This text emphasizes the importance of intercultural competence for teachers in the context of increasing cultural diversity, particularly in German secondary schools. It discusses the challenges posed by right-wing extremist teachers and instances of racism in classrooms. The concept of intercultural competence is defined as the ability to behave effectively based on intercultural knowledge, attitude, skills, and reflection. Developing intercultural competence is seen as crucial for teachers to create inclusive environments and address the needs of immigrant students. The text also provides guidance on developing intercultural competence, emphasizing critical self-reflection, awareness, and understanding of diverse cultures. The stages of adjustment for refugee students are highlighted, and the text concludes by discussing the Model of Intercultural Competence by Deardorff as a tool for teachers to enhance their intercultural skills.
Table of Contents
1. Introduction
2. What is Intercultural Competence?
3. Developing Intercultural Competence
3.1 Curriculum reference to Intercultural Competence
3.2 Bennett-Model as an approach for teachers
4. Assessing the Intercultural Competence of teachers
4. 1 Becoming a culturally responsive teacher
5. Conclusion
Objectives and Core Themes
The primary objective of this work is to explore the necessity of intercultural competence for teachers within modern, diverse educational settings. It examines how teachers can develop sensitivity toward multicultural student bodies, the challenges posed by bias and xenophobia in the classroom, and the essential pedagogical frameworks required to foster an inclusive and responsive learning environment.
- The imperative for intercultural competence in a globalized, pluralistic society.
- Critical analysis of the Developmental Model of Intercultural Sensitivity (DMIS).
- Practical strategies for teachers to overcome ethnocentric views.
- Approaches to implementing culturally responsive teaching practices.
- Addressing linguistic-racist violence and the importance of professional reflection.
Excerpt from the Book
3.2 Bennett-Model as an approach for teachers
The Developmental Model of Intercultural Sensitivity (DMIS) developed by Milton Bennett in 1986 describes the developmental ranges alongside which humans can develop in the direction of deeper expertise and appreciation of cross-cultural variations. It is one of the most influential models in the fields of intercultural communication. Moreover, it is based on decades of academic research and formal observations of cross-cultural dynamics in schools, communities, and organizations (Göbel, K., 2007). The model outlines the normal ways in how people experience, interpret and interact with cultural differences. Furthermore, the model provides a developmental discourse along in which people can gain a deeper understanding and appreciation of cultural differences and proceed to greater social ease in dealing with intercultural diversity (Sabatt, 2020). Therefore, the Bennett-Model represents itself as a useful approach in teacher education in terms of intercultural competence and sensitivity. In the following, the model will be explained in detail.
Summary of Chapters
1. Introduction: This chapter contextualizes the growing importance of intercultural competence due to increasing cultural diversity in German schools and highlights the risks associated with xenophobic attitudes among educators.
2. What is Intercultural Competence?: Defines the concept through various expert perspectives, emphasizing the combination of attitudes, knowledge, skills, and reflections required to navigate cultural differences effectively.
3. Developing Intercultural Competence: Discusses practical methods for cultivating these skills, including critical self-reflection and the integration of diverse perspectives into the curriculum.
4. Assessing the Intercultural Competence of teachers: Examines pedagogical tools for evaluation and provides a framework for how teachers can undergo a transition to become culturally responsive educators.
5. Conclusion: Summarizes the findings, reaffirming that intercultural competence is a long-term, professional necessity for fostering equity in multicultural classrooms.
Keywords
Intercultural competence, teaching profession, diversity sensitivity, multicultural classroom, Bennett-Model, culturally responsive teaching, cultural awareness, ethnocentrism, ethnorelativism, inclusive education, educational equality, migration background, professional reflection, cultural identity, globalized society.
Frequently Asked Questions
What is the core focus of this publication?
The work examines the essential need for teachers to hold intercultural competence to effectively manage and support increasingly diverse classrooms in a globalized society.
What topics are primarily discussed?
Key themes include definitions of intercultural competence, the Developmental Model of Intercultural Sensitivity (DMIS), curriculum requirements, and strategies for achieving culturally responsive teaching.
What is the main objective of this study?
The aim is to demonstrate that intercultural competence is a vital professional skill that aids in preventing educational inequality and ensures a welcoming environment for all students.
Which theoretical framework does the author apply?
The author extensively utilizes the Developmental Model of Intercultural Sensitivity (DMIS) by Milton Bennett to analyze how educators move from ethnocentrism toward ethnorelativism.
What does the main part of the book address?
It provides an in-depth look at how teachers can develop intercultural skills through self-reflection, how they can improve student relationships, and how they can adapt their teaching materials to be inclusive.
Which keywords best describe the content?
Intercultural competence, diversity sensitivity, culturally responsive teaching, ethnocentrism, inclusive education, and professional pedagogical development.
Why is the issue of "right-wing extremist teachers" mentioned?
The author uses the case of former teacher Nikolai Nerling to illustrate the high stakes of having educators who lack intercultural competence and hold anti-semitic or discriminatory views.
How can teachers move beyond the "minimization" stage?
According to the text, it is critical for teachers to constantly reflect on their own biases, abandon the belief that they inherently treat all children equally, and actively learn about the cultural backgrounds of their students.
What role does the curriculum play in this context?
The author argues that current curricula often lack sufficient depth regarding cultural integration, suggesting that educators need to proactively create spaces for linguistic and cultural diversity rather than just following standardized material.
- Quote paper
- Anonym (Author), 2021, Why do teachers need to consider intercultural competence as a necessity in their profession?, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/1431684
