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Article (journal) accessible via
URN: urn:nbn:de:0111-pedocs-254224
DOI: 10.25656/01:25422; 10.24452/sjer.44.2.8
URN: urn:nbn:de:0111-pedocs-254224
DOI: 10.25656/01:25422; 10.24452/sjer.44.2.8
| Original Title |
Incidents critiques en leçons d’éducation interculturelle |
|---|---|
| Parallel title | Critical incidents in intercultural education lessons |
| Authors |
de Diesbach-Dolder, Stephanie de  ;
Muller Mirza, Nathalie  |
| Source | Schweizerische Zeitschrift für Bildungswissenschaften 44 (2022) 2, S. 264-276  |
| Document | full text (259 KB) |
| License of the document |
|
| Keywords (German) | Interkulturelles Lernen; Interkulturelle Bildung; Unterricht; Soziale Interaktion; Lehrer; Schüler; Erziehungsziel; Herausforderung; Interkulturelle Kommunikation; Emotionales Verhalten; Verbale Aggression; Diskriminierung; Lehramtsstudent; Schulpraktikum; Unterrichtsbeobachtung; Schweiz |
| sub-discipline | Intercultural and International Comparative Educational Research Empirical Educational Research |
| Document type | Article (journal) |
| ISSN | 2624-8492; 26248492 |
| Language | French |
| Year of creation | 2022 |
| review status | Peer-Reviewed |
| Abstract (French): | Cet article repose sur les résultats d’une recherche portant sur les pratiques réelles d’enseignement de l’éducation interculturelle. À partir des considérations mises en évidence dans la littérature autour des risques de "culturalisation" de ces pratiques, cette contribution vise à comprendre la façon dont les difficultés se développent dans les interactions en classe. Sur la base de séquences pédagogiques, nous repérons des incidents critiques qui permettent d’identifier les tensions entre, d’une part, les intentions pédagogiques des enseignant·e·s qui cherchent à construire des connaissances et déconstruire des phénomènes comme la discrimination sociale ou les stéréotypes, et, d’autre part, le processus interactif de construction de sens qui a parfois pour résultat leur réification. (DIPF/Orig.) |
| Abstract (English): | This article is based on the results of research on real teaching practices in intercultural education. Building on the considerations highlighted in the literature about the risks of “culturalization” of these practices, this contribution aims to understand how difficulties develop in classroom interactions. On the basis of pedagogical sequences collected in class during intercultural lessons, we identify critical incidents that allow us to identify the tensions between, on the one hand, the pedagogical intentions of the teachers, who seek to build knowledge and to deconstruct phenomena such as social discrimination or stereotypes, and, on the other hand, the interactive process of constructing meaning which sometimes results in their reification. (DIPF/Orig.) |
| other articles of this journal | Schweizerische Zeitschrift für Bildungswissenschaften Jahr: 2022 |
| Statistics |  Number of document requests
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| Checksums | checksum comparison as proof of integrity |
| Date of publication | 28.09.2022 |
| Citation | de Diesbach-Dolder, Stephanie de; Muller Mirza, Nathalie: Incidents critiques en leçons d’éducation interculturelle - In: Schweizerische Zeitschrift für Bildungswissenschaften 44 (2022) 2, S. 264-276 - URN: urn:nbn:de:0111-pedocs-254224 - DOI: 10.25656/01:25422; 10.24452/sjer.44.2.8 |
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