Intercultural education is a response to diversity in the classroom that aims to move beyond passive coexistence and achieve a growing and sustainable way of coexisting in multicultural societies through the development of understanding, respect for, and constructive dialogue between various groups. Intercultural education is crucial in promoting intercultural dialogue and intercultural understanding. Intercultural education stems from the far-reaching social changes that have taken place in Europe and around the world in recent decades including economic globalization, increasing career mobility, and migration. Thus, international organizations such as the United Nations (UN) and the Council of Europe paid much attention to the social issues related to those changes (e.g., human rights, democracy, rule of law, etc.) when considering the development of corresponding educational policies to vigorously advocate intercultural education. Intercultural education aims to build a society where human rights are respected, where democratic participation and the rule of law are guaranteed to all, and where intercultural dialogue and mutual understanding can be promoted.
Intercultural education has significant impacts on many aspects of psychological health, ranging from the ways in which psychological well-being and depressive symptoms are perceived among students and educators, psychological acculturation of immigrants in educational contexts, to psychological help-seeking behavior in schools and psychological health support system. Despite the importance of intercultural education for psychological health being highlighted, focus on intercultural education would arise again as educational settings become more culturally, ethnically, and linguistically diverse. Diversity is frequently linked to inequality and social injustice, such as when some groups are more respected or have higher status or incomes than other groups. To embrace diversity or to fight unequal opportunities in educational contexts becomes a challenge for schools. Previous intercultural education research has explored intercultural competence, intercultural learning, intercultural dialogue, and the identity of learners and educators in culturally diverse contexts. Nevertheless, the interrelationship between intercultural education and the psychological health of subjects in intercultural education is worth receiving more attention. The Research Topic has three goals. Firstly, to present emerging advances in both theoretical and empirical intercultural education research; Secondly, to present studies that explore intercultural education and psychology in culturally diverse contexts; Thirdly, to address challenges and opportunities that emerged from the field of intercultural education research.
In this Frontiers Research Topic, we aim to solicit a series of original research articles that contribute to new advances in understanding intercultural education in culturally and ethnically diverse educational settings, and the psychological development of teachers and students in intercultural education. All article types addressing the opportunities and challenges of intercultural education are welcome.
Potential topics include, but are not limited to, the following:
-Intercultural education theory and research methods
-Educational psychology
-Psychological acculturation and intercultural education
-Teacher development and teacher well-being
-Developing intercultural competence in education
-Intercultural competence assessment in education
-Cultural identity in intercultural education
-Mediated intercultural education (e.g., Tele-collaboration, Virtual teaching and learning, Online learning, Technology-based teaching)
-Migrant and refugee education
Intercultural education is a response to diversity in the classroom that aims to move beyond passive coexistence and achieve a growing and sustainable way of coexisting in multicultural societies through the development of understanding, respect for, and constructive dialogue between various groups. Intercultural education is crucial in promoting intercultural dialogue and intercultural understanding. Intercultural education stems from the far-reaching social changes that have taken place in Europe and around the world in recent decades including economic globalization, increasing career mobility, and migration. Thus, international organizations such as the United Nations (UN) and the Council of Europe paid much attention to the social issues related to those changes (e.g., human rights, democracy, rule of law, etc.) when considering the development of corresponding educational policies to vigorously advocate intercultural education. Intercultural education aims to build a society where human rights are respected, where democratic participation and the rule of law are guaranteed to all, and where intercultural dialogue and mutual understanding can be promoted.
Intercultural education has significant impacts on many aspects of psychological health, ranging from the ways in which psychological well-being and depressive symptoms are perceived among students and educators, psychological acculturation of immigrants in educational contexts, to psychological help-seeking behavior in schools and psychological health support system. Despite the importance of intercultural education for psychological health being highlighted, focus on intercultural education would arise again as educational settings become more culturally, ethnically, and linguistically diverse. Diversity is frequently linked to inequality and social injustice, such as when some groups are more respected or have higher status or incomes than other groups. To embrace diversity or to fight unequal opportunities in educational contexts becomes a challenge for schools. Previous intercultural education research has explored intercultural competence, intercultural learning, intercultural dialogue, and the identity of learners and educators in culturally diverse contexts. Nevertheless, the interrelationship between intercultural education and the psychological health of subjects in intercultural education is worth receiving more attention. The Research Topic has three goals. Firstly, to present emerging advances in both theoretical and empirical intercultural education research; Secondly, to present studies that explore intercultural education and psychology in culturally diverse contexts; Thirdly, to address challenges and opportunities that emerged from the field of intercultural education research.
In this Frontiers Research Topic, we aim to solicit a series of original research articles that contribute to new advances in understanding intercultural education in culturally and ethnically diverse educational settings, and the psychological development of teachers and students in intercultural education. All article types addressing the opportunities and challenges of intercultural education are welcome.
Potential topics include, but are not limited to, the following:
-Intercultural education theory and research methods
-Educational psychology
-Psychological acculturation and intercultural education
-Teacher development and teacher well-being
-Developing intercultural competence in education
-Intercultural competence assessment in education
-Cultural identity in intercultural education
-Mediated intercultural education (e.g., Tele-collaboration, Virtual teaching and learning, Online learning, Technology-based teaching)
-Migrant and refugee education
