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This book considers the many and often controversial debates about the theoretical underpinning, ideological positioning and political significance of intercultural learning in and for the European youth field. Its starting point is the current de-politicisation of intercultural learning in the field, which sees it as a central approach. Contributors challenge the elevation of intercultural dialogue to panacea for all societal problems from civil war to educational failure, the problematic position of notions of culture at the heart of intercultural learning practice and much of the accepted wisdom on the purposes, contents, approaches and methods of intercultural learning and on the competences required of those delivering it. In an attempt to breathe new life into what is criticised as a stagnant debate, this book asks all those concerned with political education and intercultural learning to rethink where they stand in relation to the theoretical foundations and basic principles of an educational practice that seems to be in need of radical re-politicisation if it is to live up to the contemporary challenges putting its mobilisational capacity to the test.

Teaching --- onderwijs --- intercultureel onderwijs

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This book is based on educational research conducted by researchers from the Department of Learning and Philosophy and the Confucius Institute for Innovation and Learning at Aalborg University. Empirically, it reports on different approaches to teaching and learning of culture, including a student-centered task-based problem-based learning (PBL) approach, a digital technology-supported approach and more. It also reports on how, when teaching and learning culture, teachers’ professional identity and the informal teaching and learning environment impact the teaching and learning of culture in different educational settings from primary school to university. A central theme in the book is the power of context. The studies illustrate in multiple ways, and from different angles, that “culture is not taught in a vacuum or learned in isolation”, but may be influenced by many factors both inside and outside the classroom; at the same time, culture also influences the context of the learning. The context may be “invisible” and hide itself as tacit knowledge or embedded values, or it may be very visible and present itself as a fixed curriculum or an established tradition. No matter what forms and shapes the context takes, the studies in this book strongly indicate that it is essential to be aware of the power of context in teaching and learning culture in order to understand it and negotiate it. This book suggests that teachers should not try to limit or avoid contextual influences, but instead, should explore how the context may be integrated into and used constructively in the teaching and learning of culture. This allowance of context in the classroom will allow for teachers, students, subjects and contexts to enter into a dialogue and negotiation of meaning that will enrich each other and achieve the established goal – acquisition of cultural awareness and intercultural understanding.

Teaching --- onderwijs --- intercultureel onderwijs

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Teaching --- onderwijs --- GON (geïntegreerd onderwijs) --- inclusief onderwijs

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onderwijs --- 371

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This book is the outcome of a global study undertaken on behalf of the World Education Fellowship (WEF) in collaboration with UNESCO. It begins with an analysis of the views of leading thinkers from 36 countries about the type of global community needed to ensure a peaceful and sustainable future, and the attributes that education programs need to develop in learners to develop their unique potentials and to be responsible members of a "diverse and restless global community." The second part the book focuses on the curriculum and pedagogical implications of the WEF study, including basic education, education for sustainable development, values education, conflict resolution and peace, and educating world citizens.

Teaching --- onderwijs