El espejismo intercultural. La escuela de Cataluña ante la diversidad cultural

Cataluña, como otras sociedades avanzadas, ha realizado pasos notables en los años noventa para avanzar hacia lo que ha definido como educación intercultural, intentando dejar atrás planteamientos más segregacionistas o asimilacionistas. Pero el balance que podemos extraer de diferentes estudios no permite afirmar que se haya abandonado la óptica asimilacionista en sus intervenciones y, además, de nuestra encuesta a docentes de educación obligatoria se puede concluir que la traducción del discurso intercultural a la práctica es más bien pobre, ya que entre otras cosas se cree que es un «problema» que sólo atañe a los que tienen alumnado diverso etnoculturalmente en sus centros. Además cuando se llevan a cabo actuaciones no acaban de responder al modelo intercultural.

El mediador escolar en Quebec: el último eslabón en la cadena de la comunicación intercultural

El incremento de la diversidad cultural ha comportado que se elaboren diferentes actuaciones para aproximar posiciones y mejorar la comunicación entre progenitores y profesionales de la escuela, así como para facilitar la adaptación del currículum a la diversidad cultural. Una de las opciones tomadas, con cierto éxito pero también con errores, es el llamado mediador intercultural. Sin pretender que ésta sea la solución idónea en todas las situaciones y que represente la presencia de un nuevo profesional en los centros educativos, la experiencia de Montreal -y, como veremos, la de alguna otra ciudad de Canadá- y del conjunto de Quebec es ilustrativa de lo que puede representar esta figura. Y más cuando en algunas Comunidades Autónomas, por ejemplo Cataluña, aparecen espontáneamente o potenciadas por diferentes instituciones, estos "profesionales".

La mediación intercultural en las asociaciones de inmigrantes de origen africano

El artículo analiza cómo realizan la mediación intercultural las asociaciones de inmigrantes de origen africano de tres comunidades autónomas (Cataluña, Valencia y Navarra) y qué caracteriza a sus actores. El análisis se basa en una encuesta realizada a 206 asociaciones de inmigrantes y en 30 entrevistas: 15 a directivos, 10 a administraciones y entidades que trabajan con ellas, y 5 a inmigrantes no asociados. Los resultados apuntan a que las asociaciones son espacios de convivencia, pero una parte importante de ellas carece de objetivos específicos claros en sus planteamientos de trabajo con sus usuarios y otros agentes sociales. También hemos visto que la mediación es una práctica incipiente en las asociaciones, al contrario de lo que sucede en el seno de las instituciones españolas del ámbito educativo, sanitario y familiar. Por otra parte, hemos apreciado que las asociaciones africanas desvirtúan, a menudo, el concepto de mediación considerándola simplemente como una conversación entre los suyos.

Educació intercultural i ciutadania. Presentació

El concepte de ciutadania constitueix un d"aquells exemples en els quals l"evolució del significat del terme es vincula a processos d"interacció que han modificat l"essència de les relacions socials, tot i que de vegades no se sap ben bé si són els discursos els que s"adapten a la realitat o si és la realitat la que està construïda a partir de canvis en el discurs. De fet, en el context de la Grècia clàssica o de la Roma imperial, el concepte de ciutadania, portava aparellat una situació de privilegi, ja fos per diferenciar-se d"altres grups amb menor quota de poder social -el cas dels esclaus- ja fos per establir diferències en funció del lloc de naixement -els nascuts a Roma- que descrivia situacions diferenciades a les d"altres períodes històrics

Use of alternative and complementary therapies in labor and delivery care: a cross-sectional study of midwives" training in Catalan hospitals accredited as centers for normal birth

Background: The use of complementary and alternative medicine (CAM) and complementary and alternative therapies (CAT) during pregnancy is increasing. Scientific evidence for CAM and CAT in the field of obstetrics mainly covers pain relief in labor. Midwives are responsible for labor and delivery care: hence, their knowledge of CAM and CAT is important. The aims of this study are to describe the professional profile of midwives who provide care for natural childbirth in Catalan hospitals accredited as centers for normal birth, to assess midwives" level of training in CAT and their use of these therapies, and to identify specific resources for CAT in labor wards. Methods: A descriptive, cross-sectional, quantitative method was used to assess the level of training and use of CAT by midwives working at 28 hospitals in Catalonia, Spain, accredited as public normal birth centers. Results: Just under a third of midwives (30.4%) trained in CAT after completion of basic training. They trained in an average of 5.97 therapies (SD 3.56). The number of CAT in which the midwives were trained correlated negatively with age (r = - 0.284; p < 0.001) and with their time working at the hospital in years (r = - 0.136; p = 0.036). Midwives trained in CAT considered that the following therapies were useful or very useful for pain relief during labor and delivery: relaxation techniques (64.3%), hydrotherapy (84.8%) and the application of compresses to the perineum (75.9%). The availability of resources for providing CAT during normal birth care varied widely from center to center. Conclusions: Age may influence attitudes towards training. It is important to increase the number of midwives trained in CAM for pain relief during childbirth, in order to promote the use of CAT and ensure efficiency and safety. CAT resources at accredited hospitals providing normal childbirth care should also be standardized.

Use of alternative and complementary therapies in labor and delivery care: a cross-sectional study of midwives" training in Catalan hospitals accredited as centers for normal birth

Background: The use of complementary and alternative medicine (CAM) and complementary and alternative therapies (CAT) during pregnancy is increasing. Scientific evidence for CAM and CAT in the field of obstetrics mainly covers pain relief in labor. Midwives are responsible for labor and delivery care: hence, their knowledge of CAM and CAT is important. The aims of this study are to describe the professional profile of midwives who provide care for natural childbirth in Catalan hospitals accredited as centers for normal birth, to assess midwives" level of training in CAT and their use of these therapies, and to identify specific resources for CAT in labor wards. Methods: A descriptive, cross-sectional, quantitative method was used to assess the level of training and use of CAT by midwives working at 28 hospitals in Catalonia, Spain, accredited as public normal birth centers. Results: Just under a third of midwives (30.4%) trained in CAT after completion of basic training. They trained in an average of 5.97 therapies (SD 3.56). The number of CAT in which the midwives were trained correlated negatively with age (r = - 0.284; p < 0.001) and with their time working at the hospital in years (r = - 0.136; p = 0.036). Midwives trained in CAT considered that the following therapies were useful or very useful for pain relief during labor and delivery: relaxation techniques (64.3%), hydrotherapy (84.8%) and the application of compresses to the perineum (75.9%). The availability of resources for providing CAT during normal birth care varied widely from center to center. Conclusions: Age may influence attitudes towards training. It is important to increase the number of midwives trained in CAM for pain relief during childbirth, in order to promote the use of CAT and ensure efficiency and safety. CAT resources at accredited hospitals providing normal childbirth care should also be standardized.

Abbatouy, Mohammed; Renn Hürgen and Weinig, Paul (Eds.). Intercultural Transmission of Scientific Knowledge in the Middle Ages: Graeco-Arabic-Latin. Science in Context

As the editors explain in the introduction, a workshop dedicated to 'Experience and Knowledge Structures in Arabic and Latin sciences' was held at the Max Plank Institue for the HIstory of Science...

Keep Training : Aplicació per registrar i gestionar els entrenaments personals amb la supervisió i consell de professionals

Keep Training és una aplicació que permet registrar i gestionar els entrenaments personals i un mitjà de comunicació amb els professionals. No cal anar a un centre esportiu per fer exercici; simplement, des de casa, es poden fer alguns exercicis bàsics per mantenir la forma i, amb l'ús de l'aplicació, tenir una planificació i un seguiment realitzat per professionals.

Ethnic identity construction in Chiapas: examining the role of higher intercultural education model = La construcción de la identidad étnica en Chiapas : examinando el rol de un modelo de educación superior intercultural

This study explored ethnic identity among 410 mestizo students who were attending one of three universities, which varied in their ethnic composition and their educative model. One of these universities was private and had mostly mestizo students such as the public one did. The third educative context, also public, had an intercultural model of education and the students were mixed among mestizo and indigenous. The Multigroup Ethnic Identity Measure (MEIM) was administered to high school students in order to compare their scores on ethnic identity and its components: affi rmation, belonging or commitment and exploration. Principle components factor analysis with varimax rotation and tests of mean group differences are performed. The results showed signifi cant differences between the studied groups. Scores on ethnic identity and its components were signifi cantly higher among mestizos group from University with intercultural model of education than mestizos from public and private universities of the same region. Implications of these fi ndings for education are considered, as they are the strengths as well as the limitations of this research

Teaching cross-cultural competence and CLIL: a CLIL approach in International Relations University Courses

International relations professionals need cross-cultural competence and English language communication skills to function in the international arena (Graddol 1997). English language communication skills are necessary not only to communicate with foreign colleagues (Bocanegra-Valle 2014) but also to access the vast amount of knowledge transmitted in English over the internet (Ku, Zussman 2010). This work reports the use of CLIL and cross-cultural training in the University of Messina International Relations Advanced Degree Program as a method to raise students’ level of English as quickly as possible while giving them the essential intercultural skills for work in the international field. The researchbased course program combined cross-cultural communication training (Storti, 1997; Lewis, 1999; Gannon, 2004, Harris and Moran, 2007; U.S Peace Corps Training Handbook 2012,) and intercultural competence skill development (Bennett, 1998). Two objectives were proposed: 1) develop cross-cultural communication competence; 2) bring students up to a B2 level as fast as possible. The final exam demonstrated significant growth in the areas of cross-cultural competence as well as an increase in European Common Framework level ranging from .5 to 1.0 depending on the student. Students expressed their belief that what they had learned would be useful for their future career. Combining CLIL with intercultural competence building seems to be effective in meeting two objectives: increasing English language fluency and developing cross-cultural communication competence. More research is recommended to further document this method for increasing English communication proficiency while developing interculturally competent international professionals.

La competència intercultural com a recurs per a contemplar una dimensió global i inclusiva del col·lectiu amazic. En relació amb les competències bàsiques i l'àrea d'educació física de primària

Des que es va iniciar el segle, i a causa dels grans fluxos migratoris de procedències diverses, la població de Catalunya s’ha incrementat en més d’1 milió d’habitants. Diferents actors socials reivindiquen que un dels reptes presents en la societat catalana és reduir les diferències i en alguns casos les desigualtats que es detecten entre la població autòctona i la població d’origen estranger. Amb tot això, diversos autors afirmen que l’espai d’Educació Física de Primària és un espai òptim per atendre a la diversitat cultural, promoure els valors humans, la no discriminació entre l'alumnat i la cohesió i inclusió social. Amb tot aquest marc, apareix el professorat d’Educació Física de Primària i la competència intercultural com a agents de canvi per tal de promocionar la inclusió social en les seves sessions i de retruc en societat. En aquest Treball de Fi de Grau, s’intentarà analitzar i aportar solucions sobre algunes de les qüestions que afecten tant als Mestres d’Educació Física de Primària com a la competència intercultural a l’hora de promocionar la inclusió social del col•lectiu Marroquí, ja que aquest és més nombrós de població estrangera empadronada a Catalunya.

Ethnic Identity among Indigenous and Mestizos from Intercultural University of Chiapas = Identidad étnica entre los indígenas y los mestizos de la Universidad Intercultural de Chiapas

This study explored ethnic identity among 662 students (326 mestizos and 336 indigenous) from the Intercultural University of Chiapas (IUCh). Scholars suggest that ethnicity is more salient for ethnic minority adolescents than for adolescents who are members of the ethnic majority. The aims for this study were: 1) to determine the structure and validity of ethnic identity as measured by the Multigroup Ethnic Identity Measure in a sample of majority and minority ethnic groups from Intercultural University in Chiapas, and 2) to examine the variability of ethnic identity across ethnic groups. Specifically, it was hypothesized that the Multigroup Ethnic Identity Measure would show two factors, and that ethnic groups would differ on ethnic identity. The results supported the hypotheses

La Construcción de identidades colectivas en el contexto intercultural de Chiapas, México

The general aim of this paper is to explore and illustrate a theoretical model which postulates two mechanisms involved in the construction of collective identity: "action - transformation" and "symbolic identification". First, we define the concept of "collective identity" and we revise some works on this topic. After that, in order to justify the creation of Intercultural Universities, we described the linguistic and religious diversity from Chiapas. Some results concerning a quantitative and qualitative investigation with indigenous and mestizos students from the Intercultural University of Chiapas are also exposed. Finally, we point out some limitations of this study, and we suggest some possible future research directions

Aspectos ambientales implicados en la construcción de la identidad en una muestra de adolescentes de la Universidad Intercultural de Chiapas

The general aim of this paper is to explore and illustrate the role of the physical and psychological surrounding in narrative making ofthe personal identity. A qualitative study is put forward. It consists of a reduced version of the autobiographical multi-methodology(Bagnoli, 2004). That has been applied to a sample of six students of the Universidad Intercultural de Chiapas. The specific goals are: a) to illustrate, through citations obtained from interviews and graphical material, the theoretical concepts of attachment to theplace (Pol, 2002; Vidal y colaboradores, 2004) and community sense (Kim y Kaplan, 2004); and b) to detect the most relevantfactors of such concepts manifested in the students. Data was analyzed through the Atlas.ti computer program, version 5.0 (Muñoz, 2005). The findings suggest that sense of connection and participation in the community (action - transformation) has been observed as the most significant factors in our studied sample

University teacher competences in a virtual teaching/learning environment : analysis of a teacher training experience

This paper attempts to shed light on the competencies a teacher must have inorder to teach in online university environments. We will relate a teacher trainingexperience, which was designed taking into account the methodological criteriaestablished in line with previous theoretical principles. The main objective of ouranalysis is to identify the achievements and difficulties of a specific formativeexperience, with the ultimate goal of assessing the suitability of this conceptualmethodologicalframework for the design of formative proposals aiming to contribute tothe development of teacher competencies for virtual environments.