Inclusiveness, Power Sharing and Critical Enquiry: Intercultural Programme Model for New Settlers

Autor/inn/en	Hayward, Maria; U-Mackey, Alice
Titel	Inclusiveness, Power Sharing and Critical Enquiry: Intercultural Programme Model for New Settlers
Quelle	In: Intercultural Education, 24 (2013) 5, S.430-441 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2013.844471
Schlagwörter	Immigrants; Refugees; Land Settlement; Foreign Countries; Intercultural Communication; Problem Solving; Critical Thinking; Program Descriptions; Teaching Methods; Skill Development; Civil Rights; Social Integration; Program Effectiveness; Educational Practices; Inclusion; Power Structure; Focus Groups; Observation; Interviews; New Zealand + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Flüchtling; Siedlungsraum; Ausland; Interkulturelle Kommunikation; Problemlösen; Kritisches Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Bürgerrechte; Grundrechte; Zivilrecht; Soziale Integration; Bildungspraxis; Inklusion; Beobachtung; Interviewing; Interviewtechnik; Neuseeland
Abstract	Migrants and refugees settling permanently in a new country face significant social, linguistic and cultural challenges. However, they also bring intercultural strengths and skills which, if acknowledged and enhanced, can support successful settlement and inclusion in a pluralistic society. This paper describes the underpinning rationale and salient features of an intercultural settlement programme piloted in New Zealand with a group of recently arrived settlers from refugee backgrounds. The programme was designed to enhance the settlement process for newcomers through the development of critical thinking, problem-solving and intercultural skills. The pedagogical approach was rights-based and incorporated facilitated discussions within an environment of power-sharing, inclusiveness and critical enquiry. This paper discusses the implementation of the programme as well as findings from a preliminary research project which sought to explore the effectiveness and the extent to which the programme achieved its aims. The findings indicate that this approach can constitute good practice in an education programme designed to support interculturalism and successful integration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10