Cultural Intelligence to Overcome Educational Exclusion

Autor/inn/en	Oliver, Esther; de Botton, Lena; Soler, Marta; Merrill, Barbara
Titel	Cultural Intelligence to Overcome Educational Exclusion
Quelle	In: Qualitative Inquiry, 17 (2011) 3, S.267-276 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1077-8004
DOI	10.1177/1077800410397805
Schlagwörter	Foreign Countries; Socioeconomic Background; Immigrants; Minority Groups; Access to Education; Equal Education; Researchers; Expertise; Neighborhoods; Theory Practice Relationship; Cultural Capital; Intelligence; Parent School Relationship + Suchen Sie Ihr Suchwort? Ausland; Sozioökonomische Lage; Immigrant; Immigrantin; Immigranten; Ethnische Minderheit; Education; Access; Bildung; Zugang; Bildungszugang; Researcher; Forscher; Expert appraisal; Neighbourhoods; Nachbarschaft; Theorie-Praxis-Beziehung; Intelligenz; Klugheit; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung
Abstract	The critical communicative methodology (CCM) is based on the premise that each person, regardless of their educational, cultural, or socioeconomic background, possesses cultural intelligence. That is, they can analyze their experiences of being excluded and propose ways to reverse their situation. In this article, we explore the fact that everyone, regardless of background, can help to develop scientific knowledge, and this is essential in transforming the situation being studied. To illustrate this, we examine a case in which families from cultural minority groups become involved in transforming their neighborhood school. We also show how the CCM made it possible to include the knowledge and interpretations of these community members through egalitarian dialogue with researchers. The knowledge obtained from this dialogue calls into question the dominant discourse in Europe, which states that having high proportions of migrant students in schools will have a negative effect on both academic results and living together. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10