In the previous sections, different aspects of interculturality are described; in this chapter, we will address models and programs related to intercultural education. For those who haven’t read the first two installments of this post series, you can read them here: Part one, Part two.
These models were textually extracted from the Master’s Program in Learning Difficulties Intervention, on the topic of Interculturality, from didactic unit 2 of the intercultural education project topic.
Models of intercultural education
The development of each of these models contributes to the work we do with different cultures across various continents. The Institution will, therefore, be responsible for leading these changes through public policies and a social project that integrates each of the elements involved in this topic.
Racist or segregationist model
Separates students according to racial or cultural origin; it is accompanied by effective territorial, economic, and political segregation.
Assimilationist or compensatory model
It consists of achieving the assimilation of cultural minorities into the dominant culture and the abandonment of their culture of origin. This model is based on the cultural deficit theory, which justifies the need for compensatory education programs, aimed at socio-culturally deprived populations.
Integrationist or additive model
It advocates for the teaching and learning not only of the host language but also the maintenance of the mother tongue and some rudiments of the cultures of origin. It is a modality focused on individual capacities and not on the collective cultural heritage.
Multicultural or cultural pluralism model
The right to cultural difference is assumed, and importance is given to providing information about minority cultures to facilitate mutual understanding.
Human relations or mutual understanding model
Its objective is for everyone to value cultural differences, as well as to learn about diverse groups, the elimination of racial prejudices and stereotypes, and the explicit recognition of the right to cultural difference. It promotes communication and dialogue among diverse cultural groups, seeking solidarity among them.
Models of social transformation
The objective is to raise awareness among people belonging to cultural minorities to critically understand a reality. Education is fundamentally an ideological struggle to unmask institutional racism.
Holistic or global model
The objective is to educate for citizenship in a multicultural society; it advocates that all elements shaping school intervention should be approached from new foundations.
Pedagogy and interculturality
Pedagogy and its relationship with interculturality invites the preparation of citizens through an attitude that includes affective, cognitive, and behavioral components; that is, feelings and attributes about the other, belief and response towards another, so that an intercultural citizenship can be created.
This citizenship is one that recognizes its members, adheres to common projects, and has diverse social ties with the aim of incorporating educational and training strategies, and creating educational and training environments that foster the development of a sense of belonging, considering mutual knowledge, acceptance, valuation, social cohesion, and the development of individuals and intercultural citizenship as a process.
Citizenship education converges with other currents such as non-sexist education, intercultural education, anti-racist education, ecological education, education for development, human rights education, democratic education, education for tolerance, and education for peace. Pina, B. (ISEP 2013) Furthermore, what will be the objectives proposed for the development of a new Intercultural Program?
Objectives of interculturality
1. To empower the diverse cultures converging in a territory for the consolidation of an intercultural citizenry, respecting in all aspects the unique conditions of each individual, with the purpose of developing and expanding the culture of each immigrant member.
2. To make known rights and duties equally to those who emigrate from their homeland to another place in search of better labor, family, and economic conditions with equity and acceptance of the other’s culture.
3. To promote a sense of cooperation in the search for better opportunities for those arriving in new territory, welcoming them, validating them, without abuses in the face of the needs and ambitions they bring.
4. To strengthen cultural enrichment with new cultural ways of life, with a broad vision of respect and affection towards other members of this new and dynamic society to which we belong.
5. To open schools to immigrant minors who require access to an educational system, developing special programs for pedagogical evaluation and intervention according to the requirements of each case.
6. To expand the culture of immigrant students and share the richness of their culture, traditions, ways of thinking and acting, their typical elements, flora, fauna, in order to integrate their culture into the base culture to complement, expand, and diversify it, through activities in the different established subsectors in a playful and committed manner.
Finally, I leave you with a video that I consider very interesting: