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.
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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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