Titlebook: Intercultural Approaches to Education; From Theory to Pract Abdeljalil Akkari,Myriam Radhouane Book‘‘‘‘‘‘‘‘ 2022 The Editor(s) (if applicab

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https://doi.org/10.1007/978-3-030-70825-2Multicultural Education; Intercultural Education; Diversity in Education; Ethnic Groups in Education; Ra

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The Advent of Intercultural Approaches in Educationproviding schooling to everyone (but not including native and populations under colonisation), inherited from the philosophy of the Age of Enlightenment in favour of citizenship. However, we may too hastily overlook the nationalistic, Eurocentric and colonialist attitudes associated with the expansion of Western schooling.

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Key Concepts for Intercultural Approachesl concepts (Robles de Meléndez & Beck, 2009). In this chapter we will discuss many of the principal concepts such as culture, ethnocentrism, cultural relativism, equality and difference. This list is obviously not exhaustive, since several other concepts could have been included, such as otherness, diversity, dialogue or even universalism.

LAP

Intercultural Education in Brazilultural diversity have converted this vast space into a unique place for the application of intercultural approaches in education. In this chapter, we will examine the reasons inciting public educational policies to pay attention to this theme, but we will also describe the resulting tensions.

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Intercultural Education in FranceIn the preceding chapters, all the countries that we have dealt with have had a federal form of government granting a large measure of autonomy in educational management to their regions. This is not the case for the French education system, which remains largely centralized with regard to strategies dealing with cultural diversity in the school.

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The Role of the Teacher in Promoting Intercultural ApproachesTo complete this book with a chapter devoted to teachers is justified for several reasons. Firstly, the quality of a school is closely connected to the quality of its teachers. Their intellectual, moral and academic capacities are essential in our search for a more just and effective intercultural school.

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