Sociální a personální kontext interkulturního učení žáků středních škol

Title: Sociální a personální kontext interkulturního učení žáků středních škol
Variant title:
  • The social and personal context of intercultural learning among secondary school students
Source document: Studia paedagogica. 2018, vol. 23, iss. 3, pp. [91]-112
Extent
[91]-112
  • ISSN
    1803-7437 (print)
    2336-4521 (online)
Type: Article
Language
License: Not specified license
 

Notice: These citations are automatically created and might not follow citation rules properly.

Abstract(s)
Studie je zaměřena na výzkum sociálního a personálního kontextu interkulturního učení žáků středních škol. V 1. výzkumné studii jsme se zaměřili na identifikaci potenciálních činitelů ovlivňující interkulturní učení. Ve 2. výzkumné studii jsme identifikovali pět faktorů sociálního kontextu interkulturního učení: Škola, Rodina, Vrstevníci, Média, Referenční skupina a jeden faktor personálního kontextu: Motivace-zkušenost. Jako nejvýznamnější faktory interkulturního učení žáků středních škol se dle jejich hodnocení ukazují Motivace-zkušenost a Média. Z výsledků lze předpokládat interakční účinek faktorů Vrstevníci, Škola, Rodina a Referenční skupina na interkulturní učení žáků. Média působí více nezávisle na ostatních faktorech sociálního kontextu. Vztah sociálního a personálního kontextu existuje ve dvou variantách: kongruence a inkongruence.
The present study examines research on the social and personal context of intercultural learning among secondary school students. In our first empirical study, we focused on identifying influences which affect intercultural learning. In the second empirical study, we identified five factors of the social context of intercultural learning: School, Family, Peers, Media, and Reference group. We also identified one factor of the personal context: Motivation–Experience. The factors that appeared to be the most relevant for intercultural learning among secondary school students included Motivation–Experience and Media. Our findings show that it can be expected that Peers, School, Family and Reference group have an interactive effect on intercultural learning. Media act rather independently of the other factors of social context. The relationship between social and personal context exists in two variants: congruence and incongruence.
Note
Článek vznikl v rámci řešení projektu IGA/FHS/2015/003 Sociální a interpersonální kontext multikulturního učení žáků středních škol.
References
[1] Allan, M. (2003). Frontier crossings: Cultural dissonance, intercultural learning and the multicultural personality. Journal of Research in International Education, 2(1), 83–110. | DOI 10.1177/1475240903021005

[2] Bartel-Radic, A. (2006). Intercultural learning in global teams. Management International Review, 46(6), 647–678. | DOI 10.1007/s11575-006-0121-7

[3] Bennett, M. J. (1993). Towardeth norelativism: A developmental model of intercultural sensitivity. In R. M. Paige (Ed.), Education for the intercultural experience (s. 21–27). Yarmouth, ME: Intercultural Press.

[4] Bennett, M. J. (2004). Becoming interculturally competent. In J. S. Wurzel (Ed.), Toward multiculturalism: A reader in multicultural education (s. 62–77). Newton, MA: Intercultural Resource Corporation.

[5] Bennett, M. J. (2009). Defining, measuring, and facilitating intercultural learning: A conceptual introduction to the intercultural education double supplement. Intercultural Education, 20(4), 1–13. | DOI 10.1080/14675980903370763

[6] Busse, V., & Krause, U. M. (2016). Instructional methods and languages in class: A comparison of two teaching approaches and two teaching languages in the field of intercultural learning. Learning and Instruction, 42, 83–94. | DOI 10.1016/j.learninstruc.2016.01.006

[7] Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.

[8] Deardorff, D. K. (2004). Identification and assessment of intercultural competence as a student out come of internationalization at institutions of higher education in the United States. Dissertation. Raleigh, NC: North Carolina State University.

[9] Deardorff, D. K. (Ed.) (2009). The SAGE Handbook of intercultural competence. Thousand Oaks, CA: Sage Publication.

[10] Gamst, G., Dana, R. H., Der-Karabetian, A., & Aragon, M. (2004). Cultural competency revised: The California brief multicultural competence scale. Measurement and Evaluation in Counseling and Development, 37(3), 163–183.

[11] Hayduk, L., Cummings, G., Boadu, K., Pazderka-Robinson, H., & Boulianne, S. (2007). Testing! testing! one, two, three–Testing the theory in structural equation models!. Personality and Individual Differences, 42(5), 841–850. | DOI 10.1016/j.paid.2006.10.001

[12] Haynes, N. M., Emmons, C., & Ben-Avie, M. (1997). School climate as a factor in student adjustment and achievement. Journal of Educational and Psychological Consultation, 8(3), 321–329. | DOI 10.1207/s1532768xjepc0803_4

[13] Hladík, J. (2014). Design and development of a multicultural competence scale in helpingprofession students. Asian Social Science, 10(9), 162–170. | DOI 10.5539/ass.v10n9p162

[14] Hladík, J. (2016). Assessing multicultural competence of helping-profession students. Multicultural Perspectives, 18(1), 42–47. | DOI 10.1080/15210960.2016.1125743

[15] Hladík, J., & Jadama, L. M. (2016). Multicultural competence of helping profession students: Cross-cultural comparis on between Europe and Africa. Procedia-Social and Behavioral Sciences, 217, 669–678.

[16] Hladík, J., & Pagáčová, V. (2013). Komparace hodnocení významu interkulturních subkompetencí učiteli a žáky na ZŠ. Pedagogika, 63(1), 25–40.

[17] Cheng, D. X., & Zhao, C. M. (2006). Cultivating multicultural competence through active participation. NASPA Journal, 43(4), 13–38.

[18] Jin, L., & Cortazzi, M. (2013). Introduction: research and levels of intercultural learning. In L. Jin & M. Cortazzi (Eds.), Researching intercultural learning: Investigations in language and education (s. 1–17). New York: Palgrave Macmillan.

[19] Kennedy, D., Hyland, A., & Ryan, N. (2009). Learning outcomes and competencies. In D. Kennedy, A. Hyland, N. Ryan, V. Gehmlich, & A. Balissa (Eds.), Using learning outcomes: Best of the Bologna Handbook, vol. 33 (59–76). Berlin: Raabe.

[20] Kuperminc, G. P., Leadbeater, B. J., & Blatt, S. J. (2001). School social climate and individual differences in vulnerability to psychopathology among middle school students. Journal of School Psychology, 39(2), 141–159. | DOI 10.1016/S0022-4405(01)00059-0

[21] Medina-Lopez-Portillo, A. (2004). Intercultural learning assessment: The link between program duration and the development of intercultural sensitivity. Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 179–199.

[22] Otten, M. (2003). Intercultural learning and diversity in higher education. Journal of Studies in International Education, 7(1), 12–26. | DOI 10.1177/1028315302250177

[23] Ponterotto, J. G., Gretchen, D., Utsey, S. O., Rieger, B. P., & Austin, R. (2002). A revision of the multicultural counseling awareness scale. Journal of Multicultural Counseling and Development, 30(3), 153–180. | DOI 10.1002/j.2161-1912.2002.tb00489.x

[24] Pope-Davis, D. B., Coleman, H. L., Liu, W. M., & Toporek, R. L. (2003). Handbook of multicultural competencies in counseling and psychology. Thousand Oaks, CA: Sage Publications.

[25] Pope, R. L., & Reynolds, A. L. (1997). Student affairs core competencies: Integrating multicultural awareness, knowledge, and skills. Journal of College Student Development, 38(3), 266–277.

[26] Pope, R. L., Reynolds, A. L., & Mueller, J. A. (2004). Multicultural competence in student affairs. San Francisco, CA: Jossey-Bass.