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Teaching across Cultures: Building Pedagogical Relationships in Diverse Contexts captures the tensions, complexities as well as the transformational potentials of teaching across multiple cultural contexts. The book evolved from cumulative self-studies that examined one teacher educator’s teaching practice, the cultural impact on this practice, and how she facilitated transformative teaching and learning. While every act of teaching occurs across cultures such as institutional culture, invisible cultures, classroom cultures, among others, educators who teach as cultural outsiders have to navigate the tensions, complexities and contradictory realities of cross-cultural teaching. The tensions can be reduced or managed through responsive pedagogy, relationship building and teaching in the third space. These transformational approaches not only help to identify and close the perpetual gaps in teaching and learning but also position effective teaching within a pedagogical common ground that values student voices, facilitates pedagogical flexibility and uses diversity as a teaching tool. In a world of ubiquitous and interactive learning environments, both the physical and virtual spaces play a vital role in teaching and teacher-student relationships. The book points to the necessity of teacher educators’ learning through diverse professional networks but more importantly through self-study. It is only through this introspective examination of one’s teaching and students’ learning as well as taking an ontological attitude to teaching that educators can achieve success in diverse contexts.

Teaching --- onderwijs --- opvoeding --- Multicultural education. --- Teaching.

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This book examines the status of intercultural education in Chile. It does this through three axes: the first is multidisciplinary, including historical, anthropological, sociological, and pedagogical, to account for varied aspects of the Chilean intercultural education. The second is the consideration of multiple indigenous peoples, analyzing students’ groups or indigenous peoples, such as the Rapa Nui, Aymara, or Mapuche. Finally, the book has a multilevel perspective that recognizes that educational policy involves different actors, from the central government to local communities. The book incorporates study material enriched with the experience and analysis of different perspectives and methodologies of its authors, being useful for understanding intercultural education in the country. It is a versatile resource for understanding this topic, as well as a support for the development of programs and policies. Translation from the Spanish language edition: Educación Intercultural en Chile. Experiencias, pueblos y territorios by Ernesto Treviño, et al., © Ediciones UC 2017. Published by Ediciones UC. All Rights Reserved.

Sociology of education --- Educational sciences --- onderwijspolitiek --- onderwijs --- onderwijssociologie --- Education and state --- Multicultural education. --- Multicultural education --- Educació intercultural --- Indis de l'Amèrica del Sud --- Política educativa --- Xile

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Multicultural education --- Education, Bilingual --- Education interculturelle --- Enseignement bilingue --- Periodicals. --- Periodicals --- Périodiques --- Education, Bilingual. --- Multicultural education. --- Intercultural education --- Bilingual education --- Education --- Culturally relevant pedagogy --- Bilingualism --- Multilingual education --- Education, Special Topics --- Culturally sustaining pedagogy

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Language and education --- Multicultural education --- Language and education. --- Multicultural education. --- Educational linguistics --- Intercultural education --- Education --- Language and languages --- Culturally relevant pedagogy --- Philology & Linguistics --- Arts and Humanities --- Education & Careers --- Language & Linguistics --- Sociology of minorities --- Educational sciences --- Sociolinguistics --- Culturally sustaining pedagogy

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This TEEM Conference (International Conference on Technological Ecosystems for Enhancing Multiculturality) Proceeding reflects the most outstanding advances, with a multidisciplinary perspective, in the technological ecosystems that support the Knowledge Society building and development. With its learning technology based focus with a transversal approach, TEEM is divided into thematic and highly cohesive tracks, each of which is oriented to a specific community of interest, including researchers, professionals and students. Informatics and Education are the central issues in the conference tracks, including broad-scope research areas, such as Educational Assessment and Orientation, Human-Computer Interaction, eLearning, Computers in Education, Communication Media and Education, Medicine and Education, Learning Analytics, Engineering Education, Robotics in Education, Diversity in Education, Gamification and Games for Learning. .

Computer assisted instruction --- Audiovisual methods --- Teaching --- onderwijstechnologie --- computerondersteund onderwijs --- lesgeven --- Educational technology --- Multicultural education --- Tecnologia educativa --- Educació intercultural