Policies and Practices on Intercultural Education in Portuguese Schools

Autor/inn/en	Silva, Daniela; Marques da Silva, Sofia
Titel	Policies and Practices on Intercultural Education in Portuguese Schools
Quelle	In: Intercultural Education, 33 (2022) 5, S.509-525 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Marques da Silva, Sofia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2022.2122173
Schlagwörter	Educational Policy; Educational Practices; Metropolitan Areas; Foreign Countries; Multicultural Education; Cultural Differences; Cultural Awareness; Immigrants; Refugees; Policy Formation; Educational Planning; Diversity; Social Integration; School Policy; Institutional Characteristics; Administrator Attitudes; School Administration; Minority Group Students; Elementary Secondary Education; Teacher Attitudes; Immigration; Portugal + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Bildungspraxis; Ballungsraum; Ausland; Multikulturelle Erziehung; Kultureller Unterschied; Cultural identity; Kulturelle Identität; Immigrant; Immigrantin; Immigranten; Flüchtling; Politische Betätigung; Bildungsplanung; Soziale Integration; Schulpolitik; Lehrerverhalten
Abstract	Intercultural Education focuses on reciprocal relationships and dialogue among people, in contexts where there is a shared understanding and appreciation of different cultures. The northern region of Portugal is becoming a host region for migrants and refugees. This article aims to understand how intercultural policies and practices are being developed in the region's schools. The study is based on data collected from 13 schools, located in the Metropolitan Area of Porto. We started by analysing 130 School Educational Projects and Annual Plans of Activities. Thirteen schools, with promising approaches on diversity, integration and interculturality, were selected for conducting interviews with school leaders. Results from content analysis of documents and interviews indicate that schools share a general concern about the integration of all students, but do not particularly address minority groups. Diversity is not deemed worthy of particular attention, since it is believed to be already integrated into school everyday life and relationships. Simultaneously, Intercultural Education values exist in policy-level discourses of school leaders, but less in the discourses at the level of intercultural practices. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01