative approach that has as its aim to ensure that more students complete secondary education. The national program, called Competence for Diversity, puts emphasis on children with minority language background, that is, children with another first language(s) than the Norwegian national languages. In this article, we report on how educators participating in this program understand the term diversity and how they work to enhance diversity in their local contexts. The study applied mixed methods, where questionnaires ( n = 86) and interviews ( n = 40) were used to collect data. In addition, document analyses were performed. The results suggest that there is a significant gap between the educators' and the educational authorities' understanding of diversity as outlined in official documents. We claim that there is a need to define diversity, rather than implicating and addressing "the Others" when launching and implementing a national program on diversity.

Intro -- Educational Internationalisation: Academic Voices and Public Policy -- TABLE OF CONTENTS -- Acknowledgments -- 1. Educational Internationalisation: Academic Voices and Public Policy -- 2. Changing University Policies, Structures and Cultures: Global Research Partnerships and Academic Experiences in Canada, China, Russia and the USA -- 3. Internationalization and the Changing Thai Academic Profession -- 4. The Academic Profession in Finland: Coping with Academic Duties and Societal Challenges -- 5. The Bologna Policy Forum: The Temptation to Act on Non-European Higher Education Systems -- 6. Adapting to a New European Philosophy of (University) Education: Conscious Cooking (with Science) and Transversal Competences for Chemistry Majors -- 7. Framing European Higher Education Internationalization: An Institutional Logics Approach -- 8. Child's Rights and Preschool Education in Latin America: Progress, Limitation and Challenges -- 9. Teacher Education Reformed: Internationalisation of New Academic Formats and the Persistence of Old Issues in South America -- 10. Roma in Europe: Policies and Roma Voices: Exploring and Comparing the Voices of Roma People Expressed on Three Roma Advocacy Webpages -- Contributors.

In this study, we address how student teachers can facilitate democratic engagement in school. The demo-cratic engagement is seen through the lenses of an increasingly digital world through which both teachers and children live in. 42 third-year student teachers systematically prepared to use social media as an illus-trative pedagogical tool in their practice placement period. By using the notions of "thin" and "thick" de-mocracy, we are analyzing student teachers' understanding of democracy and democratic engagement. Our findings suggest that the students view democracy in a thin way, and this lack of democratic competence may influence their classroom practices as future teachers. The Council of Europe's Reference Framework of Competences for Democratic Culture was used to analyse the student teachers' competence to connect the use of social media as a digital and pedagogical tool in promoting democratic engagement. The findings disclose that students vary in their capacity to make use of social media when promoting democratic en-gagement. In our closing discussion, we argue that these results, primarily, pose serious challenges for teacher education.