<p>The aim of my study is to look at how the interaction might look like in a preschool; how interaction is between children and adults, children and children. The starting point is what is written about the interaction before and tie it together with the observation. The focus will be on how the interaction and gender roles appear in the preschool.</p><p>The theory is mainly about pre-school, different educational starting point on how a pre-school to work for gender equality. Which is also a requirement from the National Curriculum documents for the preschools and that they should strive for.</p><p>In this study, I found that you can work for several different methods and theories of interaction in the preschool and that they can complement each other. But mainly it is important that all employees have to work with the same reason.</p>

This thesis’ main theme is the relation between school practices and the constitutive values explicitly endorsed in the Swedish national curriculum. It consists of four articles. Article I examines the new educational circumstances in a multicultural society. It problematizes the school’s task to find a balance between contributing to a certain cultural consensus, the common and shared, and to increase the ability to live with a cultural multiplicity. The article addresses the need for intercultural education for the realisation of a democratic classroom. Article II addresses the challenge for schools to advocate constitutive values in a multicultural society. It problematizes the relation between the curriculum’s values, stipulated at central level, and their interpretation and implementation at local level, i.e., in the class-room. An action-research project in a Swedish school illustrates the teachers’ struggle to realize these values in daily practice. The project resulted in the teachers move from abstract to concrete discussions of the constitutive values, as well as changes in their daily practice. Overall, the paper focuses on possibilities for deliberation in a multicultural school. Article III highlights schooling as a moral practice. It builds on a field study which investigates the relation between the curriculum’s stipulated values and the enacted curriculum. Episodes of moral steering are presented together with the teachers’ subsequent evaluation of these incidents. These episodes suggest that insofar as individual beliefs and moment-by-moment responses may lead to actions with counteract constitutive values, moral practices must also be a deliberative practice where alternatives are weighed and courses of action are adopted. Article IV develops the discussion concerning the school as a moral arena. A short lunch episode from the school study illustrates the discrepancy between the curriculum’s constitutive values and their realization in practice. The paper suggests that episodes at the margins of school practices may be just as important to the moral curriculum of school as the knowledge-related elements conventionally deemed to be the core of the curriculum. In summary, the thesis demonstrates that the assignment to foster the coming citizens in a multicultural school is complex. Other values than those stipulated in the curriculum steer teachers’ actions. Moreover, it is a thorny mission to accomplish an equal school in an unequal society. Nonetheless, there is a need for awareness among pedagogues concerning the correspondence between societal values, the hierarchy of social groups, individual values, the curriculum’s values, and the teacher’s assignment. The curriculum’s values have to be taken into account just as well as individual attitudes, prejudices and taken-for-granted notions have to be clarified, confronted, defended or abandoned. Interpreting, internalising and applying democratic values in school is a never-ending process.

The aim of my study is to look at how the interaction might look like in a preschool; how interaction is between children and adults, children and children. The starting point is what is written about the interaction before and tie it together with the observation. The focus will be on how the interaction and gender roles appear in the preschool. The theory is mainly about pre-school, different educational starting point on how a pre-school to work for gender equality. Which is also a requirement from the National Curriculum documents for the preschools and that they should strive for. In this study, I found that you can work for several different methods and theories of interaction in the preschool and that they can complement each other. But mainly it is important that all employees have to work with the same reason.

The aim of this essay is to analyze two different educational paradigms, which I refer to broadly as the behavioristic way of learning through imitation versus intercultural education, as these are depicted in the novel Purple Hibiscus by the Nigerian writer Chimamanda Ngozi Adichie. The analysis focuses on how the narrator Kambili´s learning, identity and personal development are differently affected by these two contrastive approaches to education. After the analysis, examples of how the novel can be taught in intercultural, communicative EFL classrooms will be given. In the analysis theories of mimicry and imitation, and identity will be used as well as understandings of the terms intercultural education and behaviorism. The analysis shows that Kambili´s father Eugene represents behaviorism in the novel, whereas Kambili´s aunt Ifeoma symbolizes intercultural education. At home, Kambili learns to imitate her father´s behavior and values. In Ifeoma´s house on the other hand she encounters a kind of intercultural education, where critical thinking and questioning are encouraged. The thematization of contrastive educational and developmental paradigms in the novel is relevant to the comprehensive goals of Swedish upper secondary schools, which promote intercultural learning, as well as critical thinking and reflection on learning processes. Reading literature in the EFL classroom at this level may promote these broad educational objectives as well as the achievement of more specific, language- and culture-based learning outcomes. For many Swedish EFL students, Purple Hibiscus may represent difference, and therefore it is a suitable novel to include in intercultural education, as the students are encouraged tounderstand and reflect on different perspectives. By discussing the novel in groups, the education becomes intercultural because everyone becomes active participants and everyone´s voices are heard.

My study sought to explore one aspect of the internationalization process at the University of Saskatchewan through an examination of the internationalization of some of its curriculum. My research concentrated on the courses in the College of Education and the College of Commerce in order to find out the numbers of internationalized curricula in the two colleges. I sought the proportion of the courses in the two colleges that had an international/intercultural perspective or content and also to discover how the courses had been internationalized. <p>The definition of internationalized curriculum in my study was based on the study by OECD (1996). A number of keywords were selected as indicators of internationalized curriculum according to its definition and characteristics of the nine typologies created by OECD. A document analysis approach was adopted in my study through the data collected from the various university websites, course calendar descriptions, outlines, and related course materials. <p> I hope that my analysis of the profile and characteristics of courses in the two colleges will help instructors and administrators in the University of Saskatchewan and beyond to consider the significance of implementing internationalized curriculum and to improve or create more programs and curricula that would have an increased international or intercultural orientation.

My study sought to explore one aspect of the internationalization process at the University of Saskatchewan through an examination of the internationalization of some of its curriculum. My research concentrated on the courses in the College of Education and the College of Commerce in order to find out the numbers of internationalized curricula in the two colleges. I sought the proportion of the courses in the two colleges that had an international/intercultural perspective or content and also to discover how the courses had been internationalized. <p>The definition of internationalized curriculum in my study was based on the study by OECD (1996). A number of keywords were selected as indicators of internationalized curriculum according to its definition and characteristics of the nine typologies created by OECD. A document analysis approach was adopted in my study through the data collected from the various university websites, course calendar descriptions, outlines, and related course materials. <p> I hope that my analysis of the profile and characteristics of courses in the two colleges will help instructors and administrators in the University of Saskatchewan and beyond to consider the significance of implementing internationalized curriculum and to improve or create more programs and curricula that would have an increased international or intercultural orientation.

Αντικείμενο της παρούσης ερευνητικής εργασίας αποτελεί η πραγμάτευση της ταυτότητας του «άλλου», του ξένου, μέσα στο πλαίσιο των κειμένων της αρχαίας ελληνικής τραγωδίας. Ως αντικείμενο μελέτης η αρχαία τραγωδία και αναπόσπαστο τμήμα των προγραμμάτων σπουδών στη Μέση Εκπαίδευση, αλλά και στις περισσότερες χώρες του κόσμου, έχει ιδιαίτερο ενδιαφέρον να εντοπίσουμε πώς ακριβώς αντιμετωπίζουν οι τραγικοί ποιητές τη διαφορετική εθνικότητα μέσα στα κείμενά τους και, επομένως, πώς αυτή η αντιμετώπιση καταγράφεται, κατ’ επέκταση, στο γενικότερο αρχαιοελληνικό πολιτισμό. Το ζήτημα αυτό παρουσιάζει αυξημένη σημασία, πέρα από τη φιλολογική του πλευρά και το ενδιαφέρον για την αρχαία ελληνική λογοτεχνία, από τη στιγμή που η σύγχρονη εποχή αποζητά σημεία αναφοράς και δείκτες αποδοχής ή όχι του «άλλου» στην ανάγκη της να αποσαφηνίσει το δικό της πολυπολιτισμικό και διαπολιτισμικό χαρακτήρα. Τελικός σκοπός, λοιπόν, αυτής της εργασίας είναι να φανεί πώς μπορεί η αρχαία τραγωδία να συμβάλλει, ως έργο πνευματικό και διδακτικό, στο γενικότερο δημόσιο διάλογο περί πολυπολιτισμικότητας και διαπολιτισμικών κοινωνιών. Τι άλλο από τα ίδια τα κείμενα της αρχαίας τραγωδίας αποτελούν τον οδηγό μας σε αυτήν την έρευνα. Στο πλαίσιο της διαπολιτισμικής προσέγγισης που αποπειραθήκαμε οφείλαμε να δώσουμε το λόγο στους ίδιους τους τραγικούς ήρωες. Ακολουθήσαμε, λοιπόν, όπως γίνεται έτσι, αντιληπτό, τη μέθοδο της ανάλυσης περιεχομένου, η οποία θέτει το ίδιο το κείμενο στο επίκεντρο της έρευνάς της. σε συνδυασμό με τη μέθοδο ανάλυσης των δομών του βάθους και της επιφάνειας ενός κειμένου. Το τελικό αποτέλεσμα από την ανάλυση που επιχειρείται στην εργασία αυτή δεν μπορεί παρά να είναι θετικό για τη διαπολιτισμική προσέγγιση των έργων του πνεύματος. Όπως θα φανεί και στην εξέλιξη της εργασίας, το εθνικό στοιχείο, αν και υπάρχει μέσα στην αρχαία τραγωδία και κάνει αισθητή την παρουσία του, ωστόσο, δεν αποτελεί τον καθοριστικό παράγοντα για την εξέλιξη και τον προσδιορισμό των πραγμάτων. / The main object of this paper is the negotiation of the identity of the “other” in the context of the texts of ancient Greek tragedy. As studied ancient tragedy and an integral part of the curriculum in secondary education, but also in most countries of the world, there is a particular interest to identify how exactly facing the tragic poets of different nationalities within their texts and, therefore, how these responses are recorded thus the overall ancient culture. This question is increasingly important, beyond the literally side and the interest in ancient Greek literature, since the modern era longs benchmarks and indicators of acceptance or not of the “other” in the need to clarify its own multicultural and intercultural character. The ultimate goal, therefore, of this paper is to show how the ancient tragedy to contribute, as spiritual and educational work in the more general debate on multiculturalism and intercultural societies. The texts of the ancient tragedy will be our guide in this research. In the context of intercultural approach we attempted ought to give the floor to the same tragic heroes. Followed, then, as is so understood, the method of content analysis, which sets the text itself at the center of the investigation in combination with the method of analysis of the structures of the surface and depth of a text. The final result of the analysis in this paper can only be positive for the intercultural approach of literally works. As will be seen in the evolution of our research, the national element, though present in the ancient tragedy and makes its presence felt, however, is not the decisive factor for the development and identification of what is happening in the plays.

Magistro darbe, remiantis Lietuvos ir užsienio moksline literatūra analizuojamas kultūros studijų mokslinių tyrimų poveikis tarpkultūriniam ugdymui. Pateikiami tarpkultūrinių kompetencijų modeliai, pagrindiniai aspektai, lemiantys kultūros studijų pranašumą tarpkultūriškumo dimensijoje gilinant tarpkultūrines kompetencijas, bei aptariamos tarpkultūrinio ugdymo papildomumo galimybės. / Basing on the Lithuanian and foreign scientific literature this master thesis analyses the effect to intercultural education made by scientific research of cultural studies. Models of intercultural competences are provided in this paper, as well as basic aspects, determining the advantages of intercultural studies of getting deeper into intercultural competences in the intercultural dimension. The possibilities of complementary intercultural education are also discussed.

Šiandieninėje visuomenėje projektai tampa vis aktualesni, kadangi jie padeda spręsti verslo, meno, mokslo, technologijos bei daugelį kitų uždavinių. Vienas iš ugdymo kokybės gerinimo būdų - dalyvavimas tarptautiniuose projektuose. Tarptautinių projektų pagalba siekiama gerinti ugdymo įstaigos materialinę bazę, įtraukti tėvus į ugdymo procesą, suteikti vaikams kuo įvairesnių įspūdžių, kelti pedagogų kvalifikaciją bei įstaigos prestižą. Šio darbo tema yra aktuali dėl kelių priežasčių. Tai dėl projektinės veiklos rengimo galimybių bendrojo lavinimo įstaigose atskleidimo, taip pat tarpkultūrinio ugdymo galimybių šioje plotmėje. Apžvelgus literatūrą projektų metodo klausimais, išnagrinėjus Lietuvoje ir atlikus kiekybinį tyrimą, galime daryti sekančias išvadas: Pastebėta, kad tarpkultūrinė kompetencija sėkmingai gali būti ugdoma „keliaujant" į kultūriškai skirtingų šalių bendruomenes, ir ptojekto metodas, kaip priemonė šias siekiamybes įgyvendinti. Prieš atliekant tyrimą galima buvo numatyti, jog konkretaus patirtinio metodo, tokio kaip projekto taikymas, siekiant nustatyti tarpkultūrinės kompetencijos raišką, galimai išryškins tik kai kurias tiriamos kompetencijos struktūrines dalis. Gauti tyrimo rezultatai iš dalies patvirtino prielaidą. Tyrimo metu paaiškėjo, kad labiausiai buvo atskleistos respondentų žinios ir nuostatos, tačiau nebuvo išsamiai identifikuoti gebėjimai ir kultūrinis/kritinis sąmoningumas. Tyrimas parodė, kad tarpkultūrinė kompetencija glaudžiai siejasi su... [toliau žr. visą tekstą] / In today’s society projects become more and more relevant since they help to solve the objectives of business, art, science, technologies and many other issues. One of the ways of improvement of education quality - participation in international projects. With the help of international projects it is attempted to improve the base of learning recourses of educational institution, to involve parents into educational process, to provide the children with a diversity of impressions, to raise qualification of the pedagogues and status of the institution. The theme of the present work is relevant due to several reasons. First of all, due to revealing of the possibilities of organization of project activity in institutions of general education, also due to the opportunities of intercultural education in this field. The following conclusions may be made after review of literature on the issues of project method, analysis in Lithuania and conduction of quantitative research: It has been noticed that intercultural competence may be developed successfully when “entering” the communities of the culturally different countries, and project method as a means of implementation of these aims. Before conduction of the research it was possible to foresee that application of particular experiential method such as application of project in pursuance of determination of expression of intercultural competence may highlight only some structural parts of the competence analyzed. The results... [to full text]

In the current political, economic, cultural, education and training, and other discourses, the consequences of the processes of postmodernism and globalization are becoming increasingly pronounced. To quote J. F. Lyotard, the foundation of postmodernism is the diversity of thinking and its presentation by language, therefore, one has to learn to live by recognizing the said diversity. The vision of postmodernism includes multiplicity, the recognition and promotion of diversity, and the dialogue of differences. The notions of network society, global society, citizen of the world, intercultural education, and cultural integration have been used increasingly frequently. When one lives in a multicultural society, with one of its characteristics being a diversity of cultures, it is necessary to promote cultural exchange and collaboration: to get interested in one‘s own and other cultures and to together create a cohesive and democratic society based on intercultural relations and intercultural dialogue between representatives of different cultures or religions or individuals of a different social or economic status. / Šių dienų politiniuose, ekonominiuose, kultūriniuose, švietimo ir ugdymo bei kituose diskursuose vis ryškesni postmodernizmo ir globalizacijos procesų padariniai. Pasak J. F. Lyotard, postmodernizmo pamatas yra mąstymo ir jo įvardijimo kalba įvairovė, todėl būtina mokytis gyventi pripažįstant tą įvairovę. Postmodernybės vizija – daugybingumas, įvairovės pripažinimas ir jos skatinimas, skirtybių dialogas. Vis dažniau yra vartojamos tokios sąvokos: tinklinė visuomenė, globali visuomenė, pasaulio pilietis, daugiakultūrė visuomenė, tarpkultūrinis ugdymas, kultūrų integracija. Gyvenant daugiakultūrėje visuomenėje, kurios vienas iš požymių yra kultūrų įvairovė, būtina skatinti tarpkultūrinį bendravimą ir bendradarbiavimą: domėtis savo ir kitomis kultūromis, drauge kurti darnią ir demokratišką visuomenę, kurios pagrindas – tarpkultūriniai santykiai, tarpkultūrinis dialogas atstovaujančių skirtingoms kultūroms, religijoms asmenų, užimančių skirtingą socialinę ar ekonominę padėtį.