Educating 'Others': Drawing on the Collective Wisdom of Intercultural Experts

Autor/in	Arvanitis, Eugenia
Titel	Educating 'Others': Drawing on the Collective Wisdom of Intercultural Experts
Quelle	In: British Educational Research Journal, 47 (2021) 4, S.922-941 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Arvanitis, Eugenia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3731
Schlagwörter	Refugees; Multicultural Education; Expertise; Inquiry; Public Policy; Citizenship; Culturally Relevant Education; Teacher Education; Foreign Countries; Europe + Suchen Sie Ihr Suchwort? Flüchtling; Multikulturelle Erziehung; Expert appraisal; Öffentliche Ordnung; Staatsbürgerschaft; Lehrerausbildung; Lehrerbildung; Ausland; Europa
Abstract	Forty invited interculturalists (both academics and non-academics) from nine countries engaged in developing a coherent culture of dialogue and collective action to address the challenge of redefining intercultural education provisions with regard to the needs of refugee children. The method of cooperative inquiry to elicit theoretical and professional expertise from the participants was adopted. This inquiry was based on four dimensions of reflective practice, drawing on experiential, presentational, propositional and practical knowledge. The intercultural experts (seen as 'co-researchers' and/or 'co-subjects') who participated engaged in a rigorous intercultural and reflexive dialogue developed in four distinct phases. The first two phases took place in their own local contexts and the final ones in a forum organised in Greece. During the forum, the participants' diverse knowledge and experience were renegotiated to ascertain the 'collective wisdom' of the group and to address issues of otherness and approaches to refugee education, teachers' training and mediation. The consensus reached by the participants included the following: the need for local communities to be supported so as to avoid and mitigate any hostility towards refugees; the urgency of a common European asylum policy; the realisation of the 'other' as a social construct based on hierarchical connotations and defined by diverse (meta)narratives; the urgency for providing formal/mainstream education to secure a pathway to social citizenship for refugees; the adoption of culturally responsive education practices to empower intercultural learning using refugee children's own cultural knowledge and collaborating with parents; and the need for systemic intercultural and mediation training for teachers. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01