Intercultural education: learning empathy to transgress.

Autor/inn/en	Cunha, Teresa; Gomes, Rui
Titel	Intercultural education: learning empathy to transgress. Gefälligkeitsübersetzung: Interkulturelle Bildung. Erlernen von Empathie zur Grenzüberschreitung.
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. 91-107 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-3-531-18031-1
DOI	10.1007/978-3-531-94326-8_14
Schlagwörter	Solidarität; Identität; Interkulturelle Bildung; Interkulturelle Kompetenz; Interkultureller Faktor; Bildungsprogramm; Frieden; Toleranz; Emanzipation; Europarat; Politische Bildung; Transformation; Ambivalenz; Dialog; Diskurs; Modell; Europäische Union; Jugendlicher; Europa
Abstract	"In 'Intercultural education - learning empathy to transgress', the authors consider ways in which the several decades of intercultural learning practice accumulated through the youth programmes of the European institutions can be put to best use for its further development and for ensuring its continued relevance. They argue that intercultural learning has played a key role in non-formal education processes with young people, especially those associated with the programmes and activities of the Council of Europe and of the European Commission. The main purpose of intercultural learning - to inflect ethnocentric perspectives, to fight prejudices and to promote solidarity actions that support equality in human dignity and respect for the plurality of cultural identities - remains fully valid and more relevant than ever in European societies, which have become ever more intertwined and interdependent with the rest of the world. The authors' contribution restates the key premises on which intercultural learning has been developed in the European youth field, explores current challenges and proposes a renewed critique of its contemporary concepts and practices with the aim of (re)valorising its potential for social transformation. They also explore the relationship between intercultural learning and intercultural dialogue and argue that the former should be understood as the necessary educational approach for ensuring the latter." (extract).
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2012/4