Most existing books in the fields of multicultural or intercultural education have been written based on anthropologists’ cultural dimensions, which presume culture is a fixed entity. Reinventing Intercultural Education is the first book to review multiple cultures and religions from a metaphysical understanding. It argues that intercultural value interactions can be managed and taught in a way that facilitates individuals to reveal how they are metaphysically positioned within intercultural value networks. This book proposes a metaphysical understanding of interculturality, by reviewing popular cultural and religious narratives found in multicultural society. By doing so, it develops an alternative pedagogy for multicultural education founded on the concept of intercultural hermeneutics. Beginning with a critical review of multicultural policies and existing models of multicultural education, Dreamson advocates the necessity of an intercultural approach to multicultural education. He then moves on to argue for the methodological aspects of interculturality by reviewing and adopting philosophical hermeneutics theories. Throughout the book, it is argued that values incarnated as a cultural framework are networked and interact via our minds to sustain our intercultural realities. Furthermore, when intercultural interactions transpire, which is the goal of multicultural education, we can see a larger part of the world that, in turn, helps us cultivate ourselves for further intercultural interactions. The book should be of great interest to academics, researchers and postgraduate students engaged in the study of multicultural education, the philosophy of education, religious pluralism, religious education, cultural studies, theology and indigenous education.
Retrieved from https://scholarworks.umass.edu/cie_capstones/119 Wiegmann, D.A., Dansereau, D.F., & Patterson, M.E. (1992). Cooperative learning: Effects of role playing and ability on performance. Journal of Experimental Education, ...
Retrieved from www.cdu.edu.au/sites/default/files/school-education/docs/matsiti-grey-literature.pdf Christie, M. (2005). Aboriginal knowledge traditions in digital environments. Australian Journal of Indigenous Education, 34, 61–66.
Learning transitions in the adult life course: Agency, identity and social capital. In B. Merrill (ed.), Learning to Change? ... Teaching students about online professionalism: Enhancing student employability through social media.
This book addresses the fact that the issues of non-Indigenous cultures - other than Western cultures - have not yet been considered in Indigenous education.
One of well-known knowledge production discourses is the Mode1 versus Mode2 classification proposed by Gibbons et al. (1994). Gibbons et al. viewed that knowledge is produced through com- plex interactions between various agents and ...
Paul Fairfield Reinventing Intercultural Education A Metaphysical Manifest for Rethinking Cultural Diversity Neal Dreamson Creating the Practical Man of Modernity The Reception of John Dewey's Pedagogy in Mexico Victor J. Rodriguez ...
Philosophy teaches critical thinking skills that are required for children to become informed, socially situated learners (Millett & Tapper, 2012; Golding, Gurr & Hinton, 2012; Burgh, Field & Freakley, 2006; Lipman, 2003; ...
... 'a descriptive rather than explanatory or deductive enterprise; it seeks to reveal the basic forms of experience and understanding as such, rather than construct hypotheses or draw inferences beyond their bounds' (Carman 2008: 14).
James M. Magrini thanks Laura E. Magrini, Karen Adler (our editor), Professor William Pinar, Professor William McNeill, Professor Sean Kirkland, Naomi Silverman, Deb Kopka, Robyn Johnson, and the helpful reviewers from Routledge.
This book concerns the challenges and tensions rising from mass migration flows, unbalanced north-south and east-west relations and the increasing multicultural nature of society.