Strategies for promoting intercultural education in diverse contexts
DOI:
https://doi.org/10.22458/caes.v16i2.5830Keywords:
intercultural education, cultural diversity, teacher training, inclusion, collaborative methodologiesAbstract
Intercultural education stands as a key element in diverse contexts, fostering peaceful coexistence and mutual respect among cultures. This study uses a mixed quantitative and qualitative design to analyze effective strategies among teachers and students from different institutions. Quantitative results indicate that incorporating diverse content remains the most widely used strategy, while teacher training in interculturality shows low implementation levels. Students value diversity positively, though they identify challenges in inclusion. Chi-square tests reveal a significant relationship between teaching experience and the use of diverse content, but no link with intercultural training. Qualitative analysis highlights barriers such as resistance to change and lack of resources, along with successful strategies like collaborative projects that foster dialogue and reduce prejudice
References
Banks, J. A. (2015). Cultural diversity and education: Foundations. Curriculum, and Teaching. Pearson Education, Inc
Basarkod, G., Dicke, T., Allen, K. A., Parker, P. D., Ryan, M., Marsh, H. W., ... & Guo, J. (2024). Do intercultural education and attitudes promote student wellbeing and social outcomes? An examination across PISA countries. Learning and Instruction, 91, 101879. https://doi.org/10.1016/j.learninstruc.2024.101879
Dolejšiová, D. (2012). Intercultural Education from a Global Perspective: Caught Between Universalism and Contextualisation. In: Ohana, Y., Otten, H. (eds) Where Do You Stand? VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-94326-8_16
Macías Pedrero, P. (2024). Educación intercultural en distritos con vulnerabilidad: una aproximación a las condiciones de educabilidad en la escolarización infantil de etnia gitana en el barrio de Pajarillos (Valladolid). https://uvadoc.uva.es/handle/10324/72247
Paluck, E. L., Porat, R., Clark, C. S., & Green, D. P. (2021). Prejudice reduction: Progress and challenges. Annual review of psychology, 72(1), 533-560. https://doi.org/10.1146/annurev-psych-071620-030619
Reyes Rodríguez, J. C. (2024). La educación intercultural bilingüe en contextos rurales: un camino hacia el fortalecimiento de las lenguas y costumbres locales. https://hdl.handle.net/20.500.14005/15385
Rohmah, H., Rena, S., Pahrurraji, P., & Syarif, F. (2023). Implementation of multicultural education values in senior high school. At-Tadzkir: Islamic Education Journal, 2(2), 78-94. https://doi.org/10.59373/attadzkir.v2i2.29
Romero García, V. H. (2024). La educación intercultural y las estrategias para promover el rescate de la identidad cultural en el Ecuador. Sinergia Académica, 7(1), 104-112. https://doi.org/10.51736/6z9q5d85
Vallejo-Rosero, C. A., del Rosario López-Contreras, J., Tabarquino-Muñoz, R. A., & Gaviria-Moreno, G. E. (2024). Estrategias de inclusión en la economía del conocimiento para mejorar la calidad de vida de poblaciones vulnerables. Journal of Economic and Social Science Research, 4(3), 13-31. https://doi.org/10.55813/gaea/jessr/v4/n3/118
Sjøen, M. M. (2021). From Global Competition to Intercultural Competence: What Teacher-Training Students with Cross-Cultural Teaching Experience Should be Learning. Scandinavian Journal of Educational Research, 67(1), 140–153. https://doi.org/10.1080/00313831.2021.1990121
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Revista Electrónica Calidad en la Educación Superior
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Esta revista provee acceso libre inmediato a su contenido bajo el principio de que hacer disponible gratuitamente la investigación al publico, lo cual fomenta un mayor intercambio de conocimiento global.
