Unpacking intercultural teacher education: from monoculturalism to respect for human rights.

Autor/inn/en	Dragonas, Thalia; Frangoudaki, Anna; Inglessi, Chryssi
Titel	Unpacking intercultural teacher education: from monoculturalism to respect for human rights.
Quelle	Aus: Beyond one's own backyard. Athens: Society for the Study of Human Sciences (1996) S. 15-33Verfügbarkeit
Beigaben	Literaturangaben 31
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Lehrerausbildung; Interkulturelle Bildung; Methodik; Fremdsprachenunterricht; Grundrechte; Rassismus; Europa
Abstract	Summing up the results of a workshop on the training of teachers towards intercultural understanding Micheline Rey is quoted. This quotation stands for the main concern of this volume: "The teacher's role is essential. But the multicultural situation demands a knowledge of migration phenomena, the realities with which migrants have to cope, and experience of meeting and co- operation with people from other cultural backgrounds. Good will is not enough. It is important, that training should prepare teachers to welcome and understand pupils, families, and colleagues from other parts of the world, to respect the diversity of languages, lifestyles, ambitions, behaviour patterns, and religions, and to cope with conflicts that break out and overcome them so as to ensure the cultural enrichment of all. Teacher training is the real key to intercultural education. It is not only an operation that perfectly exemplifies the cascade effect and that controls the functioning of educational systems and teaching, but it also occupies a crucial position at the centre of international co- operation (as it is a responsibility that the host countries and the countries of origin need to assume together), of educational policies, in which an intercultural approach should be fostered, and of everyday teaching practice. It should therefore be given the closest attention (...) Intercultural teacher training should go together with a political, collective and individual committment to dialogue, recognition of the diversity of cultural behaviour patterns and values, overcoming social and education inequalities and helping children form all backgrounds to settle in school, and with working conditions that encourage satisfactory teaching and teacher-pupil relations. It is also important that it should form part of a network of pioneer projects and stimulate further action." (DIPF/quotation taken from the original).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	1998_(CD)