This contribution aims at exploring different aspects of multicultural and intercultural education in an interdisciplinary perspective; the main objective is to stress the different critical features of multicultural schools in Europe today. It proposes an exploratory reading of the European school reality, focusing on differences and critical issues. The data and new research trends aim to provide valuable input in the field of education strategy, suggesting a review of educational methods and contents to ensure high quality education and training for all children. The book tackles several issues concerning European multicultural schools; it attempts to offer a wide range of social aspects, cases and empirical analysis in Western and non-Western settings. The sociological perspective is predominant in order to describe and highlight challenges and questions. It aims at examining multicultural approaches in teaching strategies from a critical angle, assuming the school as a social change agent. The analysis takes advantage of the three main social sciences perspectives (sociological, pedagogical and psychological) engaged in the study of multicultural education.

Multi(Inter)cultural School in Inclusive Societies? An Introduction

Daher L. M.
Primo
Conceptualization
;
Gamuzza A.
Penultimo
Conceptualization
;
Leonora A. M.
Secondo
Conceptualization
2019

Abstract

This contribution aims at exploring different aspects of multicultural and intercultural education in an interdisciplinary perspective; the main objective is to stress the different critical features of multicultural schools in Europe today. It proposes an exploratory reading of the European school reality, focusing on differences and critical issues. The data and new research trends aim to provide valuable input in the field of education strategy, suggesting a review of educational methods and contents to ensure high quality education and training for all children. The book tackles several issues concerning European multicultural schools; it attempts to offer a wide range of social aspects, cases and empirical analysis in Western and non-Western settings. The sociological perspective is predominant in order to describe and highlight challenges and questions. It aims at examining multicultural approaches in teaching strategies from a critical angle, assuming the school as a social change agent. The analysis takes advantage of the three main social sciences perspectives (sociological, pedagogical and psychological) engaged in the study of multicultural education.
9781527544581
Multiuculture
Cohesion
Integration
File in questo prodotto:
File Dimensione Formato  
DGL Introduction.pdf

non disponibili

Tipologia: Versione Editoriale (PDF)
Dimensione 597.79 kB
Formato Adobe PDF
597.79 kB Adobe PDF   Visualizza/Apri

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/20.500.11769/373921
Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus ND
  • ???jsp.display-item.citation.isi??? ND
social impact