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
1. Editorial
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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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