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Aufsatz (Zeitschrift) zugänglich unter
URN:


Titel: Interkulturelle Bildung zwischen Universalität und Partikularität. Überlegungen im Rahmen eines europäischen Vergleichs
Autor:
Originalveröffentlichung: Tertium comparationis 1 (1995) 2, S. 96-112
Dokument:
Schlagwörter (Deutsch): Bildung; Interkulturelle Pädagogik; Migration; Interkultureller Vergleich; Theorie; Europa
Pädagogische Teildisziplin: Vergleichende Erziehungswissenschaft; Empirische Bildungsforschung
Dokumentart: Aufsatz (Zeitschrift)
ISSN: 0947-9732; 1434-1697
Sprache: Deutsch
Erscheinungsjahr:
Begutachtungsstatus: Peer-Review
Abstract (Englisch): Using qualitative methods, i.e. case-studies and content analysis, universality and particularity in education are examined within the framework of a comparative research project focused on Germany, France, Italy, and Switzerland. The concept of cultural variety as it appears to be interpreted in pedagogy, policy and provision, leads to partially different theoretical and practical conclusions according to the historical and legal background of migration, minority and language policies, as well as the pedagogical and scientific traditions in each country. In the comparison, methodological problems arise due to the fact that key concepts such as "culture" or "ethnicity" can acquire different meanings and connotations in scientific discourses. Following the argumentation of pedagogical discussion used in pro and contra universalist and particularist approaches, and based on the kind of provision implemented, the opportunities and risks contained in rather universalist or rather particularist educational paradigms are listed and commented on. The empirical data and documents considered show that the discussion in Western Europe about universality and particularity in education in the early nineties is strongly concerned with the alternative monolingual vs. multilingual variety. Crucial questions of philosophical nature, such as the management of value conflicts linked with cultural varitey, seem to be underestimated, although they are equally relevant for education and society. The author argues that outlining a "policy of recognition" adapted to the particular needs of multicultural Western Europe should become a major goal in pedagogy, teachers' training, and educational policy in the near future, as problems in schools and other institutions suggest. (DIPF/Orig.)
weitere Beiträge dieser Zeitschrift: Tertium comparationis Jahr: 1995
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Eintrag erfolgte am: 13.10.2010
Empfohlene Zitierung: Allemann-Ghionda, Cristina: Interkulturelle Bildung zwischen Universalität und Partikularität. Überlegungen im Rahmen eines europäischen Vergleichs - In: Tertium comparationis 1 (1995) 2, S. 96-112 - URN: urn:nbn:de:0111-opus-28596