Establishing a Framework for Blending Intercultural Education with Differentiated Instruction

Autor/inn/en	Valiandes, Stavroula; Neophytou, Lefkios; Hajisoteriou, Christina
Titel	Establishing a Framework for Blending Intercultural Education with Differentiated Instruction
Quelle	In: Intercultural Education, 29 (2018) 3, S.379-398 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2018.1441706
Schlagwörter	Guidelines; Multicultural Education; Academic Ability; Individualized Instruction; Equal Education; Inclusion; Cultural Background; Teaching Methods; Student Needs; Self Concept; Academic Achievement; Educational Objectives; Culturally Relevant Education + Suchen Sie Ihr Suchwort? Richtlinien; Multikulturelle Erziehung; Individualisierender Unterricht; Inklusion; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstkonzept; Schulleistung; Educational objective; Bildungsziel; Erziehungsziel
Abstract	Despite the fact that both intercultural education and differentiated instruction are based on the premises of inclusion, equality, and equity, most research and publications have focused on one in isolation of the other. Scholars from each tradition often use the same argumentation, propose similar strategies and reach similar conclusions. Nevertheless, the emphasis is different: while intercultural education celebrates students' cultural backgrounds and draws upon culture for the development of effective classroom instruction and school environments, differentiated instruction focuses on academic aptitude, therefore, requiring a systematically planned curriculum and instruction that meets the needs of academically diverse learners. Differentiation of instruction focuses on the individual and its prerogative for success and happiness; intercultural education is focused on the community and therefore, it is mostly concerned about the preservation of collective identities. The aforementioned distinction helps us realise that the challenge for educators in contemporary multicultural classrooms is twofold: to sustain collective identities and to facilitate individual academic success. Visiting both approaches and utilising an eclectic approach, this paper discusses the rationale for the development of a comprehensive framework that can be useful for theory deliberation as well as a guide for instructional practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01