![]() ![]() Working from an Intercultural Education, it is necessary to open the sustainable possibility that the centers, with their professionals, are the ones who try to adapt to diverse students, not only functional but also social. ![]() Theoretical and research advances in intercultural education explain that in order to achieve full inclusion, it is necessary to overcome approaches based on applying strategies to make certain people “fit into the ordinary”. Conflicts, acts of religious intolerance, and prejudice about other beliefs continue to occur in school contexts. Currently, the integration and accommodation of ethnic and religious minorities and their needs in school constitute a relevant phenomenon in Western societies, although there are still with quite a few gaps and points to move forward. In the classroom, attention to cultural and religious pluralism and diversity has not had a clear or continuous evolution. Globalization and population movements have led to knowledge and contact with diverse cultural and religious experiences that can lead to the search for dialogue and encounter or to an increase in acts of intolerance or religious extremism. Thus, the aim of this article is to analyze the diversity of social problems present in the students of Obligatory Secondary Education (hereinafter OSE) and to support the importance of teacher training on this issue to provide them with the necessary tools to address this issue in the classroom from an intercultural education and a sustainable perspective. This training in educational innovation, together with social training for attention to social problems, has become indispensable for quality education in our secondary schools. This use of technology can be an ally for teachers if they receive adequate training in intercultural education, appropriate use of ICTs and sustainability values applicable to all facets of their lives. Specifically, the use of new technologies has increased considerably among adolescents, leading, on many occasions, to the improper use of ICT, which has led to new social problems that join the traditional ones in the educational system. The problematic situations of the classrooms of years ago are now different. The historical social problems of students in the adolescent stage are changing. This research has done in Andalusia, the southernmost region of Spain, but with a desire to extrapolate its conclusions to other national or international contexts. The results show training gaps in the curriculum for secondary school teachers to be able to work on social problems in the classroom with interculturality, together with the challenge of including new technologies and sustainability in the accompaniment of students. This has allowed us to understand professional practice from the perspective of intercultural education and new technologies. The methodology used has been mixed: (1) documentary analysis of the curriculum of initial and continuing teacher training in relation to these social problems (2) qualitative techniques with teachers, such as interviews and discussion groups to learn about their discourses regarding their professional vision and the training received. Intercultural education and ICTs, with sustainability values, can favor the maturation process of students. ![]() The research starts from the thesis that these social problems can influence the academic and social success or failure of adolescents. The aim of this article is to analyze the initial and ongoing training of secondary school teachers to deal with the social problems of students in the classroom from the perspective of intercultural education and new technologies. ![]()
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