PowerPoint-Präsentation - The Learning Teacher Network
Teachers skills for intercultural dialogue and a good quality education for all PD Dr. phil. Susanne Mller-Using, Universitt Osnabrck GAP Seminar Immigration and Good Quality Education The Learning Teacher Network April 26 to 29 2018, Palermo, Sicily Structure 1. 2. 3. 4. 5.
The aims of good quality education Children's right for education and schools mission Principles on intercultural Education Intercultural and migratory pedagogical approaches Intercultural awareness and competences for dialogue in multicultural school settings 6. Demands on teacher training 7. Conclusion Die multikulturelle Situation von Schule/ Dr. Susanne Mller-Using / FB Erziehungs- und Kulturwissenschaften /2 1. Aims of Good Quality Education The four pillars of Education (Delors 1996): - Learning to think!
- Learning to know - Learning to do - Learning to be - Learning to live together Thema der Praesentation / Autor / 3 Learning to think and to reflect reasonable thinking and a well-formed common sense practical thinking: problem solving/learning to learn/organization of knowledge sophisticated thinking critical thinking moral thinking
faculty of judgement/golden rule Thema der Praesentation / Autor / 4 Explicit and Tacit knowledge (Polanyi 1985) https://www.google.de/search? q=tacit+knowledge&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjn_dO1k7XWAhVHZlAKHfAOBMwQ_AUICigB&biw= 1038&bih=489#imgrc=be22yx-IXHKZ3M: Thema der Praesentation / Autor / 5 2. The right of children to education and the educational mission of schools (articles 28 and 29 in CRC 1989)
Article 29 CRC (1) States Parties agree that the education of the child shall be directed to, a) The development of the child's personality, talents and mental and physical abilities to their fullest potential; b) The development of respect for human rights and fundamental freedoms, and for the principles enshrined in the Charter of the United Nations;
Die multikulturelle Situation von Schule/ Dr. Susanne Mller-Using / FB Erziehungs- und Kulturwissenschaften / 6 Article 29 CRC c) The development of respect for the child's parents, his or her own cultural identity, language and values, for the national values of the country in which the child is living, the country from which he or she may originate, and for civilizations different from his or her own; d) The preparation of the child for responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin; e) The development of respect for the natural environment. Die multikulturelle Situation von Schule/ Dr. Susanne Mller-Using / FB Erziehungs- und Kulturwissenschaften / 7
Reckahner Reflections on the Ethics of Educational relations http://paedagogische-beziehungen.eu/wp-content/uploads/2018/01/RZ_ohneBeschnitt_Englisch_Reckahner_Reflektionen_flyer.pdf 3. Principles on Intercultural Education Principle I: Intercultural Education respects the cultural identity of the learner through the provision of culturally appropriate and responsive quality education for all. How to address and include this principle into the practical and daily work of participants and organisations? How to deal with the tensions between local and global perspectives?
How to deal with limitations that impact at a professional, structural and personal level? Thema der Praesentation / Autor / 9 Principle II: Intercultural Education provides every learner with the cultural knowledge, attitudes and skills necessary to achieve active and full participation in society. How to address and include this principle into the practical and daily work of participants and organisations? How to deal with the tensions between local and global perspectives? How to deal with limitations that impact at a professional, structural and personal level? Thema der Praesentation / Autor / 10
Principle III: Intercultural Education provides all learners with cultural knowledge, attitudes and skills that enable them to contribute to the respect, understanding and solidarity among individuals, ethnic, social, cultural and religious groups and nations. How to address and include this principle into the practical and daily work of participants and organisations? How to deal with the tensions between local and global perspectives? How to deal with limitations that impact at a professional, structural and personal level? Thema der Praesentation / Autor / 11
4. Intercultural and migratory pedagogical approaches Foreigners Pedagogy Intercultural Pedagogy Migration Pedagogy Guidelines of intercultural Pedagogy (Auernheimer 2012, p. 20)
Advocating the equality of all regardless of their origin Attitude of respect for the otherness The capacity for intercultural understanding The capacity for intercultural dialogue Die multikulturelle Situation von Schule/ Dr. Susanne Mller-Using / FB Erziehungs- und Kulturwissenschaften / 12 Goals of intercultural Pedagogy A multiculturalism based on equality and recognition To strengthen the sensibility for cultural differences To acknowledge the existence of cultural
pecularities To respect the cultural identities in pedagogical work A differentiation-sensitive and differentiated approach Die multikulturelle Situation von Schule/ Dr. Susanne Mller-Using / FB Erziehungs- und Kulturwissenschaften / 13 Points of criticism/Difficulties 1. With the focus of Culture and Identity the person belonging to a minority group turns into someone whose essence is culturally determined. This has consequences for the day-to-day life. In doing so, important aspects are ignored, such as the heterogeneity of groups, the construction of
groups and group stereotypes, as well as the possibilities of people to distinguish themselves from their origins. Die multikulturelle Situation von Schule/ Dr. Susanne Mller-Using / FB Erziehungs- und Kulturwissenschaften / 14 Points of criticism/Difficulties 2. The multicultural approach tends towards a culturalist obscuration of structural disadvantages (Mecheril 2004, p. 71). Die multikulturelle Situation von Schule/ Dr. Susanne Mller-Using / FB Erziehungs- und Kulturwissenschaften / 15 Perspectives of the pedagogy of migration
(Mecheril 2004) Focuses on the phenomenon of migration and its consequences, addressing questions that are important for pedagogy under the conditions of a migration society. It is more political than intercultural pedagogy because, additionally to the differences in cultures, it also deals with other differences and questions of natio-ethnocultural affiliation. Die multikulturelle Situation von Schule/ Dr. Susanne Mller-Using / FB Erziehungs- und Kulturwissenschaften / 16 The object of pedagogy of migration The central topic of the pedagogy of migration is the question of how the other person is brought forth under conditions of migration.
The subjects of the pedagogy of migration are those migration phenomena validated and originated through migration orders of belonging, as well as the question of how these natio-ethno-cultural regulations from education-institutional contexts are reproduced, produced und adjusted. Die multikulturelle Situation von Schule/ Dr. Susanne Mller-Using / FB Erziehungs- und Kulturwissenschaften / 17 5. Intercultural awareness and competences for dialogue in multicultural school settings Concepts of intercultural competence respond to the question of how a lack of knowledge, orientation, experience and skills regarding professional action can be remedied under conditions of cultural difference.
Intercultural competence encompasses the sensitisation and recognition of the fixedness of one's own thinking, the recognition of the culturality of one's own values, an increased self-reflexion, competency for heterogeneity, conflict-competency, that which includes to have a "personal point of view". Die multikulturelle Situation von Schule/ Dr. Susanne Mller-Using / FB Erziehungs- und Kulturwissenschaften / 18 Equality (for example, of fundamental rights) and recognition (for example, of the basic needs): on the basis of a common ground to point out differences Diversity as normality: raising awareness for individual and cultural diversity Reflection on self perception and the perception of others
To reflect about prejudices and learning to face them Die multikulturelle Situation von Schule/ Dr. Susanne Mller-Using / FB Erziehungs- und Kulturwissenschaften / 19 Dealing between the knowing and the nonknowing: the need to reflect on social power structures Multilingualism as an access to cultural learning and knowledge, and as an essential foundation of empowerment Thema der Praesentation / Autor / 20 Intercultural Dialogue (Skrefsrud 2016) a travelling concept Dialogue as an encounter
Dialogue as communication Dialogue as a type of discourse by a particular normative framework Dialogue as way of viewing pedagogy Thema der Praesentation / Autor / 21 6. Demands on teacher training (vgl. Mercator Institut 2016) Basic competencies in an appropriate approach to cultural diversity for all teachers Basic competences for the implementation of children's rights on education for all teachers Basic competence in language education for all teachers
Basic competences for the reflection of an ethics of educational relations for all teachers Die multikulturelle Situation von Schule/ Dr. Susanne Mller-Using / FB Erziehungs- und Kulturwissenschaften / 22 These basic competencies must be viewed with regard to intercultural dialogue Teacher knowledge Teacher attitude Teaching practice and consistently trained Die multikulturelle Situation von Schule/ Dr. Susanne Mller-Using / FB Erziehungs- und Kulturwissenschaften / 23 7. Conclusions
Diversity is a reality, but under certain conditions is a major educational challenge. The multicultural situation of the school is not new, and "interculturalism" is one diversity dimension among others, which must be known and taken into account in professional pedagogical action. Intercultural Education includes intercultural knowledge and interest about the situation of the other Intercultural dialogue and empathy is the base to deal with multicultural situations in schools in a participatory, humane and professional way. All children and adolescents are dependent on empathy-oriented pedagogical relationships, so that development, learning and democratic socialization can succeed.
Die multikulturelle Situation von Schule/ Dr. Susanne Mller-Using / FB Erziehungs- und Kulturwissenschaften / 24 Literature Auernheimer, Georg: Einfhrung in die interkulturelle Pdagogik. Darmstadt 2012: WBG. 7.berarb. Auflage. Faust-Siehl, Gabriele; Garlichs, Ariane; Ramseger, Jrg; Schwarz, Hermann; Warm, Ute: Die Zukunft liegt in der Grundschule. Reinbek/Hamburg 1996: Rowohlt Taschenbuch Verlag GmbH. Mecheril, Paul: Einfhrung in die Migrationspdagogik. Weinheim und Basel 2004: Beltz Verlag
Morris-Lange, Simon; Wagner, Katarina; Altinay, Lale: Lehrerbildung in der Einwanderungsgesellschaft. Qualifizierung fr den Normalfall Vielfalt. Kln 2016: Stiftung Mercator Institut fr Sprachfrderung und Deutsch als Zweitsprache. Polanyi, Michael: Implizites Wissen. Suhrkampverlag, 1985 Prengel, Annedore: Pdagogische Beziehungen zwischen Anerkennung, Verletzung und Ambivalenz. Opladen, Berlin / Tokio 2013: Verlag Barbara Budrich.
Reissen, Markus: Interkulturelle Kompetenzen frdern. Kln 2016: Carl Link. Relikowski, Ilona; Schneider, Thorsten; Blossfeld, Hans-Peter: Primre und sekundre Herkunftseffekte beim bergang in das gegliederte Schulsystem: Welche Rolle spielen soziale Klasse und Bildungsstatus in Familien mit Migrationshintergrund?, in: Beckers, Tilo; Birkelbach, Klaus; Hagenah, Jrg; Rosar, Ulrich: Komparative empirische Sozialforschung, Wiesbaden 2010: VS Verlag. S. 143-167. Schneider, Dr. Jens; Pott, Prof. Dr. Andreas; Lang, Christine M.A.: Policy Brief. Pathways to Success, verfgbar unter: https://www.imis.uni-osnabrueck.de/fileadmin/4_Publikationen/PDFs/Policy_Brief_Pathways_to_Success_Feb15.pdf [09.11.2016]
Skrefsrud, Thor-Andr: The Intercultural Dialogue. Preparing Teachers for Diversity. Mnster 2016: Waxmann Unesco: Guidelines on Intercultural Education. Paris 2006 Die multikulturelle Situation von Schule/ Dr. Susanne Mller-Using / FB Erziehungs- und Kulturwissenschaften / 25
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