Title: Clues to the wind's direction: sailing on teachers' beliefs about cultural diversity : results from a semi-structured interview in the Italian context
Source document: Studia paedagogica. 2018, vol. 23, iss. 4, pp. [129]-144
Extent
[129]-144
-
ISSN1803-7437 (print)2336-4521 (online)
Persistent identifier (DOI): https://doi.org/10.5817/SP2018-4-7
Stable URL (handle): https://hdl.handle.net/11222.digilib/138822
Type: Article
Language
License: Not specified license
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
This article analyses the results of semi-structured interviews conducted with 45 Italian in-service primary school teachers. Starting from a problem frame that highlights how important and necessary it is to work with teachers, this qualitative study focuses on determining what the teachers' beliefs on cultural diversity were and how their beliefs about diversity influences their planning and their practices. The data shows a gap between the theoretical achievements and policy documents of intercultural education confronted with teachers' beliefs and practices.
References
[1] Abdallah-Pretceille, M. (2013). L'education interculturelle. Paris: Presses Universitaires De France – Puf.
[2] Agostinetto, L. (2014). L'intercultura che sa apprendere dagli errori. Inedite direzioni dell'educare possono emergere dagli errori che facciamo. Animazione Sociale, 284(6), 72–81.
[3] Agostinetto, L. (2016). Oltre il velo: L'intercultura che fa scuola. Studium Educationis, 17(1), 71–86.
[4] Agostinetto, L., & Bugno, L. (in press). Towards congruence between teachers' intentions and practice in intercultural education. First results of qualitative research in the Italian context. Intercultural Education, 30(3).
[5] Aime M. (2004). Eccessi di culture. Torino: Einaudi.
[6] Allemann-Ghionda, C. (2003). Comparaison internationale en science de l'éducation: Le cas des approaches interculturelles en milieu scolaire. Bullettin de l'Association pour la Recherche Interculturelle, 38, 41–54.
[7] Alleman-Ghionda, C. (2009). From intercultural education to the inclusion of diversity: Theories and policies in Europe. In J. A. Banks (Ed.), The Routledge international companion to multicultural education (pp. 134–146). London: Routledge.
[8] Bennett, J. M. (1993). Cultural marginality: Identity issues in intercultural training. In R. M. Paige (Ed.), Education for the intercultural experience (2nd ed.) (pp. 109–135). Yarmouth: Intercultural Press.
[9] Bennett, J. M., & Bennett, M. J. (2004). Developing intercultural sensitivity: An integrative approach to global and domestic diversity. In D. Landis, J. Bennett, & M. Bennett (Eds.), Handbook of intercultural training (3rd ed.) (pp. 147–165). Thousand Oaks: Sage.
[10] Biesta, G., Priestley, & M., Robinson, S. (2015). The role of beliefs in teacher agency. Teachers and Teaching: Theory and Practice, 21(6), 624–640.
[11] Boros, A. (2014). Prepararsi all'ascolto. Uno sguardo antroplogico all'ascolto come negoziazione culturale. Metis, 21, 7–28.
[12] Cohen, L., Manion, L., & Morrison, K. (2018). Research method in education. Oxon: Routledge.
[13] De Luigi, R. (2015). Dialogo. Forme di prossimità d-istanti. In M. Catarci & E. Macinai (Eds.), Le parole-chiave della Pedagogia Interculturale. Temi e problemi nella società multiculturale (pp. 113–130). Pisa: ETS.
[14] European Commission. (2016). Promoting citizenship and the common values of freedom, tolerance and non-discrimination through education. Overview of education policy developments in Europe following the Paris Declaration of 17 March 2015. Retrieved from https://publications.europa.eu/en/publication-detail/-/publication/ebbab0bb-ef2f-11e5-8529-01aa75ed71a1
[15] European Commission, & PPMI. (2017). Preparing teachers for diversity. Retrieved from https://publications.europa.eu/en/publication-detail/-/publication/b347bf7d-1db1-11e7-aeb3-01aa75ed71a1/language-en
[16] European Parliamentary Research Service. (2016). Integration of migrants: The education dimension. Retrieved from https://epthinktank.eu/2016/06/23/integration-of-migrants-the-educationdimension/
[17] Fiorucci, M., & Catarci, M. (Eds.). (2015). Intercultural education in the European context: Theories, experiences, challenges. Surrey: Ashgate.
[18] Fives, H., & Buhel, M. (2012). Spring cleaning for the "messy" construct of teachers' beliefs: What are they? Which have been examined? What can they tell us? In K. R. Harris, S. Graham, & T. Urdan (Eds.), APA educational psychology handbook, Vol 2: Individual differences and cultural and contextual factors (pp. 471–499). Washington: American Psychological Association.
[19] Fives, H., & Gregoire Gill, M. (2015). International handbook of research on teachers' beliefs. New York: Routledge.
[20] Freire, P. (2002). La pedagogia degli oppressi. Torino: EGA.
[21] Gay, G. (2015). Teachers' beliefs about cultural diversity. Problems and possibilities. In H. Fives & M. G. Gill (Eds.), International handbook of research on teachers' beliefs (pp. 344–355). New York: Routledge.
[22] Hannerz, U. (2001). La diversità culturale. Bologna: Il Mulino.
[23] Law 118/1971. (1971). Rome: Government of Italy. Retrieved from https://www.edscuola.it/archivio/norme/leggi/l118_71.html
[24] Law 517/1977. (1977). Rome: Government of Italy. Retrieved from https://www.edscuola.it/archivio/norme/leggi/l517_77.html
[25] Lorcherie, F. (2004). Discovering the ethnicized school: The case of France. In S. Luchtenberg (Ed.), Migration, education and change (pp. 103–126). Abingdon: Routledge.
[26] Macinai, E. (2015). Diritti Umani. Fondamento e orizzonte dell'educazione interculturale. In M. Catarci & E. Macinai (Eds.), Le parole-chiave della Pedagogia Interculturale. Temi e problemi nella società multiculturale (pp. 13–30). Pisa: ETS.
[27] Milani, L. (1996). Lettera a una professoressa. Firenze: Libreria Editrice Fiorentina.
[28] MIP. (1999). D. P. R. 8/1999, n. 275. Rome: Government of Italy. Retrieved from https://archivio.pubblica.istruzione.it/argomenti/autonomia/documenti/regolamento.htm
[29] MIP. (2006). Linee guida per l'accoglienza e l'integrazione degli alunni stranieri [Guidelines for the reception and integration of foreign students]. Rome: Government of Italy.
[30] MIP. (2007). La via italiana per la scuola interculturale e l'integrazione degli alunni stranieri [The Italian way for the intercultural school and integration of foreign students]. Rome: Government of Italy.
[31] MIUR. (2012). Indicazioni nazionali per il curricolo della scuola dell'infanzia e del primo ciclo dell'istruzione [National pre-primary and primary school curricula]. Rome: Government of Italy.
[32] MIUR. (2014). Linee guida per l'accoglienza e l'integrazione degli alunni stranieri [Guidelines for the reception and integration of foreign students]. Rome: Government of Italy.
[33] OECD. (2010). Closing the gap for immigrant students: Policies, practice and performance. Paris.
[34] OECD. (2015). Helping immigrant students to succeed at school – and beyond. Paris.
[35] Osisioma, I. U., & Moscovici, H. (2008). Profiling the beliefs of the forgotten teachers: An analysis of intern teachers' frameworks for urban science teaching. Journal of Science Teacher Education, 19(3), 285–311. | DOI 10.1007/s10972-008-9093-8
[36] Portera, A., & Grant, C. A. (2017). Intercultural education and competences. Challenges and answers for the global world. Newcastle upon Tyne: Cambridge Scholars Publishing.
[37] Rimm-Kaufman, S. E., Storm, M. D., Sawyer, B. E., Pianta, R. C., & LaParo, K. M. (2006). The Teacher Belief Q-Sort: A measure of teachers' priorities in relation to disciplinary practices, teaching practices, and beliefs about children. Journal of School Psychology, 44(2), 141–165. | DOI 10.1016/j.jsp.2006.01.003
[38] Tarozzi, M. (2005). Strategies of inclusion for social justice. Communication processes in a learning context from a multicultural perspective. Encyclopaideia, 9(18), 129–149.
[39] Tarozzi, M. (2015). Dall'intercultura alla giustizia sociale: Per un progetto pedagogico e politico di cittadinanza globale. Milano: Franco Angeli.
[40] UNESCO. (2001). Universal declaration on cultural diversity. Retrieved from http://unesdoc.unesco.org/images/0012/001271/127160m.pdf#page=10
[2] Agostinetto, L. (2014). L'intercultura che sa apprendere dagli errori. Inedite direzioni dell'educare possono emergere dagli errori che facciamo. Animazione Sociale, 284(6), 72–81.
[3] Agostinetto, L. (2016). Oltre il velo: L'intercultura che fa scuola. Studium Educationis, 17(1), 71–86.
[4] Agostinetto, L., & Bugno, L. (in press). Towards congruence between teachers' intentions and practice in intercultural education. First results of qualitative research in the Italian context. Intercultural Education, 30(3).
[5] Aime M. (2004). Eccessi di culture. Torino: Einaudi.
[6] Allemann-Ghionda, C. (2003). Comparaison internationale en science de l'éducation: Le cas des approaches interculturelles en milieu scolaire. Bullettin de l'Association pour la Recherche Interculturelle, 38, 41–54.
[7] Alleman-Ghionda, C. (2009). From intercultural education to the inclusion of diversity: Theories and policies in Europe. In J. A. Banks (Ed.), The Routledge international companion to multicultural education (pp. 134–146). London: Routledge.
[8] Bennett, J. M. (1993). Cultural marginality: Identity issues in intercultural training. In R. M. Paige (Ed.), Education for the intercultural experience (2nd ed.) (pp. 109–135). Yarmouth: Intercultural Press.
[9] Bennett, J. M., & Bennett, M. J. (2004). Developing intercultural sensitivity: An integrative approach to global and domestic diversity. In D. Landis, J. Bennett, & M. Bennett (Eds.), Handbook of intercultural training (3rd ed.) (pp. 147–165). Thousand Oaks: Sage.
[10] Biesta, G., Priestley, & M., Robinson, S. (2015). The role of beliefs in teacher agency. Teachers and Teaching: Theory and Practice, 21(6), 624–640.
[11] Boros, A. (2014). Prepararsi all'ascolto. Uno sguardo antroplogico all'ascolto come negoziazione culturale. Metis, 21, 7–28.
[12] Cohen, L., Manion, L., & Morrison, K. (2018). Research method in education. Oxon: Routledge.
[13] De Luigi, R. (2015). Dialogo. Forme di prossimità d-istanti. In M. Catarci & E. Macinai (Eds.), Le parole-chiave della Pedagogia Interculturale. Temi e problemi nella società multiculturale (pp. 113–130). Pisa: ETS.
[14] European Commission. (2016). Promoting citizenship and the common values of freedom, tolerance and non-discrimination through education. Overview of education policy developments in Europe following the Paris Declaration of 17 March 2015. Retrieved from https://publications.europa.eu/en/publication-detail/-/publication/ebbab0bb-ef2f-11e5-8529-01aa75ed71a1
[15] European Commission, & PPMI. (2017). Preparing teachers for diversity. Retrieved from https://publications.europa.eu/en/publication-detail/-/publication/b347bf7d-1db1-11e7-aeb3-01aa75ed71a1/language-en
[16] European Parliamentary Research Service. (2016). Integration of migrants: The education dimension. Retrieved from https://epthinktank.eu/2016/06/23/integration-of-migrants-the-educationdimension/
[17] Fiorucci, M., & Catarci, M. (Eds.). (2015). Intercultural education in the European context: Theories, experiences, challenges. Surrey: Ashgate.
[18] Fives, H., & Buhel, M. (2012). Spring cleaning for the "messy" construct of teachers' beliefs: What are they? Which have been examined? What can they tell us? In K. R. Harris, S. Graham, & T. Urdan (Eds.), APA educational psychology handbook, Vol 2: Individual differences and cultural and contextual factors (pp. 471–499). Washington: American Psychological Association.
[19] Fives, H., & Gregoire Gill, M. (2015). International handbook of research on teachers' beliefs. New York: Routledge.
[20] Freire, P. (2002). La pedagogia degli oppressi. Torino: EGA.
[21] Gay, G. (2015). Teachers' beliefs about cultural diversity. Problems and possibilities. In H. Fives & M. G. Gill (Eds.), International handbook of research on teachers' beliefs (pp. 344–355). New York: Routledge.
[22] Hannerz, U. (2001). La diversità culturale. Bologna: Il Mulino.
[23] Law 118/1971. (1971). Rome: Government of Italy. Retrieved from https://www.edscuola.it/archivio/norme/leggi/l118_71.html
[24] Law 517/1977. (1977). Rome: Government of Italy. Retrieved from https://www.edscuola.it/archivio/norme/leggi/l517_77.html
[25] Lorcherie, F. (2004). Discovering the ethnicized school: The case of France. In S. Luchtenberg (Ed.), Migration, education and change (pp. 103–126). Abingdon: Routledge.
[26] Macinai, E. (2015). Diritti Umani. Fondamento e orizzonte dell'educazione interculturale. In M. Catarci & E. Macinai (Eds.), Le parole-chiave della Pedagogia Interculturale. Temi e problemi nella società multiculturale (pp. 13–30). Pisa: ETS.
[27] Milani, L. (1996). Lettera a una professoressa. Firenze: Libreria Editrice Fiorentina.
[28] MIP. (1999). D. P. R. 8/1999, n. 275. Rome: Government of Italy. Retrieved from https://archivio.pubblica.istruzione.it/argomenti/autonomia/documenti/regolamento.htm
[29] MIP. (2006). Linee guida per l'accoglienza e l'integrazione degli alunni stranieri [Guidelines for the reception and integration of foreign students]. Rome: Government of Italy.
[30] MIP. (2007). La via italiana per la scuola interculturale e l'integrazione degli alunni stranieri [The Italian way for the intercultural school and integration of foreign students]. Rome: Government of Italy.
[31] MIUR. (2012). Indicazioni nazionali per il curricolo della scuola dell'infanzia e del primo ciclo dell'istruzione [National pre-primary and primary school curricula]. Rome: Government of Italy.
[32] MIUR. (2014). Linee guida per l'accoglienza e l'integrazione degli alunni stranieri [Guidelines for the reception and integration of foreign students]. Rome: Government of Italy.
[33] OECD. (2010). Closing the gap for immigrant students: Policies, practice and performance. Paris.
[34] OECD. (2015). Helping immigrant students to succeed at school – and beyond. Paris.
[35] Osisioma, I. U., & Moscovici, H. (2008). Profiling the beliefs of the forgotten teachers: An analysis of intern teachers' frameworks for urban science teaching. Journal of Science Teacher Education, 19(3), 285–311. | DOI 10.1007/s10972-008-9093-8
[36] Portera, A., & Grant, C. A. (2017). Intercultural education and competences. Challenges and answers for the global world. Newcastle upon Tyne: Cambridge Scholars Publishing.
[37] Rimm-Kaufman, S. E., Storm, M. D., Sawyer, B. E., Pianta, R. C., & LaParo, K. M. (2006). The Teacher Belief Q-Sort: A measure of teachers' priorities in relation to disciplinary practices, teaching practices, and beliefs about children. Journal of School Psychology, 44(2), 141–165. | DOI 10.1016/j.jsp.2006.01.003
[38] Tarozzi, M. (2005). Strategies of inclusion for social justice. Communication processes in a learning context from a multicultural perspective. Encyclopaideia, 9(18), 129–149.
[39] Tarozzi, M. (2015). Dall'intercultura alla giustizia sociale: Per un progetto pedagogico e politico di cittadinanza globale. Milano: Franco Angeli.
[40] UNESCO. (2001). Universal declaration on cultural diversity. Retrieved from http://unesdoc.unesco.org/images/0012/001271/127160m.pdf#page=10