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Intercultural Competence in education, counselling and psychotherapy
Abstract
The present era of globalization, interdependence and multicultural societies has brought about both opportunities and crises in educational institutions. Especially schools and families seem to be unable to cope with such revolutionary changes. The crises also concern all fields involved in maintaining social welfare, including counselling and psychotherapy. Within these fields, there is a growing need for Intercultural Competences at the cognitive, emotional and relational levels which endow teachers and counsellors with the ability to operate in linguistically and culturally complex contexts. However, despite the vast amount of international scholarship, the concept of ‘Intercultural Education’ and the term ‘Intercultural Competences’ are often misunderstood and require more precise definition. The present contribution intends to give further impulse to the discussion of Intercultural Competences and to offer concrete definitions that are applicable to the fields of education, counselling and psychotherapy. The article is based on a comprehensive review of literature on Intercultural Competence and an extensive empirical study carried out by the Centre for Intercultural Studies at the University of Verona. The study relies upon focus groups and semi-structured interviews in order to develop a theoretical model of Intercultural Competences with implications at the practical-operative, methodological and vocational levels.
... La forma de exclusión se materializa en la inferiorización del otro (el sujeto visto como minoría), quien es concebido como un sujeto que posee desviaciones culturales y representa una posible amenaza a la cohesión social (Payet, 2006;Horst y Gitz-Johansen, 2010). Esta realidad exige transformar la formación de los profesores, debido a que como plantea Portera (2014), -Los maestros pueden transmitir sus propios prejuicios, no solo a través de sus propios comentarios y comportamientos, sino también mediante el establecimiento de un clima de intolerancia y etnocentrismo en el aula‖ (p. 166). ...
... Las competencias generales y particulares responden principalmente a la lógica de modelos en contextos anglosajones, que abordan la competencia comunicativa intercultural desde un punto de vista occidental, individualista y multicultural (pedagogía multicultural para el conocimiento y convivencia pacífica). En dichos contextos se carece de modelos interculturales reales que favorezcan la oportunidad del encuentro, el diálogo y la interacción (Portera, 2014). Además, un aspecto que destacan Perry y Southwell (2011), y que discute la lógica de los modelos de CCI, es su transferibilidad mediante contextos, debido a que los contextos relacionales y situacionales cambian. ...
... Esto implica formar a los profesores en conocimientos y habilidades que les permitan transformar los programas y prácticas educativas que perpetúan el racismo y los prejuicios sobre la diversidad social y cultural. En consonancia con ello, Portera (2014) indica que el reto contemporáneo de la educación se orienta a superar toda forma de dogmatismo, etnocentrismo y nacionalismo, sin caer en la trampa del relativismo moral (el todo vale), y la normalización (crear una medida única para todos), siendo el enfoque educativo intercultural la alternativa para generar una revolución pedagógica. ...
This paper explores the challenges posed by the development of intercultural communicative competence (ICC) in relation to teacher training in the postcolonial Chilean context. Through a review of bibliographic sources it is recognized that the preparation of new teachers (indigenous and non-indigenous) has failed to transversely implement an intercultural educational approach. This has allowed Chile to keep the hegemony of eurocentric monoculturality, resulting in these teachers‘ insufficient understanding of the cultures present in the classroom. In order to contribute to this critical discussion in the field, this paper reflects on the possibilities that ICC provides when seeking new ways of knowing and of communicating that confront monocultural education and develop intercultural educational processes, either in indigenous territories or in the new immigration contexts.
... More specifically, in spite of promoting the idea of a 'harmonised' interculturallyoriented teacher training education among the member states, EU policy makers also highlight the importance of country-specific 'realities' for the design and implementation of educational policies (ibid, 227). Bearing that in mind and based on projections according to which a reduction in migration is not expected in the near future within the European context ( Portera 2014;European Commission 2015,48), this paper proposes the examination of factors influencing pre-service primary education teachers' multicultural competence in the non-traditionally multicultural setting of Greece. ...
... In other words, it is a way of coping with all forms of diversity, of rejecting prejudice and stereotypes and embracing otherness. Different cultural identity in a multicultural environment is no longer considered as a threat but rather as an opportunity for evolution ( Portera, 2014). ...
... Children apart from their difficulties in learning a foreign language and adapting in a new educational and living environment are facing difficulties in their interactions with peers which could cause additional psychological problems to them and feelings of frustration ( Kaplan et al., 2015). On the one hand, Intercultural approach provides opportunities for both native and migrants students to co-exist, interact and communicate by limiting any racist manifestations ( Portera, 2014). On the other hand, intercultural goals incorporated in the school curriculum provide educators with useful techniques for effective bilingual and multilingual teaching. ...
In an increasingly globalized world of intercultural dialogue and international
business, higher education faces challenges, such as communication barriers,
cultural stereotypes, prejudices, identity conflicts, and language insufficiency,
which compound the lack of skills to interact successfully. Intercultural
Communication Competence (ICC) is a key competence to deal with the social
and political changes resulting from European globalisation; it is also a key
competence for student mobility and effective integration in competitive job
markets. Although the need for the acquisition of Intercultural Communication
Competence is clearly stated in the EU language policy, the complexity of the
concept leads to multiple interpretations and solutions across European higher
education institutions. Local contexts of cultural and linguistic homogenization in
European countries such as Hungary require strategies to motivate teachers and
students to go beyond their own cultural comfort zone. Since sharing knowledge
of potential practices is essential for further innovation, the transnational
ICCAGE project (Intercultural Communicative Competence – A Competitive
Advantage for Global Employability) aims at addressing these needs, by creating
innovative ICC course activities and educational materials, including
telecollaborative practices, for students of business, management, and tourism,
using English and Spanish as linguae francae, for participants from the Czech
Republic, Spain, Portugal, and Hungary.
... The theoretical framework guiding the research questions is drawn from literature on multicultural and intercultural education (see e.g. Banks & McGee Banks, 2007;Gundara, 2000;Ladson-Billings, 1994;Lahdenperä, 2006;Lorentz, 2007;Nieto, 1999;Portera, 2014). Both multicultural and intercultural education has been used interchangeably by some scholars to refer to teaching approaches and research in culturally diverse classrooms. ...
... In this study, we prefer to use the term intercultural education to denote the importance of interaction of cultures and practices where teachers affirm differences and identities of their pupils and communities (Banks & McGee Banks, 2007;Gundara, 2000;Portera, 2014). As these scholars have observed, the meanings attached to intercultural education vary, but intercultural education is generally closely linked to visions of equity, ethnic, and cultural identity, the multicultural society and the opinions of the role of the schools in this. ...
... Similarly, immigrants and specifically newcomers succeed in learning environments where they feel safe, cared for and respected. The importance of affective skills for teachers in such learning contexts is frequently underestimated and yet previous research has highlighted that teachers' expectations of pupils' academic success is greatly impacted by the affective factors, the attitude of teachers, more particularly (Hammond, 2009;Igoa, 1995;Portera, 2014). ...
This study focuses on teachers in schools with large numbers of new arrival immigrant pupils in a provincial school district in mid-Sweden. Drawing from focus group interviews and examples from the teachers’ lessons, we examined the views of the teachers regarding the challenges experienced in responding to the pedagogical needs of new arrival pupils in culturally and linguistically heterogeneous classrooms. The findings reveal the structural and organisational problems at the city council and at the school and classroom levels as the major challenges. These include the pressure to create inclusive and safe classrooms for diverse cultural and linguistic pupils in an atmosphere where there is limited resources and emphasis on standardised assessment and teaching for tests within a prescribed curriculum However, the teachers’ pedagogical practices demonstrate attempts at intercultural teaching that build on the pupils cultural and linguistic experiences and compares well with principles of cultural responsive pedagogy.
... Emphasis is placed on the development of attitudes and appropriate learning methods (Porcher 1981). Intercultural competence refers to the ability to interact and communicate with people of different identities and encompasses the cognitive, affective, and behavioural dimensions of the individual (Byram and Zarate 1997;Hammer et al. 2003;Deardorff 2004;Portera 2014). According to the Council of Europe, intercultural competence in interreligious learning includes "the development of tolerance, attitudes based on the recognition of the inherent dignity and fundamental freedoms of every human being; sensitivity to the diversity of religious and non-religious beliefs; the ability to manage conflicts, skills in critical evaluation, and reflection" (Council of Europe 2008, no. ...
... In relationships with others and those who are different, conflicts are a reality that should not be avoided. Therefore, it is important to equip students with the skill of conflict resolution in a non-violent way (Portera 2014;Huber and Reynolds 2014). Critical thinking is closely linked to the cognitive dimension of intercultural competence, enabling an individual to reflect and critically approach different worldviews in plural societies (Milot 2007). ...
According to European organizations, intercultural competence is considered a prerequisite for achieving social cohesion. Even though its development calls for a lifelong learning approach, the formal education system has a primary task in its development through all school subjects, i.e., the entire school curriculum. In the last twenty years, international and European organizations have emphasized the importance of religious education in developing students’ intercultural competence. The Republic of Croatia has applied European recommendations in its educational documents and defined intercultural competence as one of the fundamental competencies in the national educational curriculum. The question arises of how religious education in the Republic of Croatia helps students achieve and develop intercultural competence concerning knowledge of other religions and worldviews. This paper is focused on Catholic Religious Education in primary and secondary education. Data are collected using semi-structured interviews among nine Catholic RE teachers in Zagreb County, Republic of Croatia. Qualitative research is based on findings of a quantitative survey conducted among Catholic religious education teachers in 2022. The research questions are: (1) Why are guest lectures and visits to religious communities less represented forms of learning in confessional Religious Education? (2) Which methods are used to develop specific dimensions of intercultural competence (conflict resolution, analytical and critical thinking, attitudes)? (3) Does interreligious learning lead to changes in students’ behaviour, and what are the obstacles to interreligious learning? This paper aims to examine the methodical approaches of RE teachers in the development of intercultural competence, as well as the obstacles they encounter in the process of imparting knowledge about other religions and worldviews within Catholic religious education. Results have shown that the teaching process remains at an informational level; the development of attitudes, critical thinking skills, and conflict-resolution skills is lacking. The absence of experiential learning can largely be attributed to external factors, such as administrative obstacles and teacher’s/parents’ attitudes.
... Department of Education, 2018). The process of intercultural competency is especially important for students in the helping related professions (Portera, 2014;Subramanian, n.d.). Interculturally competent individuals are better equipped to facilitate dialogues using multiple communication styles (Dimitrov et al., 2014) as well as making more culturally sensitive decisions (Finkelshteyn, 2020;Gregersen-Hermans, 2017;Tarchi & Surian, 2022). ...
... These biases and perceptions have been found to be the biggest contributor to domestic students' hesitance to engage in intercultural interactions due to lack of established practices of intercultural training (Finkelshteyn, 2020). The lack of intercultural competency can be especially problematic for students in health and helping professions as several studies (e.g., Portera, 2014;Subramanian, n.d.) highlighted the significance of intercultural competency for these students. ...
This study examined the impacts of internationalization-at-home efforts on intercultural interactions and outcomes for domestic graduate students through a Cultural Partner Program. Ninety-seven participants were recruited from a public research university in the southeastern part of the U.S. Among them, 68 participated in an experimental group in which each of them was paired up with an incoming graduate-level international student to conduct intercultural activities over one semester. All participants took pre- and post-test surveys including psychosocial measures such as wellbeing, intercultural competency, stress, and perceived support. The regression analyses found a significant conditional difference between experimental and control groups in well-being but not other variables. Standardized mean difference analyses revealed improvements present between the experimental group and control group in perceived support and interaction attentiveness and stress. University campuses need to allocate greater lengths of time and resources for graduate students to be a part of intercultural interactions on campus throughout their study.
... In other words, it is a way of coping with all forms of diversity, of rejecting prejudice and stereotypes and embracing otherness. Different cultural identity in a multicultural environment is no longer considered as a threat but rather as an opportunity for evolution (Portera, 2014). ...
... According to H. Essinger (1990), intercultural education focuses on the development of an empathic attitude towards differences, on creating a notion against the stereotypical way of thinking, on promoting solidarity, on cultivating a collective awareness that goes beyond race and nation and finally on promoting intercultural respect. Intercultural approach provides opportunities for both native and migrants students to co-exist, interact and communicate by limiting any racist manifestations (Portera, 2014). ...
... Such things persist from generation to generation, creating collective knowledge in the process, as civilizations or cultures continue to develop and build upon their foundations. This knowledge is unique to certain groups of people and the different lands they inhabit (Portera, 2014). ...
The purpose of this study was to determine teacher perceptions in the application of an integrated Islamic curriculum based on post-pandemic intercultural competence in the city of Padang. This type of research is a qualitative research with a descriptive approach. Data were collected through observation, interviews, and documentation. Techniques for ensuring the validity of the data were carried out through extension of participation, persistence of observation, triangulation, and peer-checking through discussion. Data analysis techniques are carried out through conducting data reduction, data presentation, and drawing conclusions. The findings show that Islamic religious education teachers explain the subject matter by giving equal attention without discriminating even though students have language, culture, race, and ethnicity. This is in line with the application of the Islamic religious education curriculum in fostering learning to live in diversity in the various Primary School (SD)/Madrasah Ibtidaiyah (MI) Padang City. Cooperative learning is another method used to teach students how to collaborate with one another and respect one another's point of view. Primary School (SD)/Madrasah Ibtidaiyah (MI) in Padang City, the implementation of Islamic religious education curriculum for mutual respect has developed well. Mutual respect is shown by giving everyone the opportunity to practice their religion according to their respective beliefs without demeaning each other but by encouraging each other, congratulating each other, shaking hands, and sincerely apologizing to each other while celebrating religion. Despite the differences that teachers and students may have, The implementation of the Islamic religious education curriculum in fostering open-mindedness has been well established. open-mindedness to refrain from criticizing, making fun of, or demeaning non-Muslim teachers and students.
... El primero de ellos de carácter teórico, el segundo de orden práctico y el último de índole social. Además, se hizo visible que esta triada de saberes conforma también una competencia (Álvarez et al., 2008;González-Ferreras y Wagenaar, 2003;Portera, 2014;Rodríguez-Zambrano, 2007;Tobón, 2006). Esta última interpretación conceptual se visualiza en determinados estudios provenientes de la investigación educativa y la didáctica de la traducción, los cuales se analizan a detalle en los apartados posteriores. ...
Los conceptos de competencia y saber se han utilizado en diferentes disciplinas desde hace décadas. Dos de ellas son los estudios de traducción y la investigación educativa. La revisión de la literatura permitió identificar similitudes entre la competencia traductora y la competencia en educa-ción, lo cual generó el interés por profundizar en el tema. Por tal motivo, el presente artículo de corte bibliográfico se dio a la tarea de examinar los conceptos de competencia, competencia en educación y competen-cia traductora, así como explorar el saber-hacer, el saber-saber y el saber-ser, que contribuyen a la adquisición de la competencia traductora. Este análisis se realizó con el objetivo de examinar los nexos teóricos entre estas nociones y promover el diálogo entre la didáctica de la traducción y las ciencias de la educación que es indispensable a nivel disciplinar. PALABRAS CLAVE: competencia, competencia traductora, saber, traduc-ción, revisión.
Competence and "saber" have been used in different fields for decades. Two of them are Translation Studies and Educational Research. The literature review allowed us to identify similarities between translation competence and competence in Education, which generated an interest in delving deeper into the topic. For this reason, this bibliographic article analyses the concepts of competence, competence in Education, translation competence, and "saberes", focusing on the know-what, know-how, and know-how-to-be, which contribute to the acquisition of translation competence. This analysis was done with a view to examining the theoretical links among these concepts and contributing to the dialogue between translation didactics and the education sciences, which is essential at the disciplinary level.
... In Chile, teacher training does not generally consider indigenous socio-educational knowledge (Quilaqueo et al., 2005). Thus, teachers not trained in social and cultural indigenous educational content can demonstrate their own prejudices through their comments and behaviors, creating a climate of intolerance and ethnocentrism in the classroom (Portera, 2014;Arias et al., 2019). This means that the Frontiers in Education 04 frontiersin.org ...
This article presents a method for contextualizing school education and initial teacher training, using the case of Mapuche in schools in central-southern Chile to change the ambivalence of teaching in an indigenous context. The analysis is based on a dispositionalist-contextualist theoretical framework and the results of empirical research projects on Mapuche socio-educational knowledge. It examines the co-construction of intercultural knowledge by researchers and parents. It concludes with a Mapuche educational knowledge base that can contextualize the school curriculum and teacher training plans.
... How this day is used to highlight the school's commitment to cross-cultural education, yet is merely treated as another pedagogical task to be graded, highlights a deficiency in a robust cross-cultural education foundation. The latter is defined as the study in which both common and different features of given cultures are recognised and accepted as they are without claiming to modify them (Portera, 2014). Several participants noted that this day is scheduled at the end of the school year, whereas it should be planned earlier. ...
An increasing number of international Students opt for studying at a university in a foreign country. It is believed that this mobility makes these students face academic and social integrating challenges in their new learning environment. In Morocco, thousands of students, who are scholarship-granted by the Moroccan government, coming from different countries, chiefly from Sub-Saharan Africa seek education in different universities of the kingdom. The main aim of this study extends its focus to explore two outcomes. Particularly, it investigates the social and academic integration experiences of a case study of international students undertaking an undergraduate programme at a Moroccan school of design and engineering along with the challenges these students encounter. Moreover, the study situates these experiences within the institutional conscious efforts that are implemented to achieve an integrational goal. Data were collected from a case study in spring 2019 by interviewing 20 Sub-Saharan students studying at the Moroccan Design and Technology engineering school in Meknes (ENSAM: Ecole Nationale Supérieure des Arts et Métiers) and 3 of the school staff members. Using thematic analysis and then interpretative phenomenology as a guiding framework to analyse and present the data, the findings revealed that the study's participants have experienced both their social and academic integrative patterns at the school in the same way. Indeed, three major themes were identified and analysed, namely, Programmes promoted by ENSAM on integration, relationship patterns between Sub-Saharan and Moroccan students and barriers to integration. The study revealed that the various integration efforts carried out by the school do not sufficiently cater for Sub-Saharan students' perspectives on their social and academic integration experiences. Additionally, staff knowledge regarding the integration of these minority groups is not adequately enhanced through pre-service training that covers best practices for successful integration. Language barrier and interaction patterns between Sub-Saharan students with their host ones are also found to influence Sub-Saharan students' social and academic integration. It is suggested that Moroccan Higher education institutions (HEIs) should acknowledge integration as a long and challenging process for Sub-Saharan students, and that an evaluation of integrative practices promoted at the school is needed.
... Intercultural competence is culture-general and there are core competencies that individuals can develop that are not specific to any culture. Intercultural competence could be defined as a set of abilities, knowledge, attitudes and skills that allow one to appropriately and effectively manage relations with persons of different linguistic and cultural backgrounds (Portera, 2014). ...
Edited by: Strength Program (EU-Erasmus+): strengthening the socio-emotional competences of career practitioners
... Metacognitive and cognitive components are related to cultural analysis and judgment, whereas motivational and behavioral features concentrate on crosscultural adjustment, and metacognitive and behavioral characteristics influence task effectiveness (Urnaut, 2014). Similarly, Portera (2014) delineates ICI as a set of attitudes of openness, curiosity, and respect; the capacity to observe, understand, and learn about one's own culture as well as other cultures; skills of adapting and empathy; and awareness and knowledge about similarities and differences which enable an individual to manage relationships adequately and effectively with people of different linguistic and cultural backgrounds. Within this study, ICI is understood as the capability to get engaged and appropriately and effectively function in multicultural situations, and it has one more component (English English competence) apart from four components, viz. ...
The emergence of technology has facilitated the process of training L2 learners to be fluent in the
target language and intelligent in the target culture. Nevertheless, L2 learners in different contexts
still fail to function appropriately and effectively in multicultural contexts although they possess a
good level of language proficiency. This mixed-methods study aims to explore Vietnamese L2
learners’ perceptions of intercultural intelligence (ICI) enhancement via Skype-mediated course
(SMC). One hundred and seventy 170 Vietnamese L2 learners partook in responding to the
questionnaire, and ten of them were invited to participate in the semi-structured interview. The
questionnaire-based data were processed by the SPSS software in terms of descriptive statistics,
while the interview-based data were thematically analyzed. This study unpacked that Vietnamese
L2 learners perceived that the SMC was effective in enhancing their ICI. Specifically, they
believed that they could improve not only their language competence but also their intercultural
metacognition, cognition, affection, and behavior. It is hoped that these preliminary findings would
contribute to the body of literature in terms of the use of Skype to enhance learners’ ICI and suggest
pedagogical implications for the enhancement of learners’ ICI.
... Note, however, that much of the literature is still situated within Western, English speaking countries. It is therefore needed to acknowledge that implementing broaching in therapy with ethnic minority clients outside of the Western, English speaking setting might necessitate operational adjustments and require a different emphasis (Dzokoto et al., 2022;Portera, 2014). Further research is therefore needed with participants of different global nationalities. ...
Objective: Addressing ethnic-cultural topics during the process of psychotherapy, i.e. broaching, is considered highly important for ethnic minority clients who consult mental health care services. Surprisingly little is known, however, about clients’ perception of a therapist’s broaching qualities, and how clients’ mental construction of broaching translates into behavioural broaching acts a therapist may display.
Method: Based on previous work and nine in-depth interviews with ethnic minority clients, a client-rated measure of therapists’ broaching behaviour was developed and psychometrically evaluated in two samples. Sample 1 (N = 252 UK ethnic minority clients) was used to empirically delineate the factor structure of an initial item set. Participants were then resolicited to complete a revised item pool.
Results: The empirical structure resulted in a final 25-item broaching instrument with five subscales probing into therapists’ broaching behaviour. This Broaching Assessment Scale (BrAS) was validated in Sample 2 (N = 239 US ethnic minority clients). Strict measurement invariance of the factor structure was observed across the two samples and distinctive correlational patterns with therapeutic process measures were found.
Conclusion: The BrAS provides new insights on how sensitivity to ethnic-cultural topics can be targeted along its concrete features, and is a promising tool for conceptualizing culturally sensitive mental healthcare assessment.
... The term IC can be traced back to the 1930s (Portera, 2014), with the first attempts of employing it being used to train agents in the spheres of education, business and government, but models and assessment tools for this purpose were rather lacking (Deardorff, 2009). Initial efforts indicated that although adaptability was the core concept underlying IC, measuring IC comprehensively required the adoption of a multidimensional approach (Spitzberg & Changnon, 2009). ...
The influence of globalization on education, in particular higher education, has brought to the fore constructs which were kept in the background for a long time. One of such constructs is intercultural competence (IC), which has a wide range of applications for both incoming international students and the admin and teaching staff of tertiary education in the host country. There have been considerable attempts to address the growing demand for IC development in the field, but a wide gap is still felt in the literature due to the complexity of the construct. To move towards a substantial contribution to filling the gap, the present paper examined the status of IC literature and suggested an efficient approach aligned with its existing status. Besides the applicable approach to different contexts, this paper reviewed IC development programs in tertiary education and provided insight into promoting the efficiency and sustainability of their outcomes. It also highlighted the effects of IC on the three elements of teaching and learning: academic, af-fective, and social outcomes in tertiary education.
... Intercultural competence is culture-general and there are core competencies that individuals can develop that are not specific to any culture. Intercultural competence could be defined as a set of abilities, knowledge, attitudes and skills that allow one to appropriately and effectively manage relations with persons of different linguistic and cultural backgrounds (Portera, 2014). ...
Training program on improving the socio-emotional competences of career practitioners
... Therefore, to perform their duties effectively and efficiently soldiers often have to operate in a cultural environment that is unusual for them. The following components of intercultural competence are essential for the efficient and effective performance of duty: cultural understanding, flexibility, the ability to build sustainable intercultural relationships, tolerance of uncertainty, empathy, and openness (Portera, 2014;Miller and Tucker, 2015;Rodman, 2015; L. J. Rasmussen et al., 2016;Ibrahimov, 2017, Koziar et al., 2020Abbe, 2021). This is achieved through the development of knowledge, skills, attitudes, and cultural awareness. ...
Iconic films such as Star Wars (1977) and Starship Troopers (1997) picture conflicts fought in outer space. UFO (1970) tells the story of a high-tech military organization established to defend Earth from space attack. Space: 1999 (1975) and Star Trek (1966) are about travelling in deep space where no man has "bodly" gone before and imagine a technology that does not exist. Sometimes science fiction, inspired by science possibilities that one day can come true, simply imagines the future. Military applications of space technology, and considerations on space as a future theater of war when they would become technologically possible, were outlined in the Introduction to Outer Space, a pamphlet edited by the White House in 1958.
To avoid the militarization of space and celestial bodies, and to guarantee their exploration and use for peaceful purposes to all countries, in 1967 the US, the U.K. and the Soviet Union opened for signature the Treaty on Principles Governing the Activities of States in the Exploration and Use of Outer Space, including the Moon and Other Celestial Bodies, which has become customary international law (White, 2000). The Outer Space Treaty forbids from placing in Earth orbit weapons of mass destruction, including nuclear weapons, or otherwise stationing them in outer space, but does not prohibit the placement of conventional weapons, and thus some highly destructive attack strategies such as kinetic bombardment are still potentially allowable (Bourbonniere & Lee, 2007).
Since 1984, the Conference on Disarmament (CD), a body established by the UN General, has considered proposals, including draft treaties, aimed at preventing the placement of weapons in outer space. In 1998 Russia and China proposed a Treaty on Prevention of the Placement of Weapons in Outer Space and of the Threat or Use of Force Against Outer Space Objects (PPWT). An amended text drafted in 2014 was rejected by the US because it failed to address a series of relevant issues: it did not provide a definition of "outer space" neither of what constitutes a "weapon in outer space", and it did not ban terrestrially-based ASAT systems launched from the ground (CD, 2014; UNGA GA/DIS/3591; Plath, 2018).
The US refused to negotiate a Proposed Prevention of an Arms Race in Space (PAROS) treaty as an international legally binding instrument in the CD, as Washington gathers that it simply mirrored the PPWT, including its failures. Therefore, the US voted against the Russian's No First Placement of Weapons in Outer Space (NFP) resolution (UNGA, A/C.1/72/L.53). So far, the international community failed to reach a solution to prevent an arms race in outer space. Space war is no more a science-fiction scenario; it’s an emerging reality.
... Le differenze percepite possono causare stress o disagio, ma investire tempo ed energia nell'imparare ad affrontare i nostri sentimenti e a ridurre il disagio degli altri può essere molto utile (Bennett, 2013). L'esperienza di un mondo sempre più diversificato ci offre infatti l'opportunità di conoscere e comprendere meglio il nostro background culturale e la nostra identità e ciò che ci rende simili e diversi dalle persone con cui interagiamo (Byram, 2012;Portera, 2014). ...
1. Introduzione Il lavoro sociale in una società in rapido cambiamento e caratterizzata da di-versità culturale e linguistica si trova ad affrontare nuove sfide e promuovere competenze per lavorare con una popolazione culturalmente diversificata. Oggi il lavoro sociale si deve confrontare con i fenomeni della globalizza-zione, del multiculturalismo, della diversità culturale e della più grande ed estesa ondata di ibridazione culturale della storia (Onorati, 2012). Secondo i dati dell'UNESCO circa 1 persona su 30 vive oggi al di fuori del proprio Pa-ese di origine (2018, p. 4) e l'interculturalismo non è più una prospettiva ma un tratto distintivo delle società in cui viviamo in ogni aspetto della vita (la-voro, scuola, famiglia, tempo libero) e richiede consapevolezza e competenze (Council of Europe, 2008; Barrett et al., 2013). Inoltre, la promozione di com-petenze interculturali offre prospettive e opportunità di sviluppo di appren-dimento personale e interpersonale per contribuire a costruire comunità in armonia (UNESCO, 2018). Le differenze percepite possono causare stress o disagio, ma investire tempo ed energia nell'imparare ad affrontare i nostri sentimenti e a ridurre il disagio degli altri può essere molto utile (Bennett, 2013). L'esperienza di un mondo sempre più diversificato ci offre infatti l'op-portunità di conoscere e comprendere meglio il nostro background culturale e la nostra identità e ciò che ci rende simili e diversi dalle persone con cui in-teragiamo (Byram, 2012; Portera, 2014). 1 Per rendere la lettura più scorrevole si sono utilizzati in tutto il testo i termini maschili con riferimento a persone di ogni sesso.
... Pre-and in-service training should include development of ECE teachers' interpersonal skills to improve their capacity in daily work; for example, empathy, understanding of others, flexibility in emotional response, showing positive emotions toward immigrant children and families, having open mind, being non-judgmental, being flexible, being able to accept diversity and respecting other ways of being (ISSA 2011;Peeters and Vandenbroeck 2011). At the core of teachers' competences is the ability to connect all interpersonal skills, knowledge, teaching methods and resources from the environment in the ever-challenging and unpredictable multicultural education (Portera 2014). ...
The purpose of this study is to analyse which ecological conditions (professional background and support from the environment) and interpersonal skills (values, attitudes and emotional competences) predict ECE teacher competences in working with immigrant children. The results of the hierarchical regression analysis revealed that interpersonal skills are stronger predictors of teachers’ competences than ecological conditions. The results of network analysis indicate specific in-depth relations among teachers’ competences and the analysed variables. The study is important as it combines ecological conditions as contextual factors and interpersonal skills to better understand how to support ECE teachers in a multicultural environment.
... Counselling Pancawaskita fully develop the services by adopting the principles of science education without losing the identity of the professionalism of the counselling serviceitself (Sujadi, 2015;Zamroni, 2016). In an effort to improve the professionalization of the service to the client, the counsellor needs to do a variety of preparations are qualified in applying the norms of education in the counselling process (Bagley et al., 1997;Portera, 2014). ...
... At the international level, UNESCO (2006) has issued guidelines for intercultural education consisting of three principles that are considered to go beyond regional and national differences. It is assumed that by following these principles teachers will acquire the intercultural competences (Portera, 2014). ...
... The course was taught by two lecturers, one from each country. All the participating academic institutions encourage their graduates to combine professionalism and humanity, while seeking to instill in them technological global democratic values and to expose them to a dynamic reality characterized by the movement of populations, goods, information, and ideas between regions, countries, and cultures (Portera, 2014;Punteney, 2016;Suarez-Orozco & Suárez-Orozco, 2001). ...
Multicultural dialogue has an important socio-educational role in light of demographic changes. Research shows that attracting international students to campus or sending them abroad is not enough (Ashwill, 2004; de Hei et al., 2019). Therefore, the higher education system should design programs that expose students to international contexts (Fabregas et al., 2014; Roorda et al., 2011). The aim of this qualitative interpretative study was to examine the types of dialogue created between 47 undergraduate students from Israel and other countries. Data were collected from a portfolio written by all the students and were analyzed using content analysis (Creswell, 2012). The study was based on online encounters between two groups: Israeli and other countries. The findings indicated that the students deepened their understanding and shaped intercultural competence. The open and flexible curriculum enabled them to hold three types of dialogue: personal, disciplinary, and ethnocultural (Dotger, 2015; Phillion & Malewski, 2011).
... Wenn der Umgang mit Differenzen dem ,Geschäfte machen' zuträglich ist, es zumindest nicht behindert, ent spricht dieser Umgang den managerial-ökonomischen Anforderungen; in diesem Sinne handelt es sich um einen gelungenen Umgang mit Differenzen. " 2~ Einen ähnlich komplexes Modell wie bei Byram findet sich bei Portera (2014) "An interpersonal encounter becomes an intercultural encounter when cultural differences are perceived and made saUent either by the sit uation or by the individual's own orientation and attitudes. Thus, in an intercultural interac!ion, one does not respond to the other person (or people) on the basis of their own individual personal characteris lies -instead, one responds to them on the basis of their affiliation to another culture or set of cultures. ...
... Wenn der Umgang mit Differenzen dem ,Geschäfte machen' zuträglich ist, es zumindest nicht behindert, ent spricht dieser Umgang den managerial-ökonomischen Anforderungen; in diesem Sinne handelt es sich um einen gelungenen Umgang mit Differenzen. " 2~ Einen ähnlich komplexes Modell wie bei Byram findet sich bei Portera (2014) ...
This paper is an attempt to map a landscape of international approaches to intercultural competence.
http://www.waxmann.com/buch4245
... anthropology, applied linguistics, communication studies, education, language, psychology and sociology) and worldwide scopes (Jackson, 2012: 1). One of the crucial factors accelerating such a salient development is the interdependence and interconnectedness significantly enlarging in this current age (Portera, 2014). As a result, deploying effective communication strategies among people possessing sundry linguistic and cultural ambience has become a thought-provoking issue (Ciprianová & Vančo, 2010;Baker, 2011Baker, , 2012. ...
This study focused on how teachers and students as the social
actors in an Intercultural Communication (IC) classroom were
represented discursively. A video recording transcript of IC
classroom activities at a state University in Indonesia was selected
as the data source. The data source was rigorously analysed
through van Leeuwen‟s Socio-semantic inventory of social actors
framework (Van Leeuwen, 1996). The main findings show that
social actors in IC classroom can be categorised into two main
thematic representations, namely positive and negative ones.
disclosed that Hamzah as the representative of classroom
presenters was represented as victimised, oppressed, intimidated
and minoritised actor. Hamzah‟s Mathematics teacher was
depicted as an intolerant, dehumanising, discriminatory and
oppressing actor. Hamzah‟s Social Sciences teacher was
illustrated as a racial, stereotyping, dominant and provoking actor.
The Intercultural Communication teacher was delineated as the
actor endeavoring to encourage his students to be tolerant, critical,
supportive and open-minded people. Hamzah‟s classmates in IC
classroom were characterised as sympathetic, supportive, friendly
and reactionary actors.
Keywords: Intercultural Communication, social actors,
discursive reprentation, othering
... The elements of curiosity, openness and respect are usually present within models of IC (e.g. Byram 1997Byram , 2008Portera 2014) and some of these have also been mentioned in previous empirical studies (e.g. Hammer 2005; Paolone 2013). ...
The present study explores the internationalisation of secondary schools. It focuses on the assessment of the intercultural competence (IC) of returnees who participated in an annual study-abroad programme offered by the Italian educational association Intercultura (a non-profit organisation). The precise aim of this research is to find possible assessment indicators of IC, specific to the context of student mobility in secondary schools. To reach this goal, a qualitative methodology was adopted; 21 semi-structured interviews were conducted with the returnees, their parents, friends, teachers and Intercultura volunteers. The findings suggest that the elements to be considered in assessing the IC of returnees should include, among others, curiosity towards people perceived as having different cultural backgrounds, interest in global issues, self-awareness, new understanding of home context, knowledge of host context, ability to make critical comparisons, adaptability and ethnorelative view.
... 23 Unterschieden werden savoir comprende (interpreting/relating skills), savoir (knowledge), savoir faire (discovery/interaction skills, savoir s´engager (critical culture awareness), savoir être (attitudes). 24 Einen ähnlich komplexes Modell wie bei Byram findet sich bei Portera (2014), der auf der Grundlage der hier vorgestellten Modelle eine Verknüpfung von interkultureller Kompetenz und interkultureller Erziehung anstrebt und die staatsbürgerliche und zivilgesellschaftliche politische Dimension als Perspektive interkultureller Kompetenz sieht. Der Ansatz betont vor allem den interaktiven Aspekt der Kompetenzentwicklung in Abhängigkeit des Selbst-Kontextes. ...
... In other words, intercultural competence encompasses the attitudes, skill, and knowledge that allow one to assess and respond effectively to the interpersonal, emotional, educational, and professional requirements arising from cultural diversity (Byram, 1997). Intercultural competence is becoming ever more relevant to Higher Education and it is a critical component of international courses, such as Asian programs, which should be not limited to knowledge of oriental languages and social and cultural values (Portera, 2014;Rathje, 2007). In fact, it has been said that all courses dealing with Asian countries should adopt an intercultural approach that takes into account the socio-historical development, conquests, interactions with neighboring cultures, and orientalism (Beltrán, 2006). ...
This paper analyses how Spanish Higher Education Institutions (HEIs) are implementing “internationalization at home” strategies through the introduction of Asian studies degrees to help undergraduate students to be ready to work in a globalized world. The selection of Asia as specialization reflects its relevance for HEIs, as the most influential geopolitical area in the context of the current economic and cultural globalization. Specifically, this study identifies the undergraduate Asian degrees developed by Spanish HEIs, in what ways they are interculturally oriented, and how the intercultural orientation was incorporated into the degrees. It is possible to identify in the programs a process of the incremental acquisition of intercultural competence, following these phases: general knowledge moves to socio-linguistic and instrumental knowledge, which then becomes intercultural self-awareness. This paper concludes that to implement successfully their strategies at home and, simultaneously, to embrace the increasing societal demand for enhanced intercultural skilled professionals, a higher level of intercultural awareness is needed in Asian studies degrees at Spanish HEIs. The paper ends with some recommendations for educational policy-makers.
... Students, but also staff, are not necessarily speaking their own mother tongue and they must be prepared to function in a multicultural context (Dervin & Hahl, 2015;Portera, 2014). "One of the skills that seems to be particular important for teachers to achieve greater equity in diverse classrooms is formative assessment, i.e., frequent, interactive assessments of student progress and understanding of individual learning needs to adjust teaching" (OECD, 2005cit. in Nusche, 2009. ...
This Transversal Analysis and Conclusions report is the final deliverable of Work Package 1,
“Stocktaking”, and includes two main parts:
1. a review of existing literature on teaching and learning strategies for culturally inclusive
education in adult and higher education, as well as tools and materials from previous
projects’ outputs;
2. a collection of examples of good practices, including partners’ relevant experiences,
synthesise and evaluate existing knowledge through a comprehensive transnational
meta-analysis.
In the present report the University of Porto has collated and analysed the materials that all the
members of the HE4u2 consortium have identified as relevant literature (papers, books, reports)
and good practices. Both tasks were supported by specific templates to configure and organize
the information (see Appendix 1 and Appendix 2), that the partners filled (see Appendix 3 and
Appendix 4) and were instrumental for the analytical work that followed; partners’ comments
throughout the process were also essential for the conclusion of the analysis. Therefore, this
report is the result of the collaborative effort of the various teams.
Buku Model Kooperatif-Multikultural ini berisi landasan teori yang kuat dari paradigma pembelajaran kooperatif dan kompetensi multikultural. Buku ini dapat menjadi referensi penelitian lebih lanjut mengenai pembelajaran berbasis keberagaman dan kompetensi yang dibutuhkan untuk menyikapi keberagaman di sekitar kita. Model kooperatif-multikultural ini dapat digunakan di sekolah-sekolah dan sudah terbukti keefektifannya mampu meningkatkan hasil belajar dan karakter kebhinnekaan global. Model ini dikembangkan dengan 10 tahapan, yaitu pendahuluan, penerimaan, pencarian, bekerja sama, penegasan, karakterisasi, aksi, berbagi, refleksi, penutup. Setiap tahapan memuat berbagai aktivitas yang melatih salah satu atau keempat keterampilan berbahasa dan membangun karakter kebhinnekaan global. Media pembelajaran dibuat bervariasi, berupa teks, video, maupun film. Aktivitas belajar dimodifikasi agar siswa berinterksi dengan guru, teman, orang tua, dan masyarakat sekitar. Aktivitas juga didukung dengan lembar kerja siswa yang didesain menarik. Penilaian pada model ini dilakukan saat proses pembelajaran dan hasil belajar baik secara individu maupun kelompok. Buku model ini ini layak menjadi sumber referensi dan layak diipmlementasikan karena terbukti efektif.
International schools in Qatar have invested resources to establish an educational framework that promotes diversity and intercultural understanding. These schools follow a curriculum that is different from the curriculum set by the Ministry of Education in Qatar. While Qatari families enrol their children in international schools to enhance employment prospects and English proficiency, concerns exist about potential impacts on national identity. This chapter aims to study the design and implementation of a curriculum disseminating national cultural values in Qatar’s international schools. The discussion focusses on how international schools in Qatar can attain a balance between promoting cultural diversity and nurturing a sense of national identity and heritage among students. The purpose is to explore strategies, challenges, and benefits of integrating national cultural values, examine their effects on students’ identity formation, and understand their cultural heritage. The following axes are examined: curriculum design and content, implementation challenges, impact on students’ identity and cultural heritage, and balancing cultural diversity and national identity. The chapter aims to provide insights and recommendations for educational policymakers, curriculum designers, and educators on effectively incorporating national cultural values into the curriculum to nurture students’ identity and heritage in a globalized world.
In the UK there has been a marked increase in children from minority ethnic families receiving an autism diagnosis but there continues to be a dearth in research that has explored the diversity of families’ lived experiences. The research sought to address this under-representation by using a transcultural approach to understand how families are drawing on multiple cultural influences in response to having an autistic child. Combining transculturalism with a narrative interview approach made it possible to pay attention to the ways in which families’ lives are transformed when they have an autistic child, how parents develop multiple identities in their interactions with professionals and family members across different social and cultural contexts and the impact this has on their sense of belonging to the community and networks of support. A thematic analysis of the families’ transcultural experiences showed that there were commonalities in their experiences of parenting children with autism as well as distinct and relevant cultural values and resources which influenced their individual responses to having an autistic child. The families wanted teachers in mainstream schools and those in their community to have more understanding and knowledge about how autism affected their lives and positive recognition of the solution-focused strategies that they were using to advocate for their autistic child’s healthcare and education. The findings from this research supported the development of a transcultural model that will be of value in developing culturally responsive pedagogical practice in autism education. The recommendations are that there is a need to further address culture and ethnicity in research on autism and special education, encouraging teachers to think about how they work with autistic children and the social and cultural realities that are an essential aspect of families’ transcultural lives.
Educating refugee children is a demanding process, as teachers must have special knowledge, skills and attitudes. In Greece, many efforts have been made to educate refugee children by creating refugee reception and integration classes in schools and recruiting temporary staff. Still, teachers face various problems in language teaching and children’s integration into the school environment. The purpose of this study is to identify the challenges and difficulties faced by teachers who teach refugee
students and to explore their intercultural competence and readiness. Eight interviews were conducted for the research. The results show that participants face many problems due to a lack of training material, tools and resources. The characteristics of refugee children slow down the educational process, while the
unpreparedness and inadequacy of teachers in intercultural education complicate the situation. However, the education of refugees can be improved, provided that the intercultural education of teachers is enriched and appropriate educational material (school books, guides, toolkits) is provided.
Educating refugee children is a demanding process, as teachers must have special knowledge, skills and attitudes. In Greece, many efforts have been made to educate refugee children by creating refugee reception and integration classes in schools and recruiting temporary staff. Still, teachers face various problems in language teaching and children's integration into the school environment. The purpose of this study is to identify the challenges and difficulties faced by teachers who teach refugee students and to explore their intercultural competence and readiness. Eight interviews were conducted for the research. The results show that participants face many problems due to a lack of training material, tools and resources. The characteristics of refugee children slow down the educational process, while the unpreparedness and inadequacy of teachers in intercultural education complicate the situation. However, the education of refugees can be improved, provided that the intercultural education of teachers is enriched and appropriate educational material (school books, guides, toolkits) is provided.
As multicultural classrooms appear to be the norm nowadays, giving rise to new, more particular and targeted needs which must be accommodated, teachers now need to reflect on and adjust the strategies and practices they apply in order to meet the specific learning needs of their intercultural classrooms. For this reason, teachers’ education should be re-examined, evaluated, and enriched. In this light, this original study uses a case study to explores the language views and attitudes of graduates of a Hellenic Open University Master’s international programme entitled “Language Education for Refugees and Migrants” (L.R.M.). The aim is to explore teachers’ level of intercultural competence and readiness as well as their global competences as future teachers in multilingual and multicultural settings after completing the programme. To do this, the study attempts to evaluate the programme through the lens of the personal experiences of the graduates in terms of successes, weaknesses, and strengths. To conduct the research, both quantitative and qualitative methods were applied in the form of a close-ended questionnaire and a semi-structured interview conducted in two different formats. The results indicate that the majority of the participants were confident enough to manage the challenges arising in multicultural settings after completing the program, as they felt they had developed appropriate Skills, Knowledge, and Attitudes; however, a few among them still felt uncertain in doing this. In addition, a number of different approaches and methods were found to be appropriate as used for teachers’ training, while the importance of teachers’ intercultural training was highlighted.
Second generation individuals (SGIs) represent an increasingly important share of the growing European population. Most literature focuses on the difficulties experienced by SGIs, risking reinforcing popular constructions of SGIs as a problematic group. Examining the potentials of SGIs may help to create a more balanced representation of their social reality and highlight opportunities inherent in multi-ethnic societies. In this paper we suggest that SGIs upbringing amongst multiple cultures may, under certain conditions, favour their developing strong intercultural competence (IC), a vital resource in contemporary, highly diverse societies. Following a literature review, we highlight that the IC of SGIs remains largely unexplored and there is a need for further research to investigate its features and the factors fostering and hindering its development. We begin by defining IC and the approach we adopt to view the construct, and by characterizing SGIs and the main critical implications and potentials of their growing up within multiple cultural environments. Subsequently we unite the contributions of migration studies and the body of work on IC in order to explain the processes by which SGIs likely develop IC. We propose the need for investigation of the IC of SGIs, making the case that research on IC should acknowledge the distinctiveness of SGIs experience and therefore utilize specific conceptual and methodological tools to explore the features and development processes of their IC. The paper ends with a discussion of the remaining knowledge gaps and by setting out an agenda for future research on the IC of SGIs.
Given the growing presence of citizens with cultural differences, it is no longer appropriate to base citizenship on the individual belonging of a nation-state. It has become necessary to develop a new concept of citizenship that considers the existing multiple identities of people. This idea has gradually permeated educational policies on citizenship of international institutions such as UNESCO, which has introduced the concept of global citizenship education (GCE). This article is intended to enrich readers’ reflection on GCE through the incorporation of an intercultural approach, to overcome nationalistic, Western-centric, and neoliberal conceptions, and to promote dialogue and interaction between different learners. Research on citizenship education and intercultural competence carried out by the Centre for Intercultural Studies, University of Verona, Italy, provides additional stimuli to foster reflection.
In the UK there has been a marked increase in children from minority ethnic families receiving an autism diagnosis but there continues to be a dearth in research that has explored the diversity of families’ lived experiences. The research sought to address this under-representation by using a transcultural approach to understand how families are drawing on multiple cultural influences in response to having an autistic child. Eleven parents from nine families who lived in one London borough were interviewed using a non-directive narrative approach. The families included two parents who were born in the UK, five who migrated to the UK as children and four who came to the UK as adults. All the families had a child with autism aged between four and seventeen years old, who attended either a special school or a mainstream school in the same London borough. Combining transculturalism with a narrative interview approach made it possible to pay attention to the ways in which families’ lives are transformed when they have an autistic child, how parents develop multiple identities in their interactions with professionals and family members across different social and cultural contexts and the impact this has on their sense of belonging to the community and networks of support. Analysing the interviews followed a case-based approach with themes examined within and across all cases. A thematic analysis of the families’ transcultural experiences showed that there were commonalities in their experiences of parenting children with autism as well as distinct and relevant cultural values and resources which influenced their individual responses to having an autistic child. The families wanted teachers in mainstream schools and those in their community to have more understanding and knowledge about how autism affected their lives and positive recognition of the solution-focused strategies that they were using to advocate for their autistic child’s healthcare and education. The findings from this research supported the development of a transcultural model that will be of value in developing culturally responsive pedagogical practice in autism education. The recommendations are that there is a need to further address culture and ethnicity in research on autism and special education, encouraging teachers to think about how they work with autistic children and the social and cultural realities that are an essential aspect of families’ transcultural lives.
This document is a product of a Council of Europe project which is taking place in four phases from 2014-17. The first phase has been devoted to the development of a conceptual model of the competences which citizens require to participate effectively in a culture of democracy. This document describes the model and the methods that were used to develop it. The document is aimed at readers who wish to understand the underlying assumptions and technical details of the model. Phase two of the project will be devoted to the development of descriptors (i.e., statements or descriptions of what a person is able to do if they have mastered the various competences that are specified by the model), phase three to ascertaining whether it is possible to assign the descriptors to levels of proficiency, and phase four to the production of supporting documentation. This documentation will be addressed to educational practitioners and policymakers, and will provide a less technical description of the current competence model. It will also explain how the model and the descriptors can be used to assist curriculum design, pedagogical design and the development of new forms of assessment (for use in either self-assessment or assessment by others). All of the materials that are produced from the project will eventually be incorporated into a ‘Council of Europe Reference Framework of Competences for Democratic Culture’. Further information about the project is available from the project website: www.coe.int/competences
Introduction: Research in education and the health sciences indicated that international service-learning (ISL) has positive impacts on participants’ intercultural competence, although little information exists in the music therapy profession. This study examined the characteristics of ISL within the context of music therapy and investigated its relationship with intercultural competence in U.S. music therapists.
Method: A total of 621 board certified music therapists participated in the study. The researcher-designed cross-sectional survey consisted of checklists, Likert scales, one standardized self-report measure – the Assessment of Intercultural Competence, a culture-related music therapy competence checklist, and demographic information.
Results: Results of the study confirmed anecdotal evidence that music therapists and music therapy students are engaging in a variety of ISL programs. Furthermore, the results suggested possible enhancement in intercultural competence, but not necessarily intercultural competence in music therapy.
Discussion: Several recommendations include theoretical and conceptual clarification of intercultural competence in music therapy professional practice, as well as cost-benefit considerations for participating in ISL.
The article analysed methodological scales for measuring intercultural competence. Taking into account the ones presented in scientific literature, SAGE’s scientific publications database was selected as the data collection source. Methodologically validated scales were evaluated from the perspective of management science in order to select the most used ones oriented to management research. Therefore, four most popular measurement scales that have received the most attention in different countries were distinguished. The article also ranked the most popular scientific journals in terms of research on the above mentioned competencies using said methodological scales as well as explored military intercultural competence to determine the possibilities of using methodological scales.
This research study focuses on long-term digital technologies assisted cross-cultural communication as an instructional model. Secondary school foreign language learners of German and English collaborated online with the same age-cohort peers to acquire new cultural knowledge, as well as develop digi-tal technologies skills. Findings revealed that digital technologies facilitated personalised student-led learning through an inquiry-based approach. Results further indicated that the learners had rich opportunities to share their stories and to think critically about themselves and others. Indeed, pupils enriched their understanding of their partner’s culture as well as developing an en-hanced understanding of the influence of culture on behaviour and thinking. The students learned to use digital technologies by creating digital profiles, posting their comments, asking questions, exchanging cultural information, and gaining linguistic and cultural experience of a native speaker in a virtual space. This paper shows that with the purposeful integration of digital tech-nologies in foreign language classrooms opportunities for richer student learning experiences can be promoted.
This paper presents the results of a European survey that was part of a European funded project, entitled ‘Multicultural Early Childhood Education’, carried out between 2017 and 2018, in three countries: Italy, Spain, and Hungary. The goal was to explore the intercultural training needs of Early Childhood Education and Care (ECEC) professionals, to support them to meet the needs of different children and families, with a focus on the ones with immigrant, refugee, and Roma background. It was an exploratory study about the cultural background of ECEC educators, through an analysis of their competences and training needs, with an attention to the issues of multiculturalism and interculturality. The research was focused on the ‘good practices’ promoted within the educational contexts of partner institutions. The survey was carried out through a semi-structured questionnaire, delivered to a sample of 477 practitioners and pedagogical coordinators/coaches working in ECEC services of Tuscany, Barcelona, and Budapest, collecting 260 completed questionnaires. Analysis of the data collected shows the importance of strengthening the relationship between ECEC services and immigrant families to promote the inclusion of children and their families. The analysis also shows that training and support are needed for ECEC practitioners to improve their practice in this field.
Situationen interkultureller Begegnung sind im Alltag und Berufsleben inzwischen allgegenwärtig. Dementsprechend ist Interkulturalität ein Feld hochgradig anwendungsbezogener Forschung. Sie ist die Basis für jede interkulturelle Situation und Interaktion im Alltag, in Politik und Wirtschaft. In diesem Kapitel werden die Konzepte der Interkulturalität und interkulturellen Kompetenz eingeführt. Es werden verschiedene interdisziplinäre Definitionen vorgestellt und die Hauptansätze analysiert. In diesem Zusammenhang werden Begriffe wie interkulturelle Kompetenz, Subskalen, Operationalisieren und Messen definiert. Weiterhin werden die Auswirkungen der interkulturellen Kompetenz auf die interkulturelle Kommunikation vorgestellt und ein Überblick über die Methoden und Herangehensweisen in Trainings interkultureller Kompetenz gegeben.
RESUMEN Este artículo plantea la incorporación de episteme indígena al currículum escolar, mediante un método de intervención educativa intercultural con aportes epistémicos de la educación mapuche y escolar. Se analiza, por una parte, que la intervención educativa intercultural implica asumir la igualdad de la condición humana sobre la base de un diálogo de saberes con el fin de garantizar la libertad, la igualdad y la cohesión social; y por otra parte, como desafío sociopolítico para el reconocimiento de la existencia y supervivencia de los pueblos indígenas con sus conocimientos educativos, lenguas e identidades culturales.
The pluralisation of European societies has produced national and cultural diversification, increasing the need for communication and understanding to support recognition, equality, justice, self-determination and identification with others. This paper responds to the social and political challenges accompanying immigration by focusing on gender differences in intercultural competence among a selection of Danish and Norwegian secondary school students. Data came from questionnaires given to 895 students from four schools—two Danish and two Norwegian. One major finding was gender differences in intercultural competence, which is discussed using inclusive citizenship theory, gender socialization theory and feminist standpoint theory. For the control variables, cultural capital theory and intergroup contact theory were used to analyse students’ experiences of school diversity and their intercultural competence. School diversity contributed moderately to greater intercultural competence while moderate differences arose between national samples. Finally, teaching implications are discussed.
This tool describes a generic structure of a Continuing Professional Development Course
(CPDC). It aims at giving the reader insights and ideas in organising staff training to promote inclusive learning and teaching in European higher education institutions. This Generic Course Structure can be adapted to any institutional, regional or national environment by following the experiences that the course designers had, when piloting the course in their own universities. These experiences are presented as examples, within the present training course structure. This Generic Course Structure has been created by the European project HE4u2 - Integrating cultural diversity in Higher Education, co-funded by the European Union Erasmus+ programme. The project is coordinated by the European University Continuing Education Network (eucen).
Ich gehe hier davon aus, dass Interkulturelle Kompetenz als Konstrukt nur im Modus der Verhandlung existiert, wobei die Verhandlung selbst ein mehrdi- mensionales Geflecht einer Subjekt-Objekt-Beziehung darstellt, die im Moment des Vollzugs stets nur reduziert in ihrer Komplexität erfasst wird. Aus der Per spektive der internationalen Kompetenzforschung, sei es in der empirischen Bildungsforschung, der Berufsbildungsforschung oder in diversen Richtungen der Psychologie, stellt interkulturelle Kompetenz eine generische Kompetenz oder eine Koordinationskompetenz für Elemente allgemeiner Sozialkompetenz dar. Im Bildungsbereich überwiegt die Charakterisierung als „Schlüsselkompe tenz“ (key competence) und wird - obwohl nicht unumstritten - für eine eigenständige Kompetenz (im Gegensatz zu allgemeinen Sozialkompetenzen) gehalten.
Growing racial and ethnic diversity in the United States and globally requires culturally competent mental health professionals who can address ongoing racial tensions and experiences of racism and xenophobia. Attending to racial and ethnic issues and infusing race and ethnic dialogues in group psychotherapy can play a major role in addressing mental health problems, promoting racial harmony, and healing deep psychological wounds and trauma that are the result of racial tensions. This article describes seven key issues necessary to effectively address race and ethnicity in group psychotherapy.
The Federation of The Experiment in International Living (FEIL) has now completed its first international research effort – a one and a half year project designed to explore and assess the impact of intercultural experiences provided through service projects conducted as part of the Federation’s Volunteers in International Partnerships program. This research project, titled "Exploring and Assessing Intercultural Competence," involved two sending and one receiving Member Organizations: Great Britain, Switzerland, and Ecuador. The project was made possible through a funding grant obtained from the Center for Social Development of the Global Service Institute at Washington University in St. Louis, Missouri.
A meta-analysis explored the association between past studies on intercultural communication effectiveness and intercultural communication competence, and examined the relationship between knowledge-based and skill-based attributes in predicting intercultural communication competence. A total of 16 studies met the criteria of having recoverable quantitative data measuring aspects of intercultural communication competence or effectiveness and occurred within the context of intercultural interaction. The studies were coded for five characteristics. Results indicated empirical support for arguing that there is a strong association between studies of intercultural communication competence and intercultural communication effectiveness--measurement of intercultural communication competence and intercultural communication effectiveness was demonstrated to be equivalent. Results also demonstrated that both knowledge and skills were positive predictors of the association between intercultural communication competence and intercultural communication effectiveness. Formerly, many academic studies of intercultural communication competence were motivated by four practical needs: (1) to explain overseas failures; (2) to predict overseas successes; (3) to develop personnel selection strategies; and (4) to design, implement, and test sojourner training and preparation methodologies (Ruben, 1989). More research efforts should be aimed at empirically testing theoretical assumptions and the measurement of various moderator variables. (Contains 88 references and 2 tables of data.) (RS)
Models of psychotherapies and counselling do not develop in a social vacuum. They arise out of and rest on several fundamental assumptions-social, linguistic and cultural-most which are understood and shared by the client group and the therapists andor counsellors. The extent to which there is a congruence of shared assumptions facilitates the process of counselling and/or therapy. It does not, however, guarantee its successful outcome. This paper examines the fundamental assumptions underlying client-centred counselling and argues that there is at present a lack of correspondence between the assumptions of the counsellors and those of their client groups-even within their own culture. But among the client groups comprising the ethnic minorities originating from the Indian subcontinent, there is a wide chasm. The clients do not understand or share the fundamental assumptions of their counsellors. As a result, client-centred counselling is irrelevant and does not serve the needs of the clients groups comprising the ethnic minorities. It is in urgent need of a paradigm shaft. It is argued that client-centred therapy needs to be replaced by culture-centred counselling, in which counsellors can be trained. The paper presents the main features of a model of counselling that is applicable not only to the white indigenous population in Britain but to the above ethnic minorities living in Britain.
This study investigates the influence of context on judgments of communication competence behaviors in two different cultural groups in the United States. Two hundred and twenty‐five Hispanic Americans and 209 white non‐Hispanic Americans were asked to rate the relative importance of communication behaviors in creating impressions of communicative competence in four different contexts: An intracultural social situation, an intracultural task situation, an intercultural social situation and an intercultural task situation. Exploratory factor analysis and subsequent confirmatory factor analyses confirmed similar factor structures for both culture groups on eight verbal and nonverbal dimensions of competent behaviors. Results of multiple analysis of variance tests revealed similarity and differences between the two groups in their judgments of communication competence behaviors. Specifically, both groups reported that Language Adaptability and Cultural Topics were more important in intercultural than intracultural contexts. However, there were contrasting patterns in nonverbal behaviors. Hispanics reported that it is most important to exhibit nonverbal behaviors when socializing with someone from another culture and when working with someone from their own ethnic culture. Non‐Hispanics reported that it is most important to exhibit these behaviors when socializing with someone from their own ethnic culture and when working with someone from another culture. The results are discussed and implications for future research delineated.
In contemporary society it is rare to encounter cooperative efforts to learn, whether we are talking about the family or the school environment. Often we try to resolve conflicts by means of power or strength. Religion, language, skin colour or a different cultural background are seen as insurmountable barriers. Also the practical approaches relating to intercultural education seem to be only known and scarcely practised.In this paper the author starts from the results of an longitudinal, empirical study. He has observed and analysed the process of identity formation in young people with a multicultural socialisation during many years. After having pointed out the factors and mechanisms which are either functional or dysfunctional, the author presents a theory of basic human needs which are especially valid in a multicultural context, building on the contributions of other authors such as Erikson, Maslow and Rogers.The object of this paper is to reflect on the educational consequences of the above‐mentioned factors, as well as explore the way to satisfy our basic educational needs.
Suggests that solid research is essential to the future development of the person-centered approach so that it does not become narrow, dogmatic, or restrictive. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
To describe the new definition of mental retardation developed by the American Association of Mental Retardation (AAMR) published in 1992. The previous definition was based on a deficiency model that identified "subaverage intelligence" using an intelligence quotient (IQ) score equal to or less than 70. The new definition places greater emphasis on adaptive skills and environmental support needs.
Defining mental retardation according to AAMR criteria reflects a significant paradigm shift from an absolute trait to a functional conception. The new definition is dynamic, attends to context, is inherently holistic--and, therefore--closely aligned with nursing theory. Diagnosis is a three-step process by which functional strengths and weaknesses are identified along 4 dimensions and 10 adaptive-skill areas. Identification of needed supports is incorporated within the three-step process.
Nurses can enhance holistic care by working to have AAMR's new definition adopted by government legislators and administrators of state and county agencies that provide mental-retardation services. Nurses should become active participants as interdisciplinary diagnostic team members as well as case managers. Nurse researchers and educators can contribute toward further developing AAMR's definition by standardizing assessment instruments, working to make diagnostic procedures more user-friendly, and researching the construct validity of adaptive-skill areas. Finally, nurses should help legislators and policy makers understand the sociocultural ramifications of AAMR's new definition.
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