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IAIE PUBLICATIONS

Intercultural Education is a global forum focusing on educational issues concerning communities and their diversities.

IAIE members receive 6 issues a year as part of their membership dues, plus any supplemental issues that appear. Readers will find theoretical articles, empirical articles as well as best practice articles, which center on intercultural and multicultural education and the various themes, which influence its effective development and implementation.

Themes include, but are not limited to, social justice, human rights, inequality and equity issues, pluralism in post-colonial, post-conflict and post-communist countries, active citizenship, anti-racist education, migration and indigenous minority issues, feminist and queer theory, bilingual and multilingual language issues, school curriculum, school-parent relations, (dis)ability issues, interfaith dialogue, genocide and Holocaust education, and critical pedagogy.
The journal focuses on both formal and non-formal education settings, as well as all levels of schooling, from pre-school to lifelong learning processes. The following are abstracts of articles that have recently appeared in Intercultural Education. The full pre-publication versions of these articles are available for members in the member section (those that appeared more than 18 months ago due to rights issues). Recent Abstracts

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Mapping the Broad Field of Multicultural and Intercultural Education Worldwide: Towards the Development of a New Citizen

Nektaria Palaiologou (Author, Editor), Gunther Dietz (Editor)
Hardcover: 590 pages
Publisher: Cambridge Scholars Publishing (1 Sep 2012)
Language: English
ISBN-10: 1443840319
ISBN-13: 978-1443840316
Product Dimensions: 21.4 x 14.8 x 4.2 cm

The issues which are discussed in the 29 chapters of this volume address core matters with respect to modern diverse societies. The most important relate to the following: the societal needs of migrant populations and the educational needs of their children; the exclusivist policies which usually impact migrant groups; the need to enrich school texts and curricula with new intercultural and citizenship dimensions; the importance of integrating the notion of Paideia within the school ethos and educational programmes.
This volume has a dual aim. The first aim is to envisage the field of Multicultural and Intercultural Education from different disciplines at the international level, describing the new educational and social conditions that have been created by recent migration and identifying new trends in the field. The second aim is to highlight the importance of Multicultural and Intercultural Education in the development of a new citizen, who moves around the world, interacting with different people, and has a dynamic and flexible identity with polymorphic personal, social and cultural characteristics – a new intercultural persona.

To sum up, this volume highlights that authors coming from different continents share some common ideas and tend to believe in the notion of Intercultural/Multicultural Education as a useful new dimension within the dynamics of many disciplines, as a new inter-disciplinary approach that is embedded within them and which characterizes modern societies.

The book can be ordered at: http://www.amazon.co.uk/Mapping-Multicultural-Intercultural-Education-Worldwide/dp/1443840319/ref=sr_1_1?s=books&ie=UTF8&qid=1352100752&sr=1-1
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The Big Myth

The Big Myth is an interactive, community-building learning website and CD-ROM, presenting a collection of 25 creation myths from around the world using Flash animation, storytelling, sound and music to tell the stories. It is available in English and Dutch and designed for group learning for ages 7-14.

The myths themselves are the central focus of the site, but the entire environment is made up of six sections, including a Teacher’s Guide, Discussion Forum, Write Your Own Creation Myth area and Library.
The Big Myth is a fully-integrated educational website that fits in with the classical mythology or world cultural studies program of the common international curriculum, as well as within religious studies and ancient history. It can also be integrated into remedial English or Dutch language classes. One of the most important aspects of this site is to introduce children and teachers to the web, and allow them to feel comfortable with the Internet as a tool for research, inspiration and creative learning. The educational methodology behind The Big Myth – Complex Instruction – is especially inspired by the research conducted by Elizabeth Cohen (Cohen, 1994).

One of the basic assumptions of Complex Instruction is that learning happens through interaction and group dynamics. By implementing co-operative learning, teachers provide opportunities for interaction and equal access to participation in the interaction. Much of The Big Myth is free to use. For a complete version with all 25 stories, schools or individuals can purchase a CD-ROM or password.

See www.bigmyth.com for more information.