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Inter-cultural Learning inEuropean Primary Schools:
Some Theoretical Perspectives.
John HalochaBishop Grosseteste University College
Lincoln.
Background⢠European projects in the 1990s:
Oxfordshire schools linked with Italy, Spain and Greece.
⢠HERODOT involvement
⢠Socrates programme:âThe Implementation of a European Dimension by PeerLearning in Primary Schoolsâ
⢠A need to review recent theoretical perspectives in 21st
century.
⢠Review to support colleagues.
Sociological analysis
Young (1998)⢠Engage/re-engage pupils in learning
through changing the nature of thecurriculum.
⢠âThe possibilities of changeâ⢠National curricula seen as a process
rather than a product.
Sociological analysis
Morgan (2004)⢠The curriculum within the context of
cultural politics.⢠Post-modernist approach to the
construction and production of knowledge.⢠The creation of local and situated
knowledge.⢠Knowledge is fluid requiring constant re-
evaluation.
Sociological analysis
Szczesna & Wojtanowicz (2005)⢠Development of emotional relationships
and a sense of identity through primarygeography.
⢠Relationship with place.⢠âLittle homelandâ as a reference point.Roberts (2005)⢠Geography education ignores children.
Citizenship in context
Kociemba & Banzo (2005)⢠Pupilâs concepts of citizenship controlled
by teachers.Fisher (2004)⢠Communities of enquiry.Dewey (1909, 1933)⢠Reflective thinking.
Spatial understanding andRepresentation
Spencer & Blades (2006)⢠8 year olds knowledge of other countries.Wiegand (1995)⢠Social group influences on pupilâs knowledge
beyond Britain.Axia et al (1998)⢠Levels of world knowledge in southern and
northern Italy.Spencer & Blades (2006)⢠Likes and knowledge of countries not related.
Spatial understanding andRepresentation
Schmeinck (2005)⢠Variation on pupilâs perceptions of countries.Ross (2000)⢠Geography encourages children to develop
boundaries between âthemâ and âusâ.Schmeinck (2006)⢠Qualitative categories to analyse perceptions of
the world.Storey (2004)⢠Use and understanding of nested hierachies.
Spatial understanding andRepresentation
Wiegand (2006)⢠Representation of Europe in maps.Castner (1987)⢠The influence of maps and atlases on
visualising complexity and developinggeneralisations.
Kelly (2006)⢠âGeographies should be celebrated as
emerging geographic reasoningâ.
Childrenâs WorldsMuir (2002)⢠Objective and subjective processes in
geography.Eibl-Eibesfeldt (1979)⢠The effect of emotions, perceptions and
individual identity on a personâs sense if identitywithin a national context.
Azevedo (2004)⢠âEmergent meanings of cultural landscapesâ.⢠âBiographies of landscapesâ.
Childrenâs Worlds
Catling (2006)⢠10 geographical worlds.Brooks (2004)⢠YoungNet Project â ways in which 8-14
year olds selected and presented theirlocalities to other European children.
Practical ConsiderationsVodopija (2002)⢠Variation in communication competences in
everyday life and education.Beneker, Paul & van der Vaart (2005)⢠University geography students.⢠âEuropean average styleâ v cultural diversity.Mentz (2005)âConquest by languageâ across Europe.âCelebration of diversityâ.
Conclusion
⢠Moving on pedagogically from projects ofthe 1990s â what is innovative in the 21st
century?
⢠Towards a shared understanding of âpeerlearningâ between members of the project.
⢠Keeping a focus on the children ratherthan the project.