Abstract in English Inclusion is a state where the opportunity to understand everything is given naturally. In order to support this idea as well as simply be authentic in this academic work in Inclusion Studies, the following part is an English summary of my Bachelor thesis. Using the English language – understood and spoken by a huge number of today''s world population – I would like interested people who do not know German to find an access to the subject of my work. Exchange of competences and culture of relationship – abstract “Exchange of competences as a basis for an inclusive culture of relationship” is the title of my Bachelor Thesis. It means, that interpersonal exchange of abilities and understandings can be a starting point for relationships that are realised and experienced in a way that can be called inclusive (referring to “inclusion”). This work focusses especially on relationships between so-called clients and pedagogues. The thesis consists of four textual chapters from A to D. Part A describes my motivation for this work which is personal experience and presents the leading question – Does a mutual exchange of competences effect an inclusive relationship culture? – and the hypothesis: If competences are exchanged, the relationship ''clientel ⇆ pedagogue'' is (on both sides) positively perceived – this feeling and in consequence the relationship itself are giving inclusivity and sustainable effectiveness to the growing process taking place on both sides. Furthermore, the methodology is described in the first chapter. The next chapter is about introducing definitions in order to ensure that the readers will fully understand the key terms and topics which are: relationships; culture and cultures; exchange and balance; competences, resources, potentials; communication; inclusion; science. Chapter C refers to two different kinds of sources in order to support and prove the hypothesis as well as to illustrate the concept. The first part of this third chapter is dealing with models from social sciences like “inclusive learning culture” (A. Zimpel 2012), “cybernEthics” (H. von Foerster 1993), hermeneutics (Joedecke 2013), Empowerment (W. Stark), Children''s and Human Rights (J. Korczak; United Nations) and the Cultural-historical psychology (L. S. Vygotsky, A. N. Leontev, A. R. Luria). These concepts are compared and woven together – to be illustrated by authentic examples in the chapter''s second part. I have prepared ten written surveys in a narrative style. These interviews’ subjects have been asked to talk about living in a different cultural surrounding that was at first “different” and “new” for them: they were to tell which perceptions and emotions they had? (What helped them to establish relationships to people there? How was it to perform pedagogical tasks as a “not-yet-speaking” person?) In chapter D the connections between all sources mentioned above in form are summed up. In addition, a metaphor is also created, which is called the “cultural bag”: representing the mutual growing process surrounded by the inclusive relationship culture through which the individuals’ competences could expand, the “bag of culture” is a form of container and at the same time transportable – so each part of the relationship can now individually take and use respectively apply in any new situation.:Inhaltsübersicht "Danke, thanks, dziękuję, gracias, ..." - - - - - 3 A. Einleitung: "Zapraszamy!" - - - - - - 5 1. Subjektiver Erlebenshintergrund als Motivation zu dieser Arbeit 6 2. Leitfrage und Hypothese - - - - - 8 3. Methodik - - - - - - - 9 B. ''Verständnislexikon'': Kernthemen und Begriffsklärungen - 15 1. Beziehungen - - - - - - - 15 2. Kultur – Kulturen - - - - - - 16 3. Austausch und Balance - - - - - 18 4. Kompetenzen, Ressourcen, Potenziale - - - 20 5. Kommunikation - - - - - - 23 6. Inklusion - - - - - - - 24 7. Wissenschaft - - - - - - - 26 Gemeinsames Wörterbuch – Zwischenfazit - - - - 27 C. Schöpfen aus Quellen - - - - - - 29 1. Wissenschaftliche Theorien - - - - - 29 a. "Inklusive Lernkultur": Zimpel - - - 30 b. Kinder können ''s: Mitra, Manske - - - 33 c. "KybernEthik": von Foerster - - - - 37 d. Kulturhistorische Schule: Leont’ev, Lurija, Vygotskij - 38 e. Kinderrechte, Menschenrechte: Korczak, Kerber-Ganse 39 f. Selbstbestimmte Freiheit: Keupp, Freire, Stark - 42 g. Hermeneutik: Jödecke - - - - 45 Zwischenfazit: Ideenflüsse aus wissenschaftlichen Quellen - 47 2. Narrative Aussagen - - - - - - 50 a. Gemeinsame Themen – der Boden des Austauschs - 52 b. Verschiedene Menschen, Meinungen, Möglichkeiten 56 c. Beziehungen wachsen mit Kompetenzen - - 57 d. Unten? Klein? Unkompliziert! - - - - 57 Zwischenfazit: Was Lernen bedeuten kann - - - 59 D. Fusion und Kreation - - - - - - - 61 1. Metapher(n) für das, was eine Beziehung inklusiv machen kann 61 2. Diskussion - - - - - - - 63 a. Gedankenaustausch zu These und Erkenntnissen - 63 b. Diskussion der Methodik - - - - 65 3. Erweiterungspotenzial dieser Arbeit - - - - 67 4. Fazit und Konzeption für Jetzt und Zukunft - - - 68 E. Zusammenfassungen auf Englisch und auf Polnisch - - 72 1. Abstract in English - - - - - - 72 2. Streszczenie po polsku - - - - - 73 Abkürzungsverzeichnis - - - - - - - 75 Verzeichnis der Grafiken - - - - - - - 76 Quellenübersicht - - - - - - - - 77 Anhang (Anlagenverzeichnis und Anlagen) - - - - - 83 Selbstständigkeitserklärung und Kontakt

We studied a live video conferencing project based in Ghana, because we wanted to determine whether this is one area where Information Communication Technology (ICT) can have an impact on communication for development. We also wanted to better understand whether live video conferencing is a viable way to go forward with Information Communication Technology for Development (ICT4D) and, if so, what benefits it has to offer. To complement the study, we also looked at two other NGOs which are also using similar technology and have a purpose similar to the WPD live video-conference program, which is to create a space for knowledge and cultural exchange with the help of ICT. The additional programs will add a complementary comparative dimension to the analysis of the case study of WPD. It is important to have these two projects in mind since they use two vastly different methods and can provide a reflective understanding on how WPD can move forward as they are in a transitional phase and are currently exploring different ways to develop the project, mainly involving changes in management structure and technology. We studied the WPD project with the complementary information from the other two projects from an academic perspective to document and analyze the outcomes in order to determine which good practices are available when undertaking similar initiatives. From a theoretical perspective, we analyze the projects using research related to participatory communication, the public sphere, and the digital divide. From a practical perspective, we again examine issues related to the digital divide and the growing influence of communications technologies companies due to public-private partnerships.

This qualitative study was guided by the framework of Intercultural Communicative Competence (ICC). In Canada, although researchers recognize that learning French through a cultural context will promote understanding and acceptance of cultural diversity, as well as the learning of the target language, there is little evidence to support the ways in which this methodology may influence the learning of elementary Core French students. The purpose of this study was to investigate the ways in which a group of Grade 4 students, from an English community, perceived their peers from a French community, and to describe any changes in their attitudes toward learning French as a Second Language in response to the opportunity to learn through a cultural context. This action research study used a questionnaire, an observation checklist of task-related behaviour, and semi-structured group photo-interviews to explore 15 Grade 4 students’ perceptions and attitudes in response to a new research-based teaching approach. As the cultural exchange unfolded, I sought evidence of the three savoirs (that according to the ICC model, primary students have the ability to develop), in order to promote interculturality: savoir être (related to students’ attitudes towards the other students), savoirs (related to knowledge of the other culture), and savoir apprendre/faire (related to behaviour toward the other culture). Results indicated that students showed evidence of two savoirs: savoir être and savoirs. Savoir apprendre/faire, however, was not shown. In addition to the two savoirs, the exchange promoted the learning of French in the classroom, and supported the development of students’ confidence in communicating in French. The findings of this study contribute to the teaching of Elementary Core French in Ontario, by providing valuable insights into the possible ways that learning French through an intercultural experience holds potential in developing students’ communication abilities as well as awareness and acceptance of otherness, which is the bedrock upon one can develop effective communicators in the target language. / Thesis (Master, Education) -- Queen's University, 2014-04-23 18:35:56.721