The Intersection of School, Diversity and Intercultural Dialogues: Second Generation Brazilians and Cape Verdeans in the Lisbon Metropolitan Area

Titel	The Intersection of School, Diversity and Intercultural Dialogues: Second Generation Brazilians and Cape Verdeans in the Lisbon Metropolitan Area
Quelle	In: Intercultural Education, 29 (2018) 4, S.495-513 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2018.1463014
Schlagwörter	Parent Attitudes; Student Attitudes; Metropolitan Areas; Suburbs; Immigrants; Administrator Attitudes; Multicultural Education; Intercultural Communication; Educational Policy; Educational Quality; Foreign Countries; Social Integration; Educational Environment; Interpersonal Relationship; Family Relationship; Cultural Pluralism; Elementary School Students; Secondary School Students; Portugal (Lisbon); Brazil; Cabo Verde + Suchen Sie Ihr Suchwort? Elternverhalten; Schülerverhalten; Ballungsraum; Einzugsbereich; Immigrant; Immigrantin; Immigranten; Multikulturelle Erziehung; Interkulturelle Kommunikation; Politics of education; Bildungspolitik; Quality of education; Bildungsqualität; Ausland; Soziale Integration; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Kulturpluralismus; Sekundarschüler; Brasilien
Abstract	This paper focuses on schools in the inner city of the Lisbon metropolitan area and a suburban neighbourhood located in the municipality of Sintra, where second generation Brazilian and Cape Verdean students adhere to different meanings of diversity and intercultural dialogue. Their experiences and interpretations were examined more closely through the use of several methods: (1) a multi-level questionnaire which was directed at both students and parents, (2) a compilation of qualitative statements provided by students and parents and (3) a collection of qualitatively analysed statements from teachers and school board members. The results indicate there is a wide divergence of attitudes and perspectives among the different actors, showing a disparity of perspectives when addressing intercultural education. The conclusions drawn indicate that promoting intercultural dialogue is not a one-way street, but requires the development of several intertwined strategies in each of these different contexts and communities. The observed practices of teachers, students, and administrators fell short of the expected policies incorporating intercultural education, indicating that the main barrier for educating these second generation youth is the lack of professional commitment and dialogue between teachers, students and families. Recommendations to foster high-quality intercultural education are identified. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01