Intercultural Dialogue in the European Education Policies : A Conceptual Approach
Lähdesmäki, T., Koistinen, A.-K., & Ylönen, S. C. (2020). Intercultural Dialogue in the European Education Policies : A Conceptual Approach. Palgrave Macmillan. Palgrave Pivot. https://doi.org/10.1007/978-3-030-41517-4
Published inPalgrave Pivot
© The Editor(s) (if applicable) and The Author(s) 2020
This open access book analyses intercultural dialogue as a concept, policy and ideal in European education policy documentation. The core European transnational organizatons – the Council of Europe and the European Union – have actively promoted policies to engender inclusive societies and respond to challenges that diversification may entail. This book, in turn, offers suggestions for improving education policies in super-diversified Europe and beyond, where there is an increasing need for cultural understanding and constructive dialogue. The authors utilize concept analysis to reveal how these organizations seek to deal with dialogue between cultures, as well as weight given to cultural differences and intercultural encounters. This book will be of interest and value to scholars of intercultural dialogue and European education policies.
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ISSN Search the Publication Forum2691-915X
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Related funder(s)European Commission; Academy of Finland
Funding program(s)Research profiles, AoF
The content of the publication reflects only the author’s view. The funder is not responsible for any use that may be made of the information it contains.
Additional information about fundingThis book has been supported by the European Commission and its Horizon 2020 Research and Innovation Programme under grant agreement no. 770045. Dialogue and Argumentation for Cultural Literacy Learning in Schools (DIALLS) is a broad research consortium funded from the Horizon call ‘Understanding Europe – Promoting the European Public and Cultural Space’ under the topic ‘Cultural Literacy of Young Generations in Europe’. Part of the book’s open access costs has been supported by the Academy of Finland under Grant SA311877 (the University of Jyväskylä’s profiling area Crises Redefined: Historical Continuity and Societal Change, CRISES). ...
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