Establishing a framework for blending intercultural education with differentiated instruction
Datos Bibliográficos
| ID | 12681981 |
|---|---|
| Autores | Stavroula Valiandes (0000-0003-1066-0363, University of Nicosia), Lefkios Neophytou (0000-0002-3716-5234, University of Nicosia, autor de correspondencia), Christina Hajisoteriou (0000-0002-5103-5161, University of Nicosia) |
| Año | 2018 |
| Volumen | 29 |
| Número | 3 |
| Páginas | 379-398 |
| Fecha de publicación | 2018-04-03 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | European Journal of Intercultural studies (JOURNAL) |
| Identificadores de la revista | ISSN: 0952-391X • E-ISSN: 1469-8439 |
| Editorial | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/14675986.2018.1441706 |
| OpenAlex | W2795429444 |
| Idioma | EN |
| Citas recibidas | 10 |
| Referencias citadas | 41 |
Despite the fact that both intercultural education and differentiated instruction are based on the premises of inclusion, equality, and equity, most research and publications have focused on one in isolation of the other. Scholars from each tradition often use the same argumentation, propose similar strategies and reach similar conclusions. Nevertheless, the emphasis is different: while intercultural education celebrates students’ cultural backgrounds and draws upon culture for the development of effective classroom instruction and school environments, differentiated instruction focuses on academic aptitude, therefore, requiring a systematically planned curriculum and instruction that meets the needs of academically diverse learners. Differentiation of instruction focuses on the individual and its prerogative for success and happiness; intercultural education is focused on the community and therefore, it is mostly concerned about the preservation of collective identities. The aforementioned distinction helps us realise that the challenge for educators in contemporary multicultural classrooms is twofold: to sustain collective identities and to facilitate individual academic success. Visiting both approaches and utilising an eclectic approach, this paper discusses the rationale for the development of a comprehensive framework that can be useful for theory deliberation as well as a guide for instructional practice
Argumentation theory · Cultural pluralism · Curriculum · Deliberation · Differentiated instruction · Epistemology · Equity (law · Inclusion (mineral · Mathematics education · Multicultural education · Multiculturalism · Pedagogy · Political science · Social science · Sociology · Global Education and Multiculturalism · Multilingual Education and Policy · Psychology · Teacher Education and Leadership Studies
The Conception of Intercultural Learning Media and Education
Technology for equity
Facilitating EFL students’ class engagement, motivation, self-efficacy, and achievements
Practicing tiered and heterogeneous grouping tasks in differentiated EFL classrooms at a military institution in Taiwan
Pupil's role in educational design
Understanding inclusion in teacher education – a view from student teachers in England
On interculturality and Decoloniality
Which intercultural competences for teachers, educators, and social workers? A literature review
The role of the OECD in the development of global policies for migrant education
Towards a new paradigm of “Sustainable Intercultural and inclusive education”
Dialogic Leadership for Social Justice
Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse Classrooms
Equality in education
Evaluating the impact of differentiated instruction on literacy and reading in mixed ability classrooms
Introduction
Are We “Reading the World”? A Review of Multicultural Literature on Globalization
Fourth-Generation Evaluation
Intercultural education in situ
The politics of intercultural education in Cyprus
Some issues for cooperative learning and intercultural education
Learning to participate through Complex Instruction
How the Group Investigation model and the Six-Mirror model changed teachers’ roles and teachers’ and students’ attitudes towards diversity
Negotiating political identities
Culturally responsive teaching in China
Intercultural education set forward
Guiding discussions in the class about ethnic diversity
Does complex instruction benefit intercultural education
Differing to agree
Intercultural education in Europe
Teachers as Intellectuals
Knowledge and Human Interests
From International Ideas to Domestic Policies
Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems
Toward a Theory of Culturally Relevant Pedagogy
What Are We Seeking to Sustain Through Culturally Sustaining Pedagogy? A Loving Critique Forward
Equity pedagogy
Affirming Diversity
| Obras citantes distintas | 10 |
|---|---|
| Citas por año | 1,43 |
| Intervalo de citas | 2019 - 2026 (8) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 10 |