INGA BELOUSAinga.belousa@du.lv

MĀRĪTE KRAVALE – PAULIŅAmarite.kravale@du.lv

Institute of Sustainable EducationFaculty of Education and Management

Daugavpils University, LATVIA

STRUCTURE 1. Understanding of culture under the

impact of globalization 2. Different types / groups of culture 3. Elements / characteristics of culture4. Working on a better understanding how

cultural challenges are facing intercultural education

1. Understanding of culture under the

impact of globalization

CULTURE: Narrow and wide understanding

• civilization (behavior, norms,..) or nature • main culture (represented by majority) or subculture• high culture (literature, art, music, fashion,..) or low culture (mass culture,

pop culture,..) • high or low contact culture• opened or closed culture• public or private culture

...these understandings, created in 18-19 century, are homogeneous as they imply isolation, separation, inequality, and polarity...

• unity of spiritual, material, intellectual, and emotional features characteristic to any human group that influences way of behavior, perception, thinking, cooperation

• dynamic and complex process of meaning construction that has been created in a particular social environment by the help of collaboration

… above the notion of THEIRS and OURS...

Globalization impacts our understanding of culture.

Understanding of culture is changing/ expanding under the

influence of globalization.

2.Different types / groups of culture Person’s cultural identity is shaped by:

1. Nationality / ethnical belonging2. Religion / belief / faith / value-based position 3. Language 4. Gender / sexual orientation5. Age / generation6. Physical or/and mental exceptionalities: learning difficulties,

advanced performance7. Profession / occupation / business / engagement8. Residence: rural, urban...9. Class: economical status, income level, ...10.Education level…

Everybody is cultural even though not all

culture is equal

3. Elements / characteristics of culture

“Intercultural and Media education” p.67.

Culture has many layers that take time to learn

• Visible culture is that which you are first aware that you are exposed to in a new environment. It is cultural aspects that we perceive with our five senses (language, clothing, etc.).

• However, most culture is invisible because it is not easily described or understood without explanation. This culture includes things like conversation style and how things are interpreted.

4. Working on a better understanding how cultural challenges are facing

intercultural education

• Competences for intercultural teaching

• Competences that characterize intercultural educator

• To teach intercultural competences what kind of a teacher I should be? • What are competences of

intercultural teaching? • We have national legislation in

education that guides us. What are the global/ European guidelines of competences for intercultural teaching?

Competencies can be understood according to different aspects.

One way of describing aspects is to use the levels of content.

They are: (1) knowledge (facts, ideas…)(2) skills(3) attitudes, values

Learning for the future: Competences in Education for Sustainable Development.

Учиться в интересах будущего: компетенции в области образования в интересах устойчивого развития.

Apprendre pour l’avenir: Compétences en matière d’éducation au développement durable.

(2011).UN EC for Europe Steering Committee on ESD.

http://www.unece.org/?id=14896 Section: Meetings and Events.

The clustering of competences in the table rows is inspired by the report of UNESCO International Commission on Education

Learning: the Treasure Within, Paris, 1996

1. Learning to know - The intercultural educator understands....

2. Learning to do - The intercultural educator is able to....

3. Learning to live together - The intercultural educator works with others in ways that....

4. Learning to be - The intercultural educator is someone who....

The column headings represent essential characteristics of ESD:

• (a) A holistic approach, which seeks integrative thinking and practice

• (b) Envisioning change, which explores alternative futures, learns from the past and inspires engagement in the present

• (c) Achieving transformation, which serves to change in the way people learn and in the systems that support learning