Skrefsrud The Intercultural Dialogue

Preparing Teachers for Diversity
1. Auflage 2016
ISBN: 978-3-8309-8413-9
Verlag: Waxmann Verlag GmbH
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 152 Seiten

The speed, scale and spread of international migration and globalisation have firmly placed the issue of intercultural dialogue at the top of the educational agenda in Europe and elsewhere. In this book, Skrefsrud sheds light on intercultural dialogue as a key competence for teachers working in changing and diverse classrooms. In the first part, the notion of dialogue is explored with the theory of culture, religion and communication as the focus. In the second part, Skrefsrud analyses the government-initiated curriculum framework for teacher education in Norway and discusses the preconditions for intercultural dialogue in educational policies. The analysis illustrates how difficult it is to make issues of difference permeate all aspects of teacher preparation.

Thor-André Skrefsrud works as an associate professor in education at the Hedmark University of Applied Sciences in Norway. His research interests include intercultural education, religious education and educational philosophy. In 2012 he received his Ph.D. for a thesis on the concept of intercultural dialogue in teacher education.

Autoren/Hrsg.

Skrefsrud, Thor-André

Inhaltsverzeichnis

1;Book Cover;1
2;Preface;5
3;Contents;7
4;Chapter One. Intercultural Dialogue and Its Relevance for Teacher Education;11
4.1;Introduction;11
4.2;The Scope;12
4.3;The Concept of Intercultural Dialogue;12
4.4;Structure of the Argument;13
4.5;Why Should We Reflect on Intercultural Dialogue in Education?;15
4.6;Discussion Partners;20
4.7;Policy Documents;22
4.8;Methodology;22
4.9;A Potential Objection;27
5;Chapter Two. Culture and Dialogue;29
5.1;Introduction;29
5.2;A Classical Distinction;29
5.3;Three Conceptual Meanings;31
5.4;Culture as Community;33
5.5;A Conventional Understanding;34
5.6;Interculturality;36
5.7;Multiculturality;38
5.8;Transculturality;38
5.9;How to Understand the Stranger?;41
5.10;Theo Sundermeier’s Contribution;48
5.11;Summary;51
6;Chapter Three. Religion and Dialogue;53
6.1;Introduction;53
6.2;Systemic Religion – In Light of Beyer’s Theory of Religion;54
6.3;The Need for a Broader Conception;60
6.4;Religion and Tradition – In Light of Hervieu-Léger’s Sociology of Religion;61
6.5;Everyday religion – In Light of Heimbrock’s Practical Theology;63
6.6;Summary;66
7;Chapter Four. Interaction and Dialogue;69
7.1;Introduction;69
7.2;Recognition – In Light of Taylor’s Political Theory;70
7.3;Procedure as Ethical Framework – In light of Habermas’ Theory of Communication;75
7.4;Communication as Argumentation – In Light of the “Socratic Dialogue”;87
7.5;Interaction – In Light of Martin Buber’s Philosophy;98
7.6;Summary;108
8;Chapter Five. Teachers’ Intercultural Agency in light of Government-Initiated Curriculum Changes;109
8.1;Introduction;109
8.2;The Notion of Intercultural Dialogue – Some Main Features;110
8.3;Dialogue Partner;112
8.4;Administrator of Diversity;113
8.5;A Paradox;114
8.6;Culture and Dialogue;115
8.7;Religion and Dialogue;125
8.8;Summary;135
9;Chapter Six. On the Power and Weakness of Dialogue – Concluding Remarks;136
9.1;Introduction;136
9.2;The Transcultural Perspective;136
9.3;Implications For Teaching;138
9.4;Bridge Over Troubled Waters?;139
10;References;142