Sustainable Intercultural and Inclusive Education: Teachers' Efforts on Promoting a Combining Paradigm

Autor/inn/en	Sorkos, Georgios; Hajisoteriou, Christina
Titel	Sustainable Intercultural and Inclusive Education: Teachers' Efforts on Promoting a Combining Paradigm
Quelle	In: Pedagogy, Culture and Society, 29 (2021) 4, S.517-536 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hajisoteriou, Christina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2020.1765193
Schlagwörter	Sustainability; Educational Philosophy; Social Change; Inclusion; Interdisciplinary Approach; Teacher Attitudes; Diversity; Global Approach; Multicultural Education; Student Needs; Equal Education; Social Justice; Educational Practices; Foreign Countries; Educational Policy; Faculty Development; Secondary School Teachers; School Culture; Teacher Collaboration; Parent Teacher Cooperation; Cooperative Learning; Greece + Suchen Sie Ihr Suchwort? Nachhaltigkeit; Bildungsphilosophie; Erziehungsphilosophie; Sozialer Wandel; Inklusion; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lehrerverhalten; Globales Denken; Multikulturelle Erziehung; Soziale Gerechtigkeit; Bildungspraxis; Ausland; Politics of education; Bildungspolitik; Schulkultur; Schulleben; Lehrerkooperation; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Kooperatives Lernen; Griechenland
Abstract	Educational systems face various challenges: globalisation, the fourth industrial revolution, a global recession, and global mobility. As a result they have to become inclusive of diversity to bring about a sustainable philosophy of social change. It is therefore necessary to overcome the dichotomy between intercultural and inclusive education and pave the way for a pedagogical model that combines both to fulfill the multidisciplinary mission of the contemporary school. We define this combined paradigm as 'sustainable intercultural and inclusive education', which aims to meet the academic and socio-emotional needs of all students, while at the same time placing emphasis on intra-generational and inter-generational sustainability with regard to inclusion, equality and social justice. Twenty Greek teachers reflected on their perceptions of such a model, the obstacles they faced, and their suggestions. The analysis highlights specific prospects that may be exploited to achieve the implementation of this combined paradigm. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01