1. INGA BELOUSA MĀRĪTE KRAVALE – PAULIŅA
inga.belousa@du.lv marite.kravale@du.lv
Institute of Sustainable Education
Faculty of Education and Management
Daugavpils University, LATVIA
2. STRUCTURE
1. Understanding of culture under the
impact of globalization
2. Different types / groups of culture
3. Elements / characteristics of culture
4. Working on a better understanding how
cultural challenges are facing
intercultural education
4. CULTURE:
Narrow and wide understanding
• civilization (behavior, norms,..) or nature
• main culture (represented by majority) or subculture
• high culture (literature, art, music, fashion,..) or low culture
(mass culture, pop culture,..)
• high or low contact culture
• opened or closed culture
• public or private culture
...these understandings, created in 18-19 century, are homogeneous as
they imply isolation, separation, inequality, and polarity...
• unity of spiritual, material, intellectual, and emotional features
characteristic to any human group that influences way of
behavior, perception, thinking, cooperation
• dynamic and complex process of meaning construction that has
been created in a particular social environment by the help of
collaboration
… above the notion of THEIRS and OURS...
5. Globalization impacts our
understanding of culture.
Understanding of culture is
changing/ expanding under the
influence of globalization.
6. 2.Different types / groups of culture
Person’s cultural identity is shaped by:
1. Nationality / ethnical belonging
2. Religion / belief / faith / value-based position
3. Language
4. Gender / sexual orientation
5. Age / generation
6. Physical or/and mental exceptionalities: learning
difficulties, advanced performance
7. Profession / occupation / business / engagement
8. Residence: rural, urban...
9. Class: economical status, income level, ...
10.Education level…
8. 3. Elements / characteristics of culture
“Intercultural and Media education” p.67.
10. Culture has many layers that take time to learn
• Visible culture is that which you are first aware
that you are exposed to in a new environment. It
is cultural aspects that we perceive with our five
senses (language, clothing, etc.).
• However, most culture is invisible because it is
not easily described or understood without
explanation. This culture includes things like
conversation style and how things are
interpreted.
11. 4. Working on a better understanding
how cultural challenges are facing
intercultural education
• Competences for intercultural
teaching
• Competences that characterize
intercultural educator
12. • To teach intercultural competences
what kind of a teacher I should be?
• What are competences of
intercultural teaching?
• We have national legislation in
education that guides us. What are
the global/ European guidelines of
competences for intercultural
teaching?
13. Competencies can be understood
according to different aspects.
One way of describing aspects is to use
the levels of content.
They are:
(1) knowledge (facts, ideas…)
(2) skills
(3) attitudes, values
14. Learning for the future: Competences in Education
for Sustainable Development.
Учиться в интересах будущего: компетенции в
области образования в интересах
устойчивого развития.
Apprendre pour l’avenir: Compétences en matière
d’éducation au développement durable.
(2011).UN EC for Europe Steering Committee on
ESD.
http://www.unece.org/?id=14896
Section: Meetings and Events.
15. The clustering of competences in the table rows is inspired by the
report of UNESCO International Commission on Education
Learning: the Treasure Within, Paris, 1996
1. Learning to know - The intercultural educator
understands....
2. Learning to do - The intercultural educator is
able to....
3. Learning to live together - The intercultural
educator works with others in ways that....
4. Learning to be - The intercultural educator is
someone who....
16. The column headings represent
essential characteristics of ESD:
• (a) A holistic approach, which seeks integrative
thinking and practice
• (b) Envisioning change, which explores
alternative futures, learns from the past and
inspires engagement in the present
• (c) Achieving transformation, which serves to
change in the way people learn and in the
systems that support learning