Mobilities, Transitions, Transformations
INTERCULTURAL EDUCATION AT THE CROSSROADS
Strand 1: Challenging Power, Dominance, Educational Hegemony and the Dilemmas of Intercultural Education
The focus here is on the subtle and explicit ways in which power, dominance, and hegemony are exerted in educational contexts through policy and practice, particularly in relation to race, ethnicity, socioeconomic status, gender, disability, age, sexual orientation, religion, and linguistic heritage, and how individuals and organizations are addressing these exertions.
The focus here is on current issues in relation to the conceptualization of intercultural education and intercultural language education. Presentations may refer to debates in the context of national policy, higher education, school curricula and organizatons.
The focus here is on issues concerned with the educational implications of the geographical movement of individuals, groups and peoples. Such movement may refer to permanent migration, temporary migration, forced migration, voluntary migration, academic and occupational movement, migration for education, etc.
Strand 4: Identity transitions in changing societies - identity recognitions by larger society in the field of education and social policies
The focus here is on the processes of transition and transformation in relation to identities in diverse societies. As such it covers issues concerned with education, health, social care and other kinds of social provision.
The focus here is on issues concerned with intercultural implications for education in a world experiencing globalization. It will consider the educational consequences of the uncertainties and possibilities brought about by processes of social and economic change in a global context
The focus here is on positive and constructive intercultural education practices, such as those related to the prevention and management of conflicts in heterogeneous groups. We invite examples of using arts, such as theatre, circus, films , photos, paintings, sculptures and music in diverse learning communities. We also invite e-learning and WEB 2.0 tools designed for intercultural learning environments, and good practices of language pedagogy.
The focus here is on Cooperative Learning (CL) as a pedagogy which has been shown to be particularly effective in the intercultural classroom. This strand will offer examples of research and practice in the application of cooperative learning methods, models and procedures.