Volume 2 Supplement 1: ICT in Intercultural and Media Education
Special issue in the frame of the Comenius 2.1 project ICTime (ICT as a Tool in the Intercultural and Media Education)
Published: 20 December 2009
Responsible Editor: Iuliana Marchis
Iuliana Marchis (Romania)
Abstract. The aim of this paper is to present the ICTime project and the special issue on “ICT in Intercultural and Media Education” of Acta Didactica Napocensia.
Key-word: Intercultural Education, Media Education, European project, teacher training
Pages 1-2. Download PDF
Nicoleta-Laura Popa, Teodor Cozma (Romania)
Abstract: Regardless the ideology one would embrace in thinking or rethinking education, he/she would agree that education is a real vehicle of change-making. The present article attempts to summarize through a review of multidisciplinary literature three convergent ideological trends in contemporary educational theory, which underline this powerful principle: intercultural, feminist and critical pedagogy. Although choices of concepts, suggested educational approaches or classroom strategies may seem to illustrate different view points, there are common standings shared by theorists of the respective fields: education is primarily a tool of changing society through empowerment, respecting diversity of personal experiences, building community, privileging individual voices etc. Intercultural, feminist and critical pedagogy challenge in specific ways traditional pedagogical notions, but they may be conceived as roads to the inclusive movement in education. As a consequence, boundaries of inclusive education go beyond the simple adjustement of school provisions to the special needs of the disabled, becoming a rather largely shared educational ideology, covering all educational approaches addressing specific target groups.
Key-words: social inclusion, educational inclusion, intercultural pedagogy, critical pedagogy, feminist pedagogy
Received 19 September 2009, accepted 15 October 2009
Pages 3-8. Download PDF
Liliana Ciascai (Romania)
Abstract: Graphic organizers are instruments of representation, illustration and modeling of information. In the educational practice they are used for building, and systematization of knowledge. Graphic organizers are instruments that addressed mostly visual learning style, but their use is beneficial to all learners. In this paper we illustrate the use of graphic organizers in the intercultural education. We present a set of graphic organizers used in the scientific literature and then we describe teaching activities that are based on the use of graphic organizers.
Key-words: graphic organizers, visual learning style, intercultural education
Received 19 August 2009, accepted 3 September 2009
Pages 9-18. Download PDF
Elżbieta Gajek (Poland)
Abstract: Nowadays mass media shape the perception of social values and roles. Thus, aspects of media education that deal with various kinds of inequalities influence general sensitivity to diversity and its consequences. In this respect media and intercultural competences interrelate. Not only minorities’ rights have to be secured, but also majorities rights have to considered if it happens that majorities are discriminated. Widely accepted gender and age inequalities presented on the media in stereotypes and safely-looking conservatist behaviours may lead to harassment and even violence. That is why understanding media messages and identifying overt and covert forms of discrimination are of special interest of educators. In this article several activities for class teachers are presented to encourage them to introduce the touchy topic of gender and age inequalities into their school practice.
Key-words: media education, intercultural education, gender studies, age discrimination
Received 10 August 2009, accepted 25 August 2009
Pages 19-26. Download PDF
5. School integration of children with autism
Lavinia Haiduc (Romania)
Abstract: We consider that children with autism are invisible in contemporary Romanian society; there is even a lack of statistical data regarding children with autism in Romania. In this paper we emphasize how important it is for the education of children with autism to integrate in the school community. First we present the characteristics of children with autism, then we argue about how important it is for these children to integrate in the general education system and finally we present a model that teacher can use in order to promote school integration of these children and thus intercultural education.
Key-words: autism, school integration, intercultural sensitivity, autistic culture
Pages 27-34. Download PDF
Sorina Paula Bolovan (Romania)
Abstract: No one disputes today the fact that, for centuries, the diversity of traditions and cultures has been one of the major assets of both Europe and Romania, and that during the past decades the principle of tolerance has become the guarantee of a European open society aware of the importance of its cultural diversity. In this 21st century, in Romania and elsewhere, we need to shift the focus of tolerance from the social and political realm towards the field of human relations, because in the 21st century the concept of tolerance seems to be insufficient and limited. Thus, we need to move from a tolerant co-existence to an active collaboration (the most significant mutation should involve the replacement of “I tolerate” by “I respect”). First and foremost, this requires a knowledge of the past, and only then concrete practical and pragmatic actions. Of course, under these circumstances the education of both young people and adults plays a crucial role, as the majority must truly understand the problems of the minorities and accept and support the manifestation of their ethnic identity, by protecting their culture, religion, education, and languages. Therefore, both the authorities and the civil society must become involved in fighting discrimination and in the elimination of any form of extremism, chauvinism, anti-Semitism or territorial separatism, in supporting cultural diversity and in encouraging interethnic dialogue, in the development of civic multiculturalism as a part of the European identity. The paper proposes to emphasize on intercultural education during history lessons, insisting on the idea that intercultural education is not a new discipline taught in school, but an instrument through which the teacher uses the knowledge of his discipline in order to make the student sensitive to diversity and human solidarity. Approaching history from the perspective of intercultural education does not mean supplementary acquisitions, but emphasizing and resizing the permanent knowledge accumulation of a good professional. At the same time, the comparative study of history through an intercultural perspective leads to a better understanding by the students of the relation between the universal and the particular. History is an endless and extremely generous source of intercultural education which starts from the mere knowledge of the people’s civilizations over the time and expands towards interpreting the consequences of intolerance, racism, xenophobia etc. The past offers the present a historical perspective and solutions for the future.
Key-words: intercultural education, history, tolerance and respect, Romania
Received 15 August 2009, accepted 8 September 2009
Pages 35-42. Download PDF
Vitor Costa, Joaquim Saial, Irene Castro, Fátima Pita (Portugal)
Abstract: The aim of this paper is to present some good practices for integrating Intercultural Education in History class. The activities presented in the article are developed during the ICTime course in Seixal, Portugal.
Key-words: Intercultural Education, teaching History, Portuguese History.
Pages 43-50. Download PDF
Ioana Magdaş (Romania)
Abstract: Today’s society is characterized by a plurality of cultures in such a way that a person will often interact and interrelate with new cultures. The situation becomes even more complicated when one has to adapt to a new culture for a short period of time (travel or study visit) or a long period of time (new work place, emigration etc.). Any person’s first impulse when getting ready to travel to a foreign country is to find out as much as possible about the respective country and its culture. Most of the time however, some details which are related to the practical aspects of such a visit are neglected. By this we mean everything from obtaining a visa (if necessary) to the shopping you need to do once you have arrived in the country. The first surprise might arise at the border when you might be asked to write you height or weight in a form using a different measurement unit (for instance feet or inch instead of cm) and can continue with distances being expressed in miles not in km, having to fill the gas tank using gallons and not liters and even being forced to shop where weight is expressed in lb instead of kg etc. Subsequently, intercultural education must not overlook the aspects formerly presented. In the present article we present a set of didactic activities which serve the purpose of familiarizing pupils with different measurement units so as to cope easily with situations that required interacting with new cultures or with people that are part of other cultures.
Key-words: measurement units, interculturalism, educational activity
Pages 51-56. Download PDF
Abstract: Symmetry is one of the fundamental concepts in Geometry. It is a Mathematical concept, which can be very well connected with Art and Ethnography. The aim of the article is to show how to link the geometrical concept symmetry with interculturality. For this mosaics from different countries are used.
Key-words: interculturality, symmetry, Mathematics Education
Pages 57-62. Download PDF
10. Intercultural and media education on art classes
Maria José Borges, Anabela Chaves, Manuela Costa, Emília Sá Pereira (Portugal)
Abstract: Visual art, music and literature, are part of the culture. Thus Art shows the interactions between different cultures. The aim of the article is to present some activities to include intercultural issues in Art and Mother Language classes. Art classes also give the opportunity to do Media Education.
Key-words: visual education, language teaching, intercultural education
Received 30 September 2009, accepted 12 October 2009
Pages 63-66. Download PDF