The Europeanisation of Intercultural Education? Responses from Eu Policy-Makers

Autor/inn/en	Hadjisoteriou, Christina; Faas, Daniel; Angelides, Panayiotis
Titel	The Europeanisation of Intercultural Education? Responses from Eu Policy-Makers
Quelle	In: Educational Review, 67 (2015) 2, S.218-235 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2013.864599
Schlagwörter	Multicultural Education; Educational Policy; Educational Practices; Semi Structured Interviews; Guidelines; Administrator Attitudes; Discourse Analysis; Educational Philosophy; Intervention; Educational Strategies; Government Role; Inclusion; Immigrants; Alignment (Education); Youth Opportunities; Youth Programs; Student Exchange Programs; Multilingualism; Foreign Countries + Suchen Sie Ihr Suchwort? Multikulturelle Erziehung; Politics of education; Bildungspolitik; Bildungspraxis; Richtlinien; Diskursanalyse; Bildungsphilosophie; Erziehungsphilosophie; Lehrstrategie; Inklusion; Immigrant; Immigrantin; Immigranten; Jugendsofortprogramm; Schüleraustausch; Mehrsprachigkeit; Multilingualismus; Ausland
Abstract	European societies rely on different models to address cultural and religious diversity in education, with different potential consequences for the experiences youth have in schools. Some prefer the term intercultural education emphasising dialogue and interaction while others have historically followed the idea of multicultural education. In recent years, despite the principle of subsidiarity, European institutions have become a key player in education including intercultural education. This article draws on four semi-structured interviews with European Union (EU) education policy-makers to explore the Europeanisation of intercultural education, specifically why and how national educational discourses are shaped by European directives and guidelines. We found that European discourses often run counter to national policies and that EU officials are deeply engaged in promoting intercultural educational philosophies and tackling the educational attainment gaps via the soft-law tool of the Open Method of Coordination (OMC). The study raises questions about the legitimacy of such EU interventions in national policy domains and assesses the usefulness of a more integrated approach to intercultural education in Europe. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01