Why Do Teachers Need To Consider Intercultural Competence As A Necessity In Their Profession
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Why do teachers need to consider intercultural competence as a necessity in their profession?
Seminar paper from the year 2021 in the subject Didactics for the subject English - Miscellaneous, grade: 1,0, University of Education Weingarten (Fakultät 2), course: Intercultural Competence, language: English, abstract: This text emphasizes the importance of intercultural competence for teachers in the context of increasing cultural diversity, particularly in German secondary schools. It discusses the challenges posed by right-wing extremist teachers and instances of racism in classrooms. The concept of intercultural competence is defined as the ability to behave effectively based on intercultural knowledge, attitude, skills, and reflection. Developing intercultural competence is seen as crucial for teachers to create inclusive environments and address the needs of immigrant students. The text also provides guidance on developing intercultural competence, emphasizing critical self-reflection, awareness, and understanding of diverse cultures. The stages of adjustment for refugee students are highlighted, and the text concludes by discussing the Model of Intercultural Competence by Deardorff as a tool for teachers to enhance their intercultural skills.
Visions for Intercultural Music Teacher Education
This open access book highlights the importance of visions of alternative futures in music teacher education in a time of increasing societal complexity due to increased diversity. There are policies at every level to counter prejudice, increase opportunities, reduce inequalities, stimulate change in educational systems, and prevent and counter polarization. Foregrounding the intimate connections between music, society and education, this book suggests ways that music teacher education might be an arena for the reflexive contestation of traditions, hierarchies, practices and structures. The visions for intercultural music teacher education offered in this book arise from a variety of practical projects, intercultural collaborations, and cross-national work conducted in music teacher education. The chapters open up new horizons for understanding the tension-fields and possible discomfort that music teacher educators face when becoming change agents. They highlight the importance of collaborations, resilience and perseverance when enacting visions on the program level of higher education institutions, and the need for change in re-imagining music teacher education programs.
Intercultural Competence for All
Education which helps citizens live together in our diverse societies is a matter of urgency. We all need to develop the ability to understand each other across all types of cultural barriers; this is a fundamental prerequisite for making our diverse democratic societies work. This publication looks at the development of intercultural competence as a key element of mainstream education. It stresses the need firstly for an appropriate education policy which puts intercultural competence at the heart of all education and, above all, for the development, on an everyday basis, of the necessary attitudes, skills and knowledge needed for mutual understanding. Without these, no sustainable societal change is possible.