A new intercultural learning concept for the European youth sector?

Autor/inn/en	Ohana, Yael; Otten, Hendrik
Titel	A new intercultural learning concept for the European youth sector? Gefälligkeitsübersetzung: Ein neues interkulturelles Lernkonzept für den europäischen Jugendsektor?
Quelle	Aus: Ohana, Yael (Hrsg.); Otten, Hendrik (Hrsg.): Where do you stand? Intercultural learning and political education in contemporary Europe. Wiesbaden: VS Verl. für Sozialwiss. (2012) S. 183-239 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-3-531-18031-1
DOI	10.1007/978-3-531-94326-8_19
Schlagwörter	Kompetenz; Methode; Psychosozialer Faktor; Demokratie; Diskurs; Europa; Gerechtigkeit; Lernen; Methode; Politische Bildung; Theorie; Demokratisierung; Kompetenz; Multikulturelle Gesellschaft; Europäische Union; Interkulturelle Bildung; Multikulturelle Gesellschaft; Lernen; Gerechtigkeit; Demokratie; Demokratisierung; Politische Bildung; Diskurs; Theorie; Europäische Union; Jugendlicher; Adorno, Theodor W.; Derrida, Jacques; Habermas, Jürgen; Heidegger, Martin; Marcuse, Herbert; Rawls, John; Europa
Abstract	"The authors ask the question whether the European youth sector needs a new intercultural education concept. In the first part of their contribution, they explore philosophical and theoretical considerations in relation to the conceptual grounding of political intercultural education, its relation with the situation of interculturalism in Europe and its potential relevance in contemporary multicultural societies. Taking into account the guest contributions made in Part II, they propose that intercultural education can only be effective in facing up to contemporary challenges and demands if it construes itself as open-ended, critical and political - in other words, if it is grounded in social realities, considers and actively confronts issues of human rights and justice, actively empowers for collective social action and contributes concretely to the 'democratisation of democracy'. In the second part of their contribution, the authors discuss the potential implications of the theoretical explorations undertaken for political intercultural education and youth work in Europe in four distinct but interlinked respects - in relation to what intercultural education is and should be used for, in other words, its purposes and aims; in relation to its contents, in other words, the issues, themes and situations it does and should address; in relation to how it is conducted, in other words, the methodology and methods currently used or that could be used in the future; and finally, in terms of competencies that those facilitating intercultural education need to have." (extract).
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2012/4