Abstract
The paper commences with an attempt to define multicultural education (also referred to as intercultural education) with reference to its historical development and current uses of the term. The rise of international schools is then addressed as a necessary preamble to a definition of international education from an historical perspective; a comparison with multicultural education sharpens the definition. The author goes on to propose that intercultural understanding is a principal, common objective of multicultural and international education and should serve to bring together scholars and practitioners in both fields whereas the literature and practice shows them, by and large, operating independently with little reference, one to the other. Greater collaboration can only be of mutual benefit in achieving common objectives and improving practice. The paper concludes with some suggestions for collaborative research across both fields.
Résumé
ÉDUCATION MULTICULTURELLE ET ÉDUCATION INTERNATIONALE : POURRONT-ELLES JAMAIS SE RENCONTRER ? – L’article s’ouvre sur une tentative de dÉfinition de l’Éducation multiculturelle (Également dÉsignÉe sous le terme d’Éducation interculturelle) en rapport avec son dÉveloppement historique et les utilisations courantes de ce terme. L’essor des Écoles internationales est alors ÉvoquÉ comme Étant un prÉambule nÉcessaire à une dÉfinition de l’Éducation internationale d’un point de vue historique; une comparaison avec l’Éducation multiculturelle affine cette dÉfinition. L’auteur propose à la suite de cela que la comprÉhension interculturelle soit un objectif principal et commun d’une Éducation multiculturelle et internationale devant servir à rassembler des savants et des praticiens dans les deux domaines, ceci alors que la littÉrature et la pratique les montrent, gÉnÉralement, comme fonctionnant indÉpendamment et comme ayant peu de rapport les uns avec les autres. Une plus grande collaboration ne peut être qu’un avantage dans les deux sens en permettant la rÉalisation d’objectifs communs et en amÉliorant la pratique. L’article conclut sur quelques suggestions pour une recherche associÉe dans les deux domaines.
Zusammenfassung
MULTIKULTURELLE UND INTERNATIONALE BILDUNG: WERDEN DIE ZWEI SICH JE VERBINDEN? – Der Beitrag beginnt mit einer Begriffsklärung multikultureller Bildung (oder auch interkultureller Bildung), unter besonderer Berücksichtigung der historischen Entwicklung und des heutigen Gebrauchs dieses Terminus. Die Zunahme internationaler Schulen wird aus historischer Perspektive als notwendiger Vorlauf zu einer Definition internationaler Bildung betrachtet. Ein Vergleich mit multikultureller Bildung präzisiert die Definition. Der Autor führt aus, dass das interkulturelle Verständnis zu den grundlegend gemeinsamen Zielvorstellungen multikultureller und internationaler Bildung zählt. Dies könnte eigentlich der Zusammenführung von Wissenschaftlern und Praktikern beider Bereiche dienen, jedoch zeigen Literatur und Praxis, dass beide Bereiche zumeist unabhängig voneinander und mit nur sehr wenig Bezug aufeinander operieren. Eine stärkere Zusammenarbeit könnte von größtem gegenseitigen Nutzen zur Verfolgung gemeinsamer Ziele und zum Aufbau gemeinsamer Praxisfelder sein. Am Ende des Beitrags werden Vorschläge für gemeinsame Forschungsvorhaben beider Bereiche gemacht.
Resumen
LA EDUCACIÓN MULTICULTURAL Y LA EDUCACIÓN INTERNACIONAL, ¿NUNCA COINCIDIRÁN? – El trabajo comienza con el intento de definir la educaciÓn multicultural (también llamada educaciÓn intercultural), relacionÁndola con su desarrollo histÓrico y el uso actual que se hace de este término. Luego describe el aumento de escuelas internacionales, a modo de introducciÓn necesaria, para definir la educaciÓn internacional desde una perspectiva histÓrica, y precisa esta definiciÓn haciendo una comparaciÓn con la educaciÓn multicultural. El autor sigue con la propuesta de que la comprensiÓn intercultural es un objetivo principal y común de la educaciÓn multicultural e internacional, y que debería servir para reconciliar a los eruditos y a los profesionales de la prÁctica en ambos campos, siendo que estÁ demostrado que en general, la literatura y la prÁctica operan independientemente, consultÁndose poco y nada unos a otros. Una mayor colaboraciÓn sería un gran beneficio para ambas partes en cuanto al logro de los objetivos comunes y el perfeccionamiento prÁctico. El trabajo termina con algunas sugerencias relacionadas con una investigaciÓn cooperante que abarque ambos campos.
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Hill, I. Multicultural And International Education: Never The Twain Shall Meet?. Int Rev Educ 53, 245–264 (2007). https://doi.org/10.1007/s11159-007-9048-x
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DOI: https://doi.org/10.1007/s11159-007-9048-x