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Education Sciences
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Intercultural Education
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Intercultural Education

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (31 December 2020) | Viewed by 30882

Special Issue Editor

Prof. Dr. Juan Leiva

E-Mail Website
Guest Editor
1. Research Group in Inclusive Educational Development and Innovation, Faculty of Education Sciences, University of Malaga, Office 7.06. Boulevard Louis Pasteur, 25, Campus of Teatinos, 29010 Malaga, Spain
2. Department of Didactics and School Organization, University of Malaga, Av. de Cervantes, 2, 29010 Malaga, Spain
Interests: interculturality; inclusive education; teacher training; big data; ICT
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

This Special Issue aims to analyze the potential of intercultural education as a social and educational tool for the improvement of school coexistence and intercultural interaction. One of the constituent traits of today’s society is its cultural diversity. Pluralism and heterogeneity are traits of complex societies and in permanent social and cultural change. In the moments we live, it is essential to promote a positive view of cultural diversity as an enriching element for the construction of a democratic coexistence and intercultural citizenship.

In the face of all types of reductionist, exclusionary, racist, and xenophobic positions, interculturality is set up as a democratic and inclusive educational response to the educational community—a thoughtful and critical pedagogical proposal that finds its roots in the culture of diversity and respect for the identity construction processes that are complex.

It is very interesting to address the multiple dimensions and functions of intercultural education at all levels and educational stages, reflecting on the scope and transformative personal and community power to the fear of ethnic minorities, the risk of xenophobic positioning, and the stigmatization of diversity. In this sense, it is very interesting to analyze the evolution of educational proposals in different educational systems around the world, which are betting on inclusion and interculturality in theory, although there is a long way to go in educational practice.

We anticipate that this Special Issue will become a cornerstone of scientific literature for the practical development of intercultural education. We are interested in receiving articles on intercultural education from different pedagogical perspectives through studies, research, and reviews on the pedagogical and social potential of interculturality for the transformation and improvement of the coexistence. We also welcome contributions and experiences for the practical development of interculturality at different levels and educational settings, both formal and nonformal. In addition, we are interested in the contributions on the improvement of teacher training in interculturality, as well as the voices of immigrant students about their inclusion processes in school contexts.

We invite you to contribute to this topic by presenting research works or exhaustive reviews in various areas, levels or spaces of Education Sciences. The articles selected for this Special Edition will be subject to a rigorous peer review procedure with the aim of rapidly and widely disseminating the results of research, development, and the pedagogical potential of intercultural education for the improvement of coexistence and quality educational

Prof. Juan Leiva
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • Intercultural education
  • Interculturality
  • Teacher training
  • Intercultural citizenship
  • Inclusion

Published Papers (7 papers)

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11 pages, 269 KiB  
Article
A Qualitative Study on the Intercultural Educational Sensitivity of the Professors at the University of Malaga (Spain)
by Dolores Pareja de Vicente, María José Alcalá del Olmo-Fernández, María Jesús Santos-Villalba and Juan José Leiva-Olivencia
Educ. Sci. 2021, 11(2), 74; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11020074 - 14 Feb 2021
Cited by 2 | Viewed by 2504
Abstract
This paper deals with the intercultural sensitivity of professors of Educational Sciences at the University of Malaga (Spain). The methodological approach of the study was qualitative, and the research techniques for data collection were in-depth interviews. The main technique for analyzing the information [...] Read more.
This paper deals with the intercultural sensitivity of professors of Educational Sciences at the University of Malaga (Spain). The methodological approach of the study was qualitative, and the research techniques for data collection were in-depth interviews. The main technique for analyzing the information was content analysis. The results of the study show that the majority of university teachers identify interculturality as a value and a pedagogical proposal of great importance. Thus, there is a need to promote intercultural competences and a critical view of culture. In conclusion, the study highlights the existence of difficulties in developing interculturality, which requires a change towards comprehensive training and education in values in the university context. Full article
(This article belongs to the Special Issue Intercultural Education)
13 pages, 1148 KiB  
Article
Volunteering in the University Context: Student Perception and Participation
by Andrea Cívico-Ariza, Ernesto Colomo-Magaña, Erika González-García and Enrique Sánchez-Rivas
Educ. Sci. 2020, 10(12), 380; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci10120380 - 15 Dec 2020
Cited by 3 | Viewed by 3475
Abstract
In increasingly diverse cultural contexts, the intercultural perspective favors an enriching coexistence between cultures, with volunteering being an exercise that allows for a critical transformation of reality in order to achieve a more supportive and equitable society. This article aims to find out [...] Read more.
In increasingly diverse cultural contexts, the intercultural perspective favors an enriching coexistence between cultures, with volunteering being an exercise that allows for a critical transformation of reality in order to achieve a more supportive and equitable society. This article aims to find out how university students conceive of volunteering, as well as their level of participation. The sample was made up of 208 students from the Pedagogy and Social Education degrees of the University of Granada during the 2019/2020 academic year. An ad hoc questionnaire was applied, which incorporated a standardised instrument (Adapted Values Test), as well as questions designed by the authors. The results underline the positive axiological perception of volunteering. The participants understand volunteering as a helping role that depends on the social, personal, and professional motivations of the students. However, this positive perception is not transformed into active participation and continuous links with voluntary organisations. The conclusions indicate that university students value volunteering as a necessary task for the social good, although their participation is low, and it is necessary to transform the pro-social awareness of university students into real participation. Full article
(This article belongs to the Special Issue Intercultural Education)
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12 pages, 262 KiB  
Article
Advancing Professional Development for Teachers in Intercultural Education
by Regina Cortina and Amanda K. Earl
Educ. Sci. 2020, 10(12), 360; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci10120360 - 29 Nov 2020
Cited by 4 | Viewed by 2446
Abstract
In Latin America, intercultural education aims to acknowledge the cultural, ethnic, and linguistic diversity of its citizens, and to advance the efforts to dismantle the oppression of such diversity, particularly that of Indigenous and Afro-descendant peoples. While discussions of intercultural education often reference [...] Read more.
In Latin America, intercultural education aims to acknowledge the cultural, ethnic, and linguistic diversity of its citizens, and to advance the efforts to dismantle the oppression of such diversity, particularly that of Indigenous and Afro-descendant peoples. While discussions of intercultural education often reference such peoples as their target beneficiaries, too few studies addressing the professional development of teachers recognize the importance of Indigenous scholarship, pedagogies and methodologies themselves as resources for the advancement of the theory and practice of intercultural education. This article engages in theoretical reflection in order to highlight well-documented Indigenous methodologies for teaching and learning, and their implications for professional development for enriched intercultural education. The authors emphasize the need for greater attention to the work and scholarship of intercultural and Indigenous university graduates to lead the way in the development of intercultural education professionals. Full article
(This article belongs to the Special Issue Intercultural Education)
14 pages, 2433 KiB  
Article
Makey Makey as an Interactive Robotic Tool for High School Students’ Learning in Multicultural Contexts
by José-Antonio Marín-Marín, Rebeca Soler Costa, Antonio-José Moreno-Guerrero and Jesús López-Belmonte
Educ. Sci. 2020, 10(9), 239; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci10090239 - 09 Sep 2020
Cited by 18 | Viewed by 4411
Abstract
Information and communication technologies (ICT) are immersed in the teaching and learning processes. Specifically, educational robotics is a technology with great projection in learning spaces. This educational technology has revealed great potential in educational processes in the scientific literature. In this study, the [...] Read more.
Information and communication technologies (ICT) are immersed in the teaching and learning processes. Specifically, educational robotics is a technology with great projection in learning spaces. This educational technology has revealed great potential in educational processes in the scientific literature. In this study, the Makey Makey device has been used to carry out a methodological contrast at the instructional level. The objective of this study is to verify if the use of the Makey Makey robotic device influences various psycho-social and educational dimensions in the subject of physical education. A quasi-experimental research design has been used in a sample of 177 students from secondary education. A questionnaire was used as the data collection instrument. The results show the ratings made by the control group students are lower than those of the experimental group in all dimensions, although there is no relationship of significance in all dimensions. This fact only occurs in motivation, teacher–student, student–content, collaboration, resolution, and teacher-rating dimensions. Conclusions show that the teaching method in which robotics is used leads to more success in the field of physical education if we compared it to the more conventional method. The outstanding data show the teaching–learning process has the highest influence on motivation, teacher–student, student–content, collaboration, resolution, and teacher rating. Full article
(This article belongs to the Special Issue Intercultural Education)
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14 pages, 272 KiB  
Article
Teacher Training in Intercultural Education: Teacher Perceptions
by Victoria Figueredo-Canosa, Luis Ortiz Jiménez, Cristina Sánchez Romero and María Carmen López Berlanga
Educ. Sci. 2020, 10(3), 81; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci10030081 - 20 Mar 2020
Cited by 14 | Viewed by 5033
Abstract
Background: The aim of the present study was to evaluate teacher perceptions on the training received in intercultural education. Methods: The article presents a quantitative, non- experimental and ex-post-facto type of research; directed to inquire about the perceptions of the teachers of primary [...] Read more.
Background: The aim of the present study was to evaluate teacher perceptions on the training received in intercultural education. Methods: The article presents a quantitative, non- experimental and ex-post-facto type of research; directed to inquire about the perceptions of the teachers of primary education in Andalusia (Spain) in relation to the intercultural training received. Based on the descriptive survey method, two questionnaires were administered to a sample composed of 320 students and 80 teachers. Results: The results show certain strengths of the training teacher programs in the field of interculturality (encouragement of reflection, participation and collaboration …), as well as weaknesses (decontextualization, inflexibility, primacy of theoretical learning, non-transversal character, etc.). Conclusions: Despite strengths, intercultural teacher training continues to be a challenge in Andalusia. Full article
(This article belongs to the Special Issue Intercultural Education)
13 pages, 278 KiB  
Article
The Role of L2 and Cultural Mediation in the Inclusion of Immigrant Students in Italian Schools
by Tommasa Agnese Chiofalo, María del Mar Fernández-Martínez, Antonio Luque-de la Rosa and José Juan Carrión-Martínez
Educ. Sci. 2019, 9(4), 283; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci9040283 - 28 Nov 2019
Cited by 3 | Viewed by 3426
Abstract
Background: The purpose of this research is to analyze the perception of teachers and their thinking about two specific and functional issues which are often deemed to be controversial, that is, the acquisition, by recently arrived migrant students of the host language and [...] Read more.
Background: The purpose of this research is to analyze the perception of teachers and their thinking about two specific and functional issues which are often deemed to be controversial, that is, the acquisition, by recently arrived migrant students of the host language and the role that the professional services of a cultural mediator may have in said school context. The methodology used has been a case study by means of the technique of in-depth interview. To this end, twelve teachers from an Italian comprehensive school in the region of Sicily who for several years have been immersed in the relatively abrupt arrival of immigrant students have been interviewed. Results: There is evidence of some teachers adopting the position from a classic epistemological approach in the field of interculturality. For example, while the attitude and involvement of teachers seems to be consolidated, the teachers think that a key element of real inclusion should include practical measures such as early immersion in the host language, in this case Italian, and that considerable and external professional efforts are necessary, particularly from cultural mediators, which could make the inclusive project more viable. Full article
(This article belongs to the Special Issue Intercultural Education)
13 pages, 2565 KiB  
Article
Bullying among Teens: Are Ethnicity and Race Risk Factors for Victimization? A Bibliometric Research
by Arturo Fuentes Cabrera, Antonio José Moreno Guerrero, José Santiago Pozo Sánchez and Antonio-Manuel Rodríguez-García
Educ. Sci. 2019, 9(3), 220; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci9030220 - 20 Aug 2019
Cited by 21 | Viewed by 8231
Abstract
Bullying is a problematic situation that negatively affects thousands of children and adolescents in today’s world. The multicultural society resulting from globalization has caused different reactions throughout society. In the school context, some authors indicate that ethnicity and race are risk factors for [...] Read more.
Bullying is a problematic situation that negatively affects thousands of children and adolescents in today’s world. The multicultural society resulting from globalization has caused different reactions throughout society. In the school context, some authors indicate that ethnicity and race are risk factors for being victims of bullying. Therefore, the purpose of this paper was to analyze the scientific production on racial or ethnic bullying with the greatest impact at present, considering nine variables: Publication date, authors, organizations, countries, journals, type of document, area of research, language, and reference with more impact (cites). We conducted a bibliometric study through systematic review, documentary quantification, and data visualization techniques. We analyzed 831 documents, with a notable increase in recent years (2011–2019), highlighting the production from Dewey Cornell (University of Virginia, Charlottesville, VA, USA). On the other hand, the results showed that ethnic identity constitutes a differential factor in harassment appearing, accompanied by very poor socio-economic and cultural levels favoring depressive tendencies and drug consumption in the ethnic harassed. In short, bullying has a negative impact both physically and psychologically on the victims. For this reason, we must continue to work from the school context to eradicate the situation that is affecting more and more people. Full article
(This article belongs to the Special Issue Intercultural Education)
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