The volume contains a selection of articles selected from the International workshop of IADA in Utrecht. Next to some theoretical paper and overview studies of multicultural schools, the majority of the contributions analyses in specific ways the dialogues between students and between students and teachers in multicultural schools. The attention of the analysis centred on various forms of exclusion and discrimination, as effects of unintentional uses of mono-linguistic or mono-cultural attitudes of the teachers.
The volume contains a selection of articles selected from the International workshop of IADA in Utrecht. Next to some theoretical paper and overview studies of multicultural schools, the majority of the contributions analyses in specific ways the dialogues between students and between students and teachers in multicultural schools. The attention of the analysis centred on various forms of exclusion and discrimination, as effects of unintentional uses of mono-linguistic or mono-cultural attitudes of the teachers. Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Contents: Robert Maier, The relevance of dialogue analysis in the study of multicultural schools. - Claudio Baraldi, Forms of communication in multicultural classrooms: A way of exploring dialogue. - Willibrord de Graaf, The dynamics of identity in multicultural schools. - Rik Pinxten, Dialogues and multiculturalism: Power and intercultural competencies. - Iris Andriessen/Karen Phalet, Integration: The road to success in school? A study among minority youth in the Netherlands. - Lawrence N. Berlin, What else are students learning? A critical dialogue analysis of a multi-cultural classroom. - Anna Ciliberti/Laurie Anderson, Metacommunication in classroom interaction. - Feng-Bing/Shi-Xu, The practice of relation-building by ethnic minority children: Investigation into how Chinese children in Northern Ireland deal with ethnic difference. - José Antonio Flores Farfán, Towards an intercultural dialogue in and around the school in Mexico: Problems, reflections and new perspectives. - Ingrid Gogolin, No penalty, but a ...? About monolingual teachers' dialogues in multilingual classrooms. - N. Ivanova/E. Konevá/M. Lobas/I. Mnatsakanyan, Adaptation of Caucasian children to multicultural Russian schools. An example from the Yaroslavl region. - José A. Sanchez Medina/Virginia Martinez Lozano, Cooperation and conflict management in the playground. A study of Dutch and Andalusian play behavior. - Karola Pitsch, Construction of knowledge in bilingual German-French history lessons: Interactive emergence of >common ground<. - Rosa Pugliese, >Constructing the other<: Discursive processes in academic and social labelling. - Karl Rydl, Theory and practice of intercultural and multicultural education in the Czech Republic. - Agnès van Zanten, Political models and local practice: The production of ethnicity in the schools of the Parisian periphery. - Edda Weigand, Dialogue and teaching in multicultural settings. - Ed Elbers/Maaike Hajer/Marina Jonkers/Joanneke Prenger, Instructive dialogues: Participation in dyadic interactions in multicultural classrooms. - Mariëtte de Haan/Ed Elbers, Collaboration patterns in a multi-ethnic classroom in the Netherlands: Differences in the reconstruction of institutional norms and ethnicity. - Trees Pels, Disengagement and teacher-student interactions in two Dutch multi-ethnic schools. - Wolfgang Herrlitz, Complex patterns in classroom discourse.
Contents: Robert Maier, The relevance of dialogue analysis in the study of multicultural schools. - Claudio Baraldi, Forms of communication in multicultural classrooms: A way of exploring dialogue. - Willibrord de Graaf, The dynamics of identity in multicultural schools. - Rik Pinxten, Dialogues and multiculturalism: Power and intercultural competencies. - Iris Andriessen/Karen Phalet, Integration: The road to success in school? A study among minority youth in the Netherlands. - Lawrence N. Berlin, What else are students learning? A critical dialogue analysis of a multi-cultural classroom. - Anna Ciliberti/Laurie Anderson, Metacommunication in classroom interaction. - Feng-Bing/Shi-Xu, The practice of relation-building by ethnic minority children: Investigation into how Chinese children in Northern Ireland deal with ethnic difference. - José Antonio Flores Farfán, Towards an intercultural dialogue in and around the school in Mexico: Problems, reflections and new perspectives. - Ingrid Gogolin, No penalty, but a ...? About monolingual teachers' dialogues in multilingual classrooms. - N. Ivanova/E. Konevá/M. Lobas/I. Mnatsakanyan, Adaptation of Caucasian children to multicultural Russian schools. An example from the Yaroslavl region. - José A. Sanchez Medina/Virginia Martinez Lozano, Cooperation and conflict management in the playground. A study of Dutch and Andalusian play behavior. - Karola Pitsch, Construction of knowledge in bilingual German-French history lessons: Interactive emergence of >common ground<. - Rosa Pugliese, >Constructing the other<: Discursive processes in academic and social labelling. - Karl Rydl, Theory and practice of intercultural and multicultural education in the Czech Republic. - Agnès van Zanten, Political models and local practice: The production of ethnicity in the schools of the Parisian periphery. - Edda Weigand, Dialogue and teaching in multicultural settings. - Ed Elbers/Maaike Hajer/Marina Jonkers/Joanneke Prenger, Instructive dialogues: Participation in dyadic interactions in multicultural classrooms. - Mariëtte de Haan/Ed Elbers, Collaboration patterns in a multi-ethnic classroom in the Netherlands: Differences in the reconstruction of institutional norms and ethnicity. - Trees Pels, Disengagement and teacher-student interactions in two Dutch multi-ethnic schools. - Wolfgang Herrlitz, Complex patterns in classroom discourse.
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