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Conference: Theory and Practice in Intercultural Education

      Intercultural approach in primary education in Madrid:
 ...
Objective:
  To analyze the primary education school practices from an
  intercultural approach

    Structure:
    • Intr...
Results: ideas about diversity



  Diversity in most of the cases relates to:

  - lack, difficulty, compensation needs, ...
Results: ideas about the educational process



  Constructivism in the discourse and practices
  - active learning
  - me...
Results: ideas about school achievement (I)

    School achievement as:


    - 30% academic learning or contents


    - ...
Results: ideas about school achievement (II)

About the explanation of school achievement
- 30% causes internal to student...
Results: classroom methodologies and resources

Teachers do:
- cooperative learning... with social purposes (not academic)...
Results: assessment
Teachers do:
- communicate evaluation results to the families (reports and
interviews)
- individual as...
Results: school climate

Teachers do:
- promote communication with families
- value diversity (in the school documents)
- ...
Some conclusions and proposals

  Ambiguity around “intercultural”

  Intercultural as an approach

  Empowerment of teach...
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Intercultural approach in primary education in Madrid: school practice at a glance

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Presentation at the Inter Network Conference in Warsaw, july 2008. Author: Inés Gil Jaurena

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Intercultural approach in primary education in Madrid: school practice at a glance

  1. 1. Conference: Theory and Practice in Intercultural Education Intercultural approach in primary education in Madrid: school practice at a glance Inés Gil Jaurena UNED, Faculty of Education INTER Network Warsaw, 1-3 July de 2008 Inés Gil Jaurena Theory and Practice in Intercultural Education, 2008
  2. 2. Objective: To analyze the primary education school practices from an intercultural approach Structure: • Introduction • Theoretical • Framework • Research • Context • Research design • Results • Conclusions/Proposals Inés Gil Jaurena Theory and Practice in Intercultural Education, 2008
  3. 3. Results: ideas about diversity Diversity in most of the cases relates to: - lack, difficulty, compensation needs, and/or - national origin of students, understood as a static and internally homogeneous category deficit model Inés Gil Jaurena Theory and Practice in Intercultural Education, 2008
  4. 4. Results: ideas about the educational process Constructivism in the discourse and practices - active learning - meaningful learning linked to students previous knowledge but... - teachers have the control of the process - students participation and decision about learning is limited Inés Gil Jaurena Theory and Practice in Intercultural Education, 2008
  5. 5. Results: ideas about school achievement (I) School achievement as: - 30% academic learning or contents - 48% personal development, respect, good behaviour, ... - 18% autonomous learning and critical thinking - 4% social change (school achievement) Inés Gil Jaurena Theory and Practice in Intercultural Education, 2008
  6. 6. Results: ideas about school achievement (II) About the explanation of school achievement - 30% causes internal to students: attention, effort - 44% causes internal and external to students, specially families - 26% causes internal and external to students, specially schools About the explanation of no school achievement - 38% causes internal to students: lack of effort (17%), deficit (21%) - 58% causes internal and external to students, specially families - 4% causes internal and external to students, specially schools Inés Gil Jaurena Theory and Practice in Intercultural Education, 2008
  7. 7. Results: classroom methodologies and resources Teachers do: - cooperative learning... with social purposes (not academic) - welcome activities for newcomer students - work with projects (sometimes) - use variety of resources - materials reflect superficial aspects of diverse groups Teachers don't do: - activities about prejudices, stereotypes - elaborate behaviour norms in collaboration with students - materials don't challenge stereotypes Inés Gil Jaurena Theory and Practice in Intercultural Education, 2008
  8. 8. Results: assessment Teachers do: - communicate evaluation results to the families (reports and interviews) - individual assessment of students - use observation of students as a means for evaluation - decide on the evaluation methods and criteria Teachers don't do: - reflect about evaluation (metaevaluation) - make explicit the evaluation criteria - use evaluation methods such as co-evaluation or self-evaluation - consider evaluation as a part of the learning process - consider language issues when students first language is not spanish Inés Gil Jaurena Theory and Practice in Intercultural Education, 2008
  9. 9. Results: school climate Teachers do: - promote communication with families - value diversity (in the school documents) - try to put the emphasis on similarities and not on differences Teachers don't do: - reflect cultural diversity - value linguistic diversity - participate in teacher training activities about diversity issues Inés Gil Jaurena Theory and Practice in Intercultural Education, 2008
  10. 10. Some conclusions and proposals Ambiguity around “intercultural” Intercultural as an approach Empowerment of teachers for change Teacher education To promote awareness and reflection (individual and in collaboration) about ideas and practices Inés Gil Jaurena Theory and Practice in Intercultural Education, 2008

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