Intercultural

Convinced that education is able to meet the new challenges dela multiple citizenship, citizenship of a dynamic identity, but not be so naive to believe that educational institutions, by themselves, can achieve real inclusion proposed multiculturalism; it certainly should be seen in large and complex platforms, because it involves exposing conflicts that underlie our society, linked to situations beyond the education system, because the differences are not only cultural, but also economic, social and political, which are what truly separate people, not skin color or religion, or language. So far from being considered education as a utilitarian instrument that responds to the demands of economic globalization, it must mean an ethical commitment to equity, social justice and human rights.

We believe in multiculturalism, pedagogy as understood from the beginning, and not as a new discipline. And, if we consider multiculturalism as a principle, it seems clear that should permeate the whole educational system, not only work with certain sectors or individual students. The Council of Europe, in the White Paper on Intercultural Dialogue (2008) and stated that intercultural education should take into account the plurality and diversity at all levels: organizational, content, programs and methods ... In all subjects had introduce and analyze the multicultural fact critically, regardless of the physical presence of students from various cultures. For this reason we believe that intercultural education is a great opportunity to continually build and rebuild the way we do education.

We opted for a progressive education and intercultural criticism is not against efficiency or excellence, as stated neoliberal technocrats from positions, but does not want to get them at the expense of any negative impact on the integral formation of students as democratic citizens . Intercultural education and educational normality as basic culture, and cultural renewal, a new humanism perspective, but mostly as a hopeful path towards inclusion. More in these moments that remains true that multiculturalism represents a change and wealth for everyone, everyday experience resists giving in to those who think (think), because it shows that minorities are victims of prejudice, racism, intolerance and other attacks on human dignity.

Therefore, we can not talk of building an intercultural society regardless democratic practice and citizen participation; and that collaboration between the school community and schools is essential. But in any case, keep in mind that intercultural education is not a panacea nor a tool; is a hopeful bet, difficult to implement, but is that education remains the most difficult and important task of our existence.

In this monograph the above ideas are discussed and others that we think will be useful for reflection and action of teachers and other professionals who work every day to expand the theory and practice of multiculturalism.

Access the full publication: http://revistas.um.es/reifop/issue/view/12811

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