Course I

Multicultural Education: INTRODUCTION analysis and perspectives

 
1. Multicultural education - a new challenge to contemporary
society
2. Defining multicultural education
3. Dimensions of learning
 
1. Multicultural education - a new challenge
The diversity is a fundamental aspect of all societies and addresses differences that exist
between people as individuals, and those between different groups. The existence of
multiple identities, values, traditions and way of relating to different groups of various
indi empty or require the need to approach education and society from an intercultural
perspective. this represents so much a new challenge and a condition for social cohesion
which is bazǎ cultivating mutual respect and understanding both between individuals and
between groups. Engaging in intercultural interaction is inevitable, and the more she can
bring both a plu s knowledge and cultural enrichment. Without this mutual understanding
differences can lead to conflict, which if not resolved in a peaceful way could degenerate
into human rights violations.
 
Exercise 1: Write some of the most important human rights. Motivate choice importance
of them, give an example showing the importance of this right for you.
Table 1. Examples of fundamental human rights
ALL EQUAL - ALL DIFFERENT
1. The principle of equality and equality of 10. Citizen's right to initiate legislative initiatives
opportunity 11. Right of citizens to organize and participate in
2. The right to defense and the principle of public meetings
non-discriminatory access to justice 12. Right of association
3. The right to life, right to health S natăţii 13. Work and the right to strike
right to a healthy environment 14. economic freedom
4. Individual liberty and freedom of movement 15. Propert ies private right and the right to
of the individual inheritance moş
5. Personal life, inviolability of domicile and 16. Protection of children and young people
privacy of correspondence 17. Protection of disabled persons
6. Freedom con science et 18. Right to petition Driven
7. Freedom of speech 19. The right person aggrieved by a public authority
8. freedom of information  
9. Inăţătura their right to and access to
culture
 
-   Universal Declaration of Human Rights, adopted by the General Assembly of the United Nations   -   on September 10, 1948  
-   Convention for the Protection of Human Rights and Fundamental Freedoms, adopted by governments  
  States of the Council - on 4 November 1950  
- Convention on the Rights of the Child, adopted by the General Assembly of the United Nations   -   November 20, 1989  
 
2. Defining education and multiculturality
Multicultural education propose a pedagogical approach to differentiate s cultural
strategy which take into account the specificities spiritual (cultural differences) or other
(diff erent gender, social or economic difference etc.), avoid it as much as possible, risks
arising from unequal exchanges between cultures or, worse, trends atomising culturilo r.
The intercultural approach is not a new science has no new discipline but a new
methodology that seeks to integrate the interrogation of space educational, given their
psychology, anthropology, et sciences social, politics, culture, history. "(Cucoş , 2000).
Ed u cation and multicultural refer to topics like "acceptance and participate in re"
"cohabitation learning - learning to live together", avoiding "stereotypes and prejudices"
and propose solutions for the promotion of democracy and interculturalism /
multiculturalism. Intercultural communication skills both pre submit their learning
keynotes organized (formal education) and work in and through education and non-
formal and informal.
Develop skills to interact effectively in intercultural contexts, even in an environment
dominated by an apparent cultural homogeneity is achieved by learning specific
behaviors within the educational influences of a formal, non-formal or informal.
 
 
3. Dimensions of Learning - reporting their values intercultural education
UNESCO report on education (1996) are four bases and strands of education (Cucos,
1997).
     learning to know, to know the reality of past, present or virtual learning to learn
permanently close your autonomous cultural values that exist at a given time;
     learning to do, learning to act reaching a pragmatic competence in a certain
scope of activity, learning to cope with different and complex social situations that
tend to integrate;
     learning to live together, to be permissive and attentive to each other, to
perceive optimum otherness (the one next to you - similar but yet so different) and
become integral with it depending on the circumstances, to realize joint projects and
ready to manage potential conflicts in keeping with the values of pluralism, mutual
understanding and peace;
     learning to be, to put your personality shine, you become able to own judgment,
responsibility, values to live, to spread it and to amplify their acts.
Recent research in the field of guidance and changes in education, financed by several
international bodies (Council of Europe EC 2003 Organisation for Economic
Development and Cooperation An EDC 2002, 2003) assumes intercultural education;
thus, the school must change the educational paradigm: the transmission of knowledge
specific skills training to ensure successful social and professional of her youth in
intercultural society, rapidly changing. Such concerns intercultural communication
skills, problem solving, critical thinking, management skills, creativity, motivation,
teamwork ability and openness to permanent learning.
 
Example: Council of Europe, European Community   propose policies to promote
intercultural education through
 Promoting intercultural dialogue to strengthen democracy
  The right to participate in intercultural l d ialogu and assuming a role in
determining educational policies and practices
 Assertion of cultural and linguistic diversity
 Facilitating language learning ...
 
 
 
 
II Stereotypes, prejudices and discrimination. Cult's identity
 
1.    News intercultural education - globalization and migration
2.    Stereotypes and how to counteract them
3.    Prejudice and discrimination - strategies to eliminate / control them
4.    Development strategies of social identity - the minority majority
culture vesrus
 
Exercise 1. Consider the following motto to the validity of the topic at hand:
"Thy God Jew, / The machine that you have is Japanese. / Piza is Italian, / And the
couscous is algerian./ that practices democracy is Greek. / Your coffee is Brazilian. I
watch is Swiss. / Shirt is Indian. / Radiol thy coreean./ your holidays are Turkish or
Tunisian marocane./ your numbers are Arabic / Latin Writing is you, / and ... criticize
your neighbor that is foreign. (Cucos 2000, p. 231 - poster can be read in a Turkish
restaurant in Paris)
 
1. News Multicultural education - globalization and migration
Educ ation multicultural is a topic important at the level of educational policy (promoted
by international agencies such as the Council of Europe, European Community, World
Bank) and educational practices (formal, non-formal and informal) proposed and
promoted by various systems national education. Why these concerns? What is the
motivation occurrence of this guidance?
 
Contemporary society is marked by geopolitical contexts, economic, and cultural
backgrounds. The phenomena of globalization and migration are present throughout the
world, there is an intensification of exchanges and transformation on all levels from the
economic to the social, cultural, educational.
 
2. Stereotypes and ways of counteracting them
In building our perception about the other involved a number of factors that reflect both
our own judgments and certain generalizations that indirectly they take over the society
we live in. There are various situations arise some negative effects, subjective beliefs of a
particular individual or group on caracteristiile another individual or group perceived as
different from the first (group membership). In other words, there is in this case a
deterioration or building a distorted image of reality, there is a preconceived belief or
representation on some categories of Handful or individuals that are part of the catgorie.
Exercise 2. Give examples of stereotypes that you experience in educational contexts is.
Comment rationality / irrationality them. Eg (a). students from daytime / extramural
students or students from attending courses / versus those that only occur at
examinations. (b.) pupil / student nerd etc ...
 
Exercise 3. We all have prejudices more or less founded. Some are positive but others
are negative. Although not necessarily express your opinion, try to enumerate some such
labels of the following ethnic groups:

German punctuality ... Hebrew ...

Japanese technology... Romanian ...

American ... Italians ...

Roma ... Hungarian ...

There are various examples and interesting experiments in social psychology, ethnic
stereotypes about nature and how to reduce them. One of the interesting experiments
measuring psychological stereotypes was conducted in 1933 in USA by Katz and Bradly
(cf.Bourchis and Leyens, 1997, pp 99-102). Students at Princeton have been asked to
present the most characteristic features of the Americans, blacks, Chinese, Japanese,
Irish, Italians, Jews and Turks Japanese. Based on the responses was made a list of 84
personality traits. They then asked other students to choose from the list of the five most
representative of each category. Besides various characteristics it found that each
category corresponds to certain characteristics that are actually stable result of the process
of stereotyping. Some of the attributes associated with the various call t: American
(white) workers, intelligent, materialistic / American (black) superstiţio and lazy i,
musical sense / German: scientific workers, impassive / Japanese: intelligent, workers,
etc. perfidious

Stereotypes arise due to the way information processing, namely what is defined as
cognitive psychology phenomenon of increased contrast. Thus, what is unusual or
different from us or else we would expect to be, it is always subject to the phenomenon of
emphasizing the contrast. Thus, we remember better, or we transmit to others the
message that I received. An experience of a certain kind can distort reality, we continue
to judge similar situations as the one that marked us respectable judgment at the time. A
social psychology experiment conducted also in the United States in interpreting a scene
specially directed. So a group of students watched a film about a fight in a subway
between a well-dressed black and white which was holding a knife. Their task was to
watch the film (short) scene and then tell another person who has not seen the film, sour
turn the story a third party. After several repetitions of this kind, it was revealed that the
story was different (obviously the reproduced via mobile wireless) - namely, the scene of
a subway referred to the aggressive behavior of a black against a white well-dressed. Of
course such stereotypes appear in contexts educaţioanle not often we tend to have certain
prejudices about students lazy, undisciplined, etc.

Evidence t that sometimes we are affected, perhaps unconsciously certain stereotypes

propagated in society. Of course these situations are different stereotypes affect our
perceptions, for example when analyzing (critical or less critical a newspaper article, a
TV show about the Roma); or even our behavior (our attitude - sometimes unconscious in
social situations like a tram with a group of Roma). How can we get rid of stereotypes,
how we can eliminate clichés that we have? Some solutions are likely to help us to get rid
of stereotypes before knowing the culture / Handful or to behave in a situation:

 Examine the situation only once you know all the details,

 Judge a person after he is said and done (not after someone sent you or after you wait)

 Seek to be well informed and know what is relevant, meaningful,

 Eliminate what is not essential to resolve a situation,

 Engage and rewarding experiences of intercultural communication and positive

social contacts,

 Be open and tolerant, accept diversity.

3. Prejudice and discrimination - the strategy of elimination / control
 
Due to the stereotypes in thinking individuals appear as manifestations of attitudes and
behavioral two negative effects, namely discrimination and prejudice. Prejudice is at
the level of cognitive judgments and affective reactions, and discrimination is manifested
at the behavioral level.
 
Prejudice rejection phenomenon is considered as the other member of a group to which
negative feelings are manifested. It is rather a predisposing it to adopt a negative behavior
towards a member of a group based on an erroneous generalizations and rigid, without
taking into account the characteristics of that individual and personal carcateristicile.
 
Discrimination is bad behavior or treatment n efavorabil against certain individuals,
members of a particular social group (or other nature) that we have prejudices, namely
because of race, gender, religion, ethnicity or requirements / guidelines for special you It
has. A possible classification of forms of discrimination can be:
(1) formalized discrimination - appears in official documents, legal documents (for
example access to some categories for certain functions - quite rare but present in certain
situations such as limiting your access labor from new member states in the European
Union);
(2) institutionalized discrimination - there are no explicit provisions, encourages
informal but systematic discrimination (eg a student is not received within a certain class,
a person is not accepted a position is due to certain racial or Memberships some
minority); and
(3) situational discrimination - Depends on one's personal perception of relating to each
other, interact, communicate, etc.
Another Action Category horizon and can be made in relation to the intensity
manifestation of discrimination. We have to do basically two types of discrimination
(1) squarely (racism) - which usually takes direct forms and is manifested
(2) subtle - which aim usually preference of a particular group / category, namely those
in which the individual belongs.
Discrimination is not just a phenomenon pertaining to interethnic relations in
sociologically speaking and discrimination that is supported by social stratification,
power / economic situation or social prestige. Gender discrimination, as an issue that
poses several disciplines such as psychology, sociology and education. Feminist
movements like other current anti-discrimination are common in contemporary society.
Referring to stick to the definition of intercultural education, in short, the main types of
overzealous, namely:
 Racism - the theory / ideology that makes the apology superiority of one race
against another, advocating the preservation and c breed contaminated a privileged
nsiderate. It is based on the theory of biological inequality of human races and promoting
the idea of intellectual superiority against each other.
 Anti-Semitism - it is the kind of racism that is directed against the Jews.
 Apartheid - Racial discrimination that divides people by their skin color.
 Xenophobia - u feeling it to face the great initial version generally for other
peoples.
 Tolerance - attitude to admit to other / other manner of thinking and acting
different from their approach, without prejudices about a specific person / group or
culture.
There is an empirical approach (factual, concrete) interesting that was accomplished in
Belgium in the campaign "All different - all equal" (1993) which established some
categories where the population is divided according inclinations towards discrimination.
Thus, it was established that the population can be divided in the next Makita categories:
A. people who actively participated more or less anti-racist demonstrations
against
B. those who consider themselves tolerant, but did not participate in such
actions
C. those who have anti-racist inclinations but have not committed acts of
racial discrimination
D. individuals who express openly racist attitude
 
 
Another study, this time in Italy, conducted on 2,500 young people reveal about the same
results, this time in relation to xenophobia: 20.9% declare themselves anti-xenophobic;
Rather neutral 35.2%, 31.6% Instance on xenophobia and 12.3% declared xenophobes.
 
Exericice 4. Identify Possible examples of prejudices, stereotypes and discriminatory
situations related to work in a school.
____________________________________________________
 ________________________________________________________________________
__________
________________________________________________________________________
__________
________________________________________________________________________
__________
 

There are a number of perverse effects of discrimination and strategies to eliminate /

minimize their effects. Can be raised SOME of s t r ategiil is those who feel
discriminated against, namely: (1) the statement of resignation and acceptance status (ex.
Roma children who do not attend school and consider themselves victims of society, thus
reinforcing existing stereotypes), (2) autodeprecierea - or self-fulfilling prophecies that
(3) empowerment and thus fight against negative prejudices (Roma educated, socially
integrated, etc.). It is extremely important to understand that education is not just about
"minorities" but equally the most to promote a policy of openness, recognition of
differences and diversity (see section 5).

4. Strategy of development of social identity - us vs. minority majority culture

 
Social identity is defined in the context apartene n lime to a certain group and refers to
the ways in which a particular group and its members perceive, act and interact, both
within the group and in relation to other groups / individuals etc.
 
When we speak of strategies one can develop minority culture in relation to the
phenomenon of identity construction stages in mind / following types:
1. lack of identity concerns: acceptance disinterested surface rules dominant
culture and lack of interest in building / rebuilding their identity;
2. compliance: internalization of norms of the majority society while preserving
their identity;
3. asimlarea: the attempt to be assimilated into a new host culture. Sometimes
individuals are likely to refer to themselves by the dominant culture values, and hence
appear alinenare phenomenon is a phenomenon that negative self-judgment /
assessment that it leads him attitude of inferiority;
4. resistance and separatism are reflected full acceptance of their culture and reject
any norms, values of the majority society;
5. integration: ideally occurs when a person / group develops its own identity
rintegrativă's positive cultural experience that combines both elements and the
majority culture.
 
For the majority culture, as I pointed out, the process of education should promote
openness, acceptance and interest in other cultures. In terms of strategy differentiates the
following types:
1. lack of identity concerns: similar to minority culture, lack of interest;
 2. acceptance: - there is a sense of superiority to the belonging culture can be
passive or active - sometimes tolerance may develop as a manifestation of acceptance
of positions but not egalitarian;
3. Resistance: the attempts to "limit" the perceived cultural privileges of the
majority and the minority accepting her values;
4. redefining: acceptance of redefining dominant or majority culture through
cultural openness to and acceptance of minority cultural values their access to their
own culture;
5. integration: again, the iedaļa a person, a group is considered integrated /
integrative when, even if belonging to the majority culture / dominant minority culture
recognizes and values.
 
 
III identity of cultural and intercultural differences
 
 
1.          Culture and Education
2.          Understanding Culture - intercultural perspectives
3.          cultural relativism
1. Culture and Education
 
Bennegadi (1986, cf. Cucos, p. 57) highlights four characteristics of culture: 1)
provide answers to all issues on their individual actions, 2) provide a means of interaction
with the environment, 3) individual and it brings peace directs a set of traditions and 4)
can come with its share of threatening influences that give it a dangerous environment.
The last feature to be understood thus: a certain cultural fixation may have a negative
effect, by stereotypes and prejudices that it induces in the area of another culture, or an
intercultural environment for example. For example, as we see in section 4 may occur
such phenomena that can appear both personality disorders and negative collective
phenomena.
But if we ask how culture is transmitted or how they act in transmitting education
and cultural construction of reality, we can discuss Hall's perspective (cf. Cucoş 1979, p.
57) showing that (1) n culture is not sharp, but acquired, (2) the different aspects of
culture is a systematic m (3) culture is shared, which gives a collective dimension.
 
Culture is a complex, matrix elements, a pattern (complex features crystallized in
a certain way) that causes a specific feature that a particular group (people,
nation, organization, group) they have acquired during a ndelungat their time
and reflecting the knowledge, experiences, beliefs, values, attitudes, meanings,
rules, religion, notions of time and space, the world view, life, the universe;
material objects and symbolic manifestations: art, literature, music, dance etc.
 
Trifluoro Ente through educational informal, non-formal and formal culture gets passed.
Of how the company intends to offer, through education, insight coherent and viable on
their own culture, and more open to the world and the environment that surrounds us
depends prospects of each as an individual to understand, appreciate diversity and
difference and act according to the principles of intercultural.
 
 
2. Understanding culture - intercultural perspectives
 
It is extremely important to understand the relationship between what is defined as
"culture" in the abstract and concrete manifestations, values and behaviors that
objectified in different cultural contexts. Of course, the perennial values of NGAs him a
nation reflected the intellectual and cultural creations - literature, music, art; there is a
visible concrete dimension of culture to which we are both witnesses and actors. Life
context of everyday activities (work, play, education, privacy) and interpersonal relations
(walking a family park, shopping, relations between generations - parents - children -
grandparents, etc.), is the only we can decipher specifics existing in a certain culture.
It is important to understand why a certain culture, everything you say and what
people do is not arbitrary or spontaneous (judging from the actions generic), but is
determined by the values and beliefs that they have - transmitted through families,
education, social influences. Moreover, by knowing the cultural patterns (features
crystallized in a specific way) predictions can be made about how to conduct the
reactions of a person / group with specific cultural characteristics. If we accept the fact
that people's actions are determined by their Founded good reasons, plus specific way to
process information according to their cultural patterns, we can make predictions with
greater accuracy. For example, knowing certain characteristics and behavior motivelele a
person from another culture, we will be open, not necessarily to accept them nemij locit
or positively valued, but just to show we surprised them. We consider that this is actually
the first and most important step towards intercultural interaction. However, it should be
mentioned next, that although similar (cultural) people are different (individuality), and
more, certain characteristics such as age, sex, social level causes different manifestations.
Culture can be compared to an iceberg (iceberg - glacier). There are a number of
issues visible, observable (eg ăcămintea dressed, greetings), and other, less visible, can be
deciphered only if they are familiar with aseastă culture (eg, beliefs, attitudes). Like a
glacier, the observable is much lower than supportive (cultural base).
Exercise 2: In the figure below, are some of the characteristics of the culture (ie visible
hidden). Place each of the numbers corresponding to the visible, respectively, note those
who stayed in line. Discuss two of them choice, and provide examples showing the
cultural difereţele.
 

 
 
 
 
 
 
 
 
1. facial expressions 13. conduct self
2. religious beliefs 14. Gast r onoma
3. religious rituals 15. The eating habits
4. The concept of personal 16. tradition holidays
space
5. paintings 17. Designed for friendship
6. The system of values 18. The work ethic
7. Literature 19. The concept of beauty
8. Parenting strategies 20. Music
9. social organization 21. importance of time
10. Differentiation of social 22. The concept of justice
classes
11. physical gestures 23. Intergenerational
relations
12. Altruism (helping others) 24. Family Relations
3. Cultural relativism
 
To emphasize that there is no culture "better" or "less good", we consider the theoretical
principle of cultural relativism, which has a powerful and practical dimension aiming
interpretation of world cultures and mutual relations between them. Thus, it is
particularly relevant in the context of judging values and functionality immanent, and not
by criteria other cultures. When referring to customs, traditions of peoples, we agree that
there are various contradictions and bizarre elements that could be considered oddities for
those from other cultures. The boundary between "good - evil", "civilized - back" or
"traditional - modern" is dependent on how each and every individual Culture, and relate
to universal standards, partially shared in common. It is to accept the criterion of
relativity based on openness, perhaps even curiosity, but more tolerance to allow
intercultural communication.
 

Of course, LTUR c u are not static, they transform, sometimes

become "richer" sometimes, "poorer" accumulate or lose value by taking over /
acceptance of other cultures elements still. It speaks of a "consumer society" a phrase
taken from American culture. American author, George Ritzer highly critical analysis of
the degradation of culture and transformations of modern society the values that it
promotes (efficiency, predictability, control) launched in 1993 the phrase "McDonaldiz
has" - "The McDonaldization of Society". The negative effects of socially elements are
analyzed as de-humanizing relations erumane int, degradation of traditional cultures. It is
a culture and society where everything has to be fast, like cars that initially prepared
meals from "fast food" like those who are preparing impersonal and I ase uniform, a
uniform restaurants serve ... Experience such human is in a cage of iron.
 
 
IV Interaction within groups
 
1.    Defining groups and group interactions
2.    Group dynamics - group interactions
 
1. Defining groups and group interactions
The group can be defined as a set of individuals characterized by a certain structure,
funcţionaliate and a specific culture , resulting d in relationships and psychosocial
processes developed within it. There can be no group to a mere summation of
individuals, there must be a binder, something that unites members of certain
communities. The group is characterized by certain traits which usually is more than face
features specfic, individual members. It is obvious that an individual can belong to
several groups, due to the nature of his actions.
 There are various types and examples of groups. From a historical perspective,
social theory (Chicago School), the first of a group analysis was performed in their necks
with primary groups - family, group of friends. Greater importance wins then applied an
analysis of studies focused on work groups. For analysis of the typology groups will
resort to some classifications, where existing criteria in the literature:
1. The type of relationship (indicating proximity, personalization)
1.1. primary groups - family, group of friends, relatives ...
1.2. subgroups - class, group work, work in various committees, commissions
etc ...
2. the type of rules (which apply group)
2.1. formal groups - institutionalized operate on clearly defined rules
(organizations)
2.2. non-formal groups - constitute the goals, objectives well defined and usually
resolve dissolves after pregnancy.
2.3. Informal groups - constitute formal or within groups, between certain
individuals and are usually more stable, flexible and have a low degree of
constraint.
3. group size (number of members, participants, actors and how they interact)
3.1. large groups - which are usually difficult to analyze: specfic communities,
communities, nations, social classes; relationships are mediated and there is no face
to face interaction between all members of the group.
3.2. small groups - direct interpersonal relationships, behavior of each influencing
events, reactions of others.
4. type of authority (existing group)
4.1. equalized group - there is (theoretically) differences between group members,
or they are not considered relevant
4.2. hierarchical group - there are specific structures through which members
relate with each other.
Exercise 1. Characterize after all the above criteria following examples of groups, eg
family - primary group formally small, hierarchical / nation - Subgroup formally large
hierarchy.
students  
Teachers at a school  
Group play childhood  
The project team -  
Ed.Intercuturală
Evaluation committee  
baccalaureate
Running a Business  
Discussion groups - Internet  
Group of participants at a  
conference
 
2. Group dynamics
But what is important for social psychology and intercultural education is group
dynamics , ie, the mechanism by which interactions take place within a social group.
The term dynamic group was introduced by Kurt Levin (1948) who made the first
approach to social phenomena in terms of "situations group." Thus, the group described
by the researcher as a structure that brings something extra special, or different from the
sum of its members. What interests us are the similarities or differences between not
members of the group but their interdependence. Because of this interdependence, it
appears a conglomeration of interactions that define the group. One can speak of a future
analysis of the group as a whole and inside (in-group Processes) or one aimed at
interactions between various groups (inter-group interactions & out). Of course, further
research focused on a more subtle understanding of the phenomena group on experiments
and explanations like solving complex social confict, improving labor relations,
management etc.
 
In analyzing the efficiency factors in a group talking about group cohesion, group
communication, group conflicts, encouraging members and group management .
There are also so-called management processes ala group level, we will only remember:
planning, organization, coordination, leadership, communication, evaluation,
supervision . It talks about building strategies of image or identity groups. We will refer
only to some general aspects useful in work in groups, both in teaching, research or
cultural education .
 Group cohesion is a result of forces acting on members to enable them to
remain in the group.
 Sintalitatea personality or group refers to known characteristics
stemming from its own dynamics of the group. Just as people have a certain
personality, so the groups build their personality through but relations within the
group and reporting, interaction with other groups.
 Communication within the group is subject to the general rules of
communication, yet there are specific aspects that must take into account.
To analyze group work tasks, or simple interactions that occur between members of a
group, we can refer to the following categories reflecting, obviously, the communication
process:
1. search suggestions
This is usually done when group members invite others to contribute with ideas,
suggestions, comments or their proposals: " What is your opinion?" "Do you think we
should mean something more specific?" "Do you have other ideas ingenious? "," How do
you like this? "...
2. Offer suggestions
In case of any ideas, opinions, strategies imparted that its members and others, the
following strategies may help: "I think we should do so and so ..." "Come to think of
it ... / start so ... "" We can take the case / solution, b, c ... "" We can take your proposal
and develop it like this ... "...
3. The agreement, acceptance
Strategies could include all direct or indirect expression of agreement or approval of an
opinion, an opinion, suggestions from celuialt / other / others. Usually arise both verbal
and nonverbal manifestations that can be considered for the manifestation of the
agreement. Among the examples we can mention: "I think you're right!" "What we
discussed is interesting and I think we can do that ..." "Right," "Good idea." Sometimes
silence is not necessarily agreement or accepting a view. It can be used explicitly request
the agreement: "Do you think I'm right? Let's try it? ". Another technique is that of
paraphrasing that reinforces a certain position toodată inciting other opinions,
suggestions, for instance ..." If I understand you're saying ... and this is my opinion,
others can however, have a different opinion "...
4. Disagreement, disapproval
All modes (decent / peaceful) to have an opinion, suggestion, idea, strategy different from
what has been discussed so far, can be examples for this category. Obviously not the
formulation must be addressed vis-a-vis the person who proposed it but the idea,
suggestion, proposal launched by other / other / others. Conflict is part of another
category, in case of disagreement, however, we can say that it is perfectly normal and
constructive as we can admit that there are positive conflicts. Examples of formulations
are direct disagreement: "I disagree with that, I think ... or should we think about this
issue '," I think ... what is apparent (or certainly clear ) with mist has been said before ...
". There are also indirect formulations, or even silence can be an expression of
disagreement, for example: " the problem I think is elsewhere ... "" Let's leave this issue
and move on to something else ... "" There is no time to discuss this ... "
5. Seeking clarification
If desired a better explanation, understanding and clarify some aspects of the issues
discussed can be used like paraphrases: "You mean ..." "We can try to better understand
this aspect .. .. "or" what if what you say is it ...? "," can you offer other arguments? ... "
6. clarification
This is the answer to the previous question, summarizing also can be an effective way to
clarify the issues, strategies etc. For example, in the first case " As I mentioned, I
think ..." "If I try to explain otherwise, it would mean ...." "Let me explain better ..." or for
the latter " If you were to draw a conclusion, it could be ..." "Repeating what was said
before ..."
7. interruption
It occurs when a group member interfering off another member who is currently
speaking. However, it can be considered break and moments of silence or lack of
communication between group members, or conversely, if all the members of the group
talking at once, or in smaller groups, with no real communication group. Another stuaţie
is monologue - a group and it is harmful, so the mediator or other person has to intervene
to begin a real dialogue group. Examples are impossible to suggest in this case ....
8. other conditions
In practice it is extremely difficult to evaluate all kinds of situations or personal
contributions may therefore be different categories of events, such as the non-
involvement of silence (which I included it in different categories otherwise) or simply
starategia escape - the person leaves the group (the real or only imaginary) or refusal to
participate in the task group. Sometimes conflict (non-COSTRUCT) can be passed to
other situations, but this issue will be discussed in another course, one dedicated to
conflict management.
 
 V conflicts and their resolution in educational
 
1.    Defining conflict and ways to address them
2.    Conflict management - principles, perspectives of settlement
3.    Conflicts in the educaţionalului: school, family, society
4.    The role of intercultural education in conflict resolution
 
1. Defining conflict - conflict management
 
As discussed in the chapters on communication (course 4) and interaction (course 5) in
intercultural contexts, there is the possibility of situations of tension and dispute in these
processes. Of course, conflicts are not unique intercultural contexts, such events there
permanently and in all social areas (in Policies that, education, economics, media etc). A
relatively recent guidance in the literature is related to conflict management. It talks about
a psycho-sociology of conflict resolution or crisis management. All such guidelines or
theories and practical strategies offered by these disciplines are likely to draw our
attention to the importance of peaceful settlement of conflicts and positive and more, to
provide milestones in crisis situations caused by conflicts. We shall address the following
conflicts in general and then to discuss their specific educational and intercultural
contexts.
 
Ability to interact and communicate effectively requires the ability to resolve conflicts of
communication that may occur. The conflict does not necessarily mean only the negative
aspects (eg tension, strife or physical confrontations). Positive conflict may exist and that
either stimulate discussion, debate, or ensures progress, evolution. An effective
communication or interaction is not confined to promoting consensus and implicitly
blaming, avoiding or even disguising these conflict situations. In any dmeniu existence of
conflicts must be accepted as part of the process of interpersonal interaction and
communication must follow the rules for resolving these conflicting states. Therefore
conflicts are usually regarded as part of the process of interaction and communication.
 
Conflict is a state of opposition and tension, disharmony resulting from the presence of
two or more items of contention between people, ideas or interests. Usually conflict
occurs due to incompatibility (actual or apparent, manifest or latent) between them, be it
individuals (personality traits, characteristics of thinking, dislikes) or ideas of strategy,
interests (approaches or solutions divergent diverse problems) .
 
I can list some of the positive effects of conflict: increased interest and motivation for
change; improve the process of identifying problems and solutions; more cohesive a
group for joint solving of conflicts; adaptive capacity of individuals to reality; providing
opportunities for knowledge and development of practical skills for resolving the
uncertainty; developing creativity and ingenuity to find optimal solutions etc.
 
If the conflict is not accepted, artificially maintained - either repressed or camouflaged
contrary is resolved based strategy "winner - won", can occur a number of negative
effects such as decreased interest and involvement in activities; reducing feelings of self-
confidence; polarizing groups and the formation of coalitions; the emergence of moral
dilemmas of conscience processes; the emergence of problems in terms of decision
making; unable forming a cohesive group etc.
 
About conflicts exist both negative perceptions and false beliefs or myths such as those
relating to the following:
 Conflicts always resolves itself with time. (FALSE)
 In case of a problem / dispute will ultimately always unpleasant situations.
(FALSE)
 The emergence of conflict may be a sign of inadequate leadership group or class.
(FALSE)
 The conflict is always negative and destructive effects. (FALSE)
 Onflictului appearance is a sign of lack of involvement in the affairs of the leader.
(FALSE)
 Conflicts can not be resolved only through a compromise condition. (FALSE)
 There are always winners and losers in conflicts. (FALSE)
 
In addressing and resolving conflicts (usually where there are two sides) talks about
various styles that cover them briefly: a) the method of "win - win" both parties are
satisfied is the final result; b) the method of "win - lose" the solution is a party, Cealic
being considered as a loss, c) method "lose-lose" when many parties reach a compromise
that is usually hard to accept for each, however, proves next disputes beneficial.
Choosing a strategy by the mediator (if there is such a mediator) depends on the
characteristics of the task groups and that they have to solve.
 
 
2. Conflict management - settlement possibilities
There are different schools in conflict management, so we will not dwell on the theories
explaining or developing sources of conflict, but rather, we'll list the key skills and
techniques needed so effective mediation and resolving conflicts. There are some rules /
principles apply equally to interaction and effective communication and conflict
resolution
.
Exercise 1 . Give examples of conflicts that happened to take part in their activity either
educational or personal level. It happened not solve a conflict as you wanted?
 
There are certain elements on which we can evaluate conflictlele. For each of categoiile
below will try to evaluate your strategies or those of our partners. Be objective!
1. fostering a positive relationship throughout the conflict through: active listening,
use open-ended questions to clarify messages; (Ex. I listened or not others)
2. differentiating between events, behaviors and their interpretation, evaluation of
different options that participants have; (Ex. Eu / other / others judged only situation
X)
3. focus on the existing problem and not on individuals who have a certain position;
4. The tables below for the delimitation of impersonal phrases conflict situation, and
not as a direct attack on a person or on its position: to avoid wording like "have created
 a problem or you're to blame" but "there was a problem ... it was raised ... which is a
positive solution to the problem "...;
5. encouraging direct expression without imposing their own arguments countless
times;
6. request additional information or arguments for understanding the situation and
different opinions and points of view; (Ex. I was (I was not) allowed to present aspects
of the problem)
7. avoid blaming or labeling others; (Ex. I was pointed / named somehow)
8. recognizing and removing potential bottlenecks in the conflict resolution; (Ex.
The party's permanent discontinuation searching mistakes and not understanding
poblemei, premature reactions and emotional attachment to a predetermined solution,
lack of flexibility)
9. learning divergent strategies to solve problems in addressing conflict;
10. assessing the impact of conflict on the relationship or group (we discussed the
consequences).
Level skills and techniques for conflict resolution, the technique assertive
communication (open charge) which has emerged as one of the ways of adapting
effective interpersonal and group conflict situations. Lack of assertiveness is one of the
most important sources of social conflict. This capability called assertiveness is the
result of a set of attitudes and behaviors learned that as long-term consequences that
improve social relationships, developing trust and personal self-esteem, respect for
personal rights, formation of a lifestyle efficiently, improving making skills responsible
decisions. Assertiveness refers to the ability of expressing emotions and convictions
without infringing the rights of others . To have an assertive behavior or attitude we
must show the following communication:
 ability to initiate, maintain and end a conversation in a peaceful and pleasant;
 promotion of direct, open and honest;
 earning the respect and trust of others;
 expressing emotions and thoughts without excluding those of the other party;
 Communication opinions and personal experiences;
 expressing positive emotions (empathy, sympathy, joy, pride, attraction ...);
 expressing negative emotions without attacking other (retaining neplăcare ...);
 request or refusal of applications;
 ability to offer compliments and accepting them;
 the power to say "no" without feeling detention or guilt;
Through assertive communication , respect and develop self-esteem and responsibility
towards others, accepting and valuing the rights of others. Of course, there is also the
possibility and benefit of that through communication assertive individuals to pressure
the groups to which they belong and to promote the confrontation of opinions, democratic
decision-making etc.
 
There is a possibility growing assertiveness as opposed to two opposite behavior patterns
ie passivity and aggression.
 
5.                 Conflicts in the educaţionalului: school, family, society
 
In the educational process, both within the family and in school there are situations which
may degenerate into conflicts that both children, youth and adults and they experience
influence their present and future behavior in society. Desigr family is the first instance
that socialize children, where there is beginning the process of enculturation (transmitting
specific values of a culture / a group- course see 2). Conflict situations arise in different
situations (playing, learning, communication, work ...), they both influencing our
attitudes, behavior that we have with others and the constructive or destructive they
manifest . Family elaboration of educational strategies are less, therefore the conflicts can
be treated with a certain lack of tact and induce inflammatory or negligent behavior
regarding conflict resolution. Of course, the family tries to provide a positive education
and its efforts should be supported by the school. In the school environment may occur
conflict not only between teachers and students (as often in a negative way is considered
by some - that the two actors process educaţioanl would have conflicting interests: the
teacher to follow the student to punish him and the student Professor cause to be
arrogant ... etc); but also between students , between teachers , between teachers and
parents , teachers and management .
School education in general must provide an education where children could be
"one for the other one" and not " against each other" to resolve conflicts in a
constructive not destructive, be prepared to live in a peaceful world (Deutsch, 1998
Constantin Stoica and Neculau, 1998). There are different strategies or guidelines
pursuing education in these directions, and aume: cooperative learning, training for
conflict resolution and mediation in education .
Cooperative Learning establishes the principle of interdependence positive
activity training and education. Opposes competitive, individualistic perspective that
promotes, rather than the group spirit and collaboration a different attitude towards
conflicts, most often aggressive and destructive. Of course it can be said that education
cooperation has, besides benefits and drawbacks. First learning experiences must be
organized specifically so that students forming their skills and assertive communication
skills.
Training for conflict resolution is common both for teaching (teaching / learning
different objects education) and in the educational process (development projects,
decision-making in class etc). It is important that students learn to distinguish the type of
conflict (type winner - defeated or both sides winning that losing parties ), the best
strategies and tactics to address the conflict. It is also important to consider the
consequences of conflict and engage in solving them rather than avoid them.
Mediation in schools has emerged as an effective way to resolve conflicts
different parties, especially the conflicts between teachers and students, parents and
teachers or students. Specialized teams of teachers following certain training sessions on
the topic of conflict management and mediation can provide support in case of diversions
in school.
 
 
6. The role of intercultural education in conflict resolution
 
Intercultural conflicts have something specific, they trigger negative feelings and
attitudes towards certain groups, cultures. They can however be mitigated or even
prevented by designing an intercultural perspective of education requiring the eradication
of violence, mitigation and conflict resolution, transforming them into positive disputes.
Requirements of an intercultural education to form positive behaviors include:
-           ability to communicate assertively training (speaking and listening);
-           cooperation and group work;
-           respect for self and others;
-           democratic decision-making;
-           accountability and acceptance of responsibility to others;
-           mastery and externalization of emotions, feelings, emotions;
-           avoiding verbal and physical confrontations.
Teremen "interculturalism" has a dimension that expresses dynamic interaction, it sends
the exchange, reciprocity, interdependence and dialogue. Education implemented on the
intercultural dimension covers two important dimensions (Rey, 1996) which are subject:
-           knowledge dimension (which is the science) - is realiazeză by assimilating
theoretical knowledge on the issues analyzed during the study of this discipline;
-           size experience (subjective and realtion) - formed in practical activities such as
those carried out and practiced in the seminar activities and take someone's
personality and his way of interaction with others.
The first dimension also relates to the cognitive side by purchasing information for a
direct and objective knowledge of reality, while the second aims side act - and
motivational aspects - emotional that their individual knowledge and attitudes translate
these into specfic behaviors. How the individual thinks and acts depend not only ties
between it with others but society as a whole.
              An open society to ensure peaceful resolution of conflicts and to respect human
rights can be built only through constribuţia all in the spirit of interculturalism.
 
VI specifics training from an intercultural perspective
 
1. Intercultural education for trainers
2. Essential requirements of education for intercultural
 
 
1. Intercultural education for trainers
Trainers them are those who interacts with students in educational activities (formal or
non-formal) and This applies to not only teachers but also other categories of staff
coming into contact with them: school administration personnel, social workers,
counselors, public guards, guards. In fact, it is important that interculturalism to be a size
or principle of the whole school . This implies that the actors of the field of education
(teachers, staff Administrative, and students and their parents) to promote values and
social behaviors as acceptance, tolerance, communication and positive integration and
avoid negative attitudes of labeling, stereotyping, prejudice and discriminatory behavior,
intolerance, xenophobia, racism etc.
 
 
Education for intercultural desired size of an effective and coherent professional training
of all teachers, regardless of specialization, trainers generally. Of course, as Cucos
appreciate (2000, p. 201) we plan to make all teachers' psychologists, sociologists or
cultural anthropologists "but to sensitize them towards social. It is important for all
trainers to understand the dimensions (inter-) cultural social space in general, especially
the school; the existence of multiple value systems; rights and duties of the people,
citizens in general and the students, etc. Just as important, or perhaps more relevant it is
to practice the values of democracy and everything it does show that it is a person who
respects others (colleagues, students, parents) who are trying to form students for open
society that values respect, tolerance, mutual understanding.
 
 
2.          Essential requirements of education for multiculturalism

 
The society in which we live helps us have a behavior desirable or rather intolerant ?
Looking at the issue from the perspective of social, we believe that any person is, in a
greater or lesser exposed to conjecture social him / her determined to have prejudices, to
form stereotypes to label certain individuals, cultures, ethnicities and act accordingly,
thereby maintaining or transmitting others such behavior. How aware these things, trying
to control them both at a personal and social future of our society depends. Therefore,
trainers are extremely important educational influences that they convey and how they
influence the educational field.
Exercise witnessed a quarrel in the school yard where a group of children laughing at
another mulatto child who called him "chocolate". 1) What
2) If you should choose a percentage of teachers (100%) of school for each response that
would be it for each behavior below? How will you react?
a) you find funny and you think you are children, just tease
b) find a concrete way to intervene on time explaining to students that it's not what I'm
doing
c) the next time you cry as the student mulatto but find something for others to know
what it's like
d) the next time with those students will try to attack the problem explaining it's not what
I'm doing
e) the next hour with other students try to do some exercises to eliminate "labeling"
f) will not care what happens in school, the matter must be traveled, nothing else is
important
g) discuss with the director trying to propose a draft with few cultural education classes
 
To become a teacher practicing intercultural education is essential participation in a
training of trainers to prepare them to become "true cultural mediators and agents of
change" (Cucos 2000, 204) and which includes:
-           Knowledge of social and human sciences: stereotypes, prejudices minorities
-           teaching strategies differentiated according to pupils' cultural capital
-           cultural identity and intergroup attitudes
-           knowledge and strategies for inter-knowledge
 -           communication and positive conflict resolution
A teacher who wishes to be a promoter of intercultural education must, as the JA Banks
(1988 in Cucos, 2000, p. 205) be willing to:
1. accept and change their attitudes, concepts, attitudes, and beliefs
2. experience new emotional experiences
3. to revalue rules, models of moral, political and scientific
4. to redirect their value judgments and judgments
5. to learn new behaviors and interpersonal styles of interaction
6. learn new strategies for self-knowledge and knowing
7. wish to convey these dimensions pupils and others.
 
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