International Perspectives on Intercultural Education

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Multicultural Education
Cover of the book International Perspectives on Intercultural Education by , Taylor and Francis
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Author: ISBN: 9781136497513
Publisher: Taylor and Francis Publication: April 3, 2013
Imprint: Routledge Language: English
Author:
ISBN: 9781136497513
Publisher: Taylor and Francis
Publication: April 3, 2013
Imprint: Routledge
Language: English

International Perspectives on Intercultural Education offers a comprehensive analysis of intercultural education activity as it is practiced in the countries of Australia, New Zealand, Malaysia, the Netherlands, Romania, Spain, England, South Africa, Ghana, Nigeria, the United States, Canada, and Mexico. Chapters by key scholars and practitioners from these nations inform the reader of current educational practice related to diversity. Each author, responding to a common series of guiding questions, presents:
*a brief description of the national educational system in her or his country;
*descriptive data on demographics in these countries, including data on various subgroups and subcultures and their experiences with the mainstream educational system;
* a discussion of the perceived obstacles to addressing intercultural issues in schools and solutions to overcoming these obstacles; and
*a comprehensive analysis of intercultural information on how teacher preparation institutions address intercultural education at the present time.
An overall concern of each chapter author is how intercultural approaches can be employed to solve the difficulties faced by both individuals and schools while maintaining the cultural integrity of the child.

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International Perspectives on Intercultural Education offers a comprehensive analysis of intercultural education activity as it is practiced in the countries of Australia, New Zealand, Malaysia, the Netherlands, Romania, Spain, England, South Africa, Ghana, Nigeria, the United States, Canada, and Mexico. Chapters by key scholars and practitioners from these nations inform the reader of current educational practice related to diversity. Each author, responding to a common series of guiding questions, presents:
*a brief description of the national educational system in her or his country;
*descriptive data on demographics in these countries, including data on various subgroups and subcultures and their experiences with the mainstream educational system;
* a discussion of the perceived obstacles to addressing intercultural issues in schools and solutions to overcoming these obstacles; and
*a comprehensive analysis of intercultural information on how teacher preparation institutions address intercultural education at the present time.
An overall concern of each chapter author is how intercultural approaches can be employed to solve the difficulties faced by both individuals and schools while maintaining the cultural integrity of the child.

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