Intercultural education in Brazil: Between conservatism and radical transformations

This article analyses the emergence of intercultural education in the Brazilian educational system. After summarizing the debate on international convergence in intercultural education, it traces the development of interethnic relations in Brazil, describing the heavy legacy of slavery and colonization. It then investigates recently adopted legislation that encourages the inclusion of cultural diversity in education. Finally, it explores intercultural approaches in the training and work of teachers. The Brazilian example is interesting because it reflects both an ongoing conservatism that resists the teaching of intercultural material in schools and a profound debate about cultural identities and the need for education to take into account all of the nation's historical inequalitie

Le developpement de la scolarisation au Maghreb dans une perspective comparative

Cet article comporte trois parties interdépendantes. Dans la première partie, l'éducation au Maghreb sera  examinée dans une perspective descriptive. Les portraits des systèmes éducatifs tunisiens, algériens et marocains seront proposés avec, en particulier les accomplissements réalisés au cours de ces 40-50  dernières années. La deuxième partie compare la situation éducative du Maghreb avec celle des pays du Sud ayant un niveau de développement économique semblable. La troisième partie porte sur les changements que les systèmes éducatifs maghrébins doivent entreprendre pour relever les défis multiples et complexes posés par la scolarisation de masse.MOTS CLEFS: Education de base, éducation comparée, Maghreb, scolarisation de masse, alphabétisation

Arab countries and the global education agenda 2030: Incomplete path

The 2030 global education agenda sets a progression path for all countries. About ten years before this deadline, this paper explores potential trajectories for Arab countries to achieve significant advances in education. The article examines major challenges related to access and quality of education. While most countries made major progress on quantitative dimensions of education (enrollment, years of schooling), important challenges remain such as limited learning outcomes, persistent illiteracy, inequalities and poor governance of education. This paper proposes new ways to rethink education in this region. The tension between credentials(prioritized by students, family and the state) and skills (needed by society and the job market)is one of the most relevant issue in reforming education in the region

Student Cultural Diversity and How It Is Defined, Perceived, and Managed: A Review of Empirical Studies Across 3 Levels of Analysis

Education systems across the world are not only experiencing cultural diversification differently, but are also engaging with it using differing terms, concepts, and practices. Thus, understanding the varying dynamics underlying this global phenomenon of educational diversification is necessary. Through analyzing a group of 35 published empirical studies, this review reveals the key themes that guide how education systems across the world define, perceive, and manage student cultural diversity as it relates to students, teachers, and the curricula

Familles et écoles dans un monde de diversité : au-delà des malentendus

Dans le cadre plus large des relations familles-écoles, cet article aborde la problématique des rapports entre l’école et des parents porteurs de cultures différentes de celle qui inspire la forme scolaire à laquelle leurs enfants sont confrontés. Pour ce faire, nous allons nous référer à des recherches effectuées dans des contextes renvoyant à différentes conceptions de la mission de l’école et différentes visions de l’intégration des gens venus d’ailleurs : les États-Unis, le Canada (Québec), la France et la Suisse. L’article éclaire l’importance, pour la famille et l’école, de construire des relations fortes.In the larger context of family-school relationships, this paper addresses the issue of school interactions with parents bearing cultures different from the one dominant at school. We will refer to research conducted in several national contexts (United States, Canada (Quebec), France and Switzerland). These contexts are shaped by different conceptions of the mission of school as well as by singular visions of the integration of students coming from other cultural horizons. The paper points to the importance of building strong family-school relations because the nature and characteristics of these relations condition schooling outcomes.En el marco más amplio de las relaciones familias – escuelas, el presente artículo trata de la problemática de las relaciones entre la escuela y los padres de culturas diferentes de la que subyace a la forma escolar que sus hijos enfrentan. En este artículo, nos referiremos a unas investigaciones conducidas en contextos que remiten a diferentes concepciones de la misión de la escuela y a diferentes visiones de la integración de gente procedente de otras partes : los Estados Unidos, Canadá (Quebec), Francia y Suiza

Introduction

La forme scolaire : une posture initialement monoculturelle Si la problématique de la diversité des cultures à l’école n’est pas nouvelle, elle a connu durant les dernières décennies des transformations considérables, aussi bien au niveau de la réflexion théorique sur les approches interculturelles qu’en ce qui concerne les actions pédagogiques concrètes dans l’espace scolaire. Ces transformations dépendent à la fois des réformes scolaires en cours et des visées politiques plus globales qui l..

Intercultural Approaches to Education

This open access book provides an analysis of contemporary societies and schools shaped by cultural diversity, globalization and migration. This diversity is necessarily reflected in education systems and requires the promotion of intercultural approaches able to improve learning processes and the quality of education. From an international and comparative perspective, this book first presents theoretical and conceptual foundations for seriously considering cultural diversity. The book also compares intercultural approaches and debates generated in countries as diverse as the United States, Canada, Brazil, Switzerland and France. For each national context, the book addresses both the historical roots of intercultural approaches and the concrete initiatives driven by educational policies for their implementation in schools and classrooms. Finally, the book presents discussions surrounding the treatment of linguistic or religious diversity in schools, the emergence of global citizenship education and the key role of teachers in intercultural approaches. This is an open access book