Implementation of Intercultural Education Programmes based on Cooperative Learning

An intercultural programme must not overlook the elimination of racist attitudes, but should especially promote multicultural and democratic values.

In Spain, one of the most rejected groups is Gypsy people and their schooling is a problematic issue. We believe that intercultural attitude training programmes can be a practical pedagogical answer for promoting acceptance and respect for diversity.

To do this, we have chosen educational strategies of Cooperation in the Classroom, Active Participation and Persuasive Communication. All of them involve a search for new perspectives, the use of sociocognitive conflict as a driving impulse for learning, and an atmosphere of equality, respect and participation in the classroom.

We present in this paper one of the school programmes we have implemented in Valencia. This programme has been designed to be integrated within the ordinary school curriculum and not regarded as an added out‐of‐school activity. In order to implement it, we organised a teacher‐training course to analyse the intercultural model, to show the need for attitude training in education and to offer pedagogical guidance for the implementation of this type of intercultural programme.

The results of the programme show the improvement in pupils ‘ attitudes towards Gypsy people and cultural diversity in general.     

Socially Diverse Polis: Social and School Exclusion

This paper addresses the questions of citizenship in socially diverse polities. Such issues are presently not dealt with adequately because social scientists, parliamentarians and policy makers do not have an informed view which is relevant for the governance of stable democratic systems which embody cultural diversities. The role of social policy systems in ensuring equity in the delivery of services is important in ensuring the citizenship rights of all groups in society.

At the present time economic policies have created a culture of winners and losers which makes the efforts of schools more difficult.

The schools and the educational systems face the challenge of creating a common and shared values orientation on the diversities in the polity. Such communities also present the schools with immense possibilities, if teacher education, school policies and practice, curriculum and classroom organisation can be optimised. Such measures may help obviate the school exclusion of specific groups.     

Between memory and history A word about intercultural education

The author briefly describes the history of the intercultural approach at the Council of Europe, which is largely responsible for the promotion of this concept, as well as for the development of a network of thought and action throughout Europe.

The article stresses the fact that, contrary to what some researchers may lead us to believe, the intercultural concept has always included the aspects of interaction, of reciprocity, of dialogue and of solidarity. In addition, pedagogical and sociological practice, where thought and action are closely linked have influenced its development.

We can now state that there are more and more places where intercultural thought and action are being pursued. Movements promoting international education, global education, civic European education, Human Rights education, etc., have different backgrounds, but their current prospects are converging. The expression ‘Human Rights education’ is often used in a generic way. However, Human Rights education that wishes to transcend ethnocentric behaviour needs to be intercultural.

     

Multiculture,Identity, Educational Need and Possibilities of (Intercultural) Intervention

In contemporary society it is rare to encounter cooperative efforts to learn, whether we are talking about the family or the school environment. Often we try to resolve conflicts by means of power or strength. Religion, language, skin colour or a different cultural background are seen as insurmountable barriers. Also the practical approaches relating to intercultural education seem to be only known and scarcely practised.

In this paper the author starts from the results of an longitudinal, empirical study. He has observed and analysed the process of identity formation in young people with a multicultural socialisation during many years. After having pointed out the factors and mechanisms which are either functional or dysfunctional, the author presents a theory of basic human needs which are especially valid in a multicultural context, building on the contributions of other authors such as Erikson, Maslow and Rogers.

The object of this paper is to reflect on the educational consequences of the above‐mentioned factors, as well as explore the way to satisfy our basic educational needs.     

Book reviews

Women and phenomenology—a survey of the literature

Élites discriminadas (sobre el poder de las mujeres) María Antonia García de Leòn Santafé de Bogotà, Editorial Anthropos, 1994, 254 pp.

G. Ferrero, El Poder. Los genios invisibles de la Ciudad     

Music in conflict management: Fostering interracial understanding through music

In the last decades Norway has seen substantial immigration into the country, largely from South Asia. In the capital (Oslo) one out of every four school children have foreign roots. This development poses a great challenge to educational policy, and begs for efforts that foster interracial harmony and prevent ethnic conflict. The Norwegian Department of Culture and the Culture Fund in the years 1989‐1992 supported a school research project run by the State agency for music promotion — NorConcert.

Eighteen schools with varying percentages of immigrants and of various location and size were selected to test the effectiveness of an art program rooted in the cultural heritage of the countries of origin. Music, dance and theatre from Asia, Africa and Latin‐America were presented by renowned artists from the countries represented, supported by immigrant teachers and culture workers.

The results of the study revealed significant improvement in the social milieu of participating classes and schools, with a lessening of conflict and harassment. The program was also seen to foster self‐esteem and the development of individuality among immigrant children.

As a result of the project a Norwegian Multicultural Music Centre was established in 1992, and the programming of State supported school concerts was extended in an intercultural direction.     

Values in German Intercultural Education

The topic of values in intercultural education will be discussed from several vantage points: first, we will consider educational values in Germany and discuss how compatible they are with intercultural education. Secondly, we will show various ways in which intercultural education is now being approached, focusing on various underlying values. This will help to clarify why intercultural education has recently become more accepted, even though no curricula have so far been developed. Finally, we will discuss how intercultural education is implemented in teacher education with regard to the values that are part of intercultural education.

It should be borne in mind that a paper on “German” education or teacher training always represents a generalisation because there are 16 different states, each with different educational systems.     

Childhood Victimization,Cognitive Schemas,and Unwanted Consensual Sex Among College Students

Objective: Unwanted consensual sex (UCS)—freely consenting to sex that is neither wanted nor desired—is largely excluded from campus programming and the literature on sexual behavior. The present study expands on previous research to examine the relation between childhood victimization experiences and UCS.

Methods: Data were gathered using an online survey of college students.

Results: In the past year, 43% percent of 587 college students who engaged in sexual activity also engaged in UCS at least once. Childhood victimization was modestly related to frequency of UCS. The relation between childhood victimization and UCS was mediated by disconnection/rejection schemas (e.g., beliefs that one’s needs will not be met by others).

Conclusions: Results suggest that altering cognitive schemas through evidence-based psychotherapy may interrupt the relation between childhood victimization and engagement in UCS.     

Book review

Wives and warriors. Women and the military in the United States and Canada L. Weinstein & C.C. White (Eds) Westport, Connecticut; London: Bergin & Garver, 1997. ISBN: 0-89789-491-X (hbk), 0-89789-526-6 (pbk)

Social skills for people with learning disabilities–A social capability approach Mark Burton & Carolyn Kagan (with Pat Clements) London: Chapman and Hall, 1995 ISBN: 0-412-43380-X (pbk)

Social Work with Children. The Educational Perspective

Jobs, Technology and People

Children in Difficulty: A Guide to Understanding and Helping

Step-parenting in the 1990s

Jobs and Economic Development Strategies and Practice

Caring to Work: accounts of working parents of disabled children

The WorWFamily Challenge. Rethinking Employment

No Place to Go. The Civil Commitment of Minors

Black Families in Corporate America     

Intergenerational Programs Review: Study Design and Characteristics of Intervention,Outcomes, and Effectiveness

There is a growing interest in intergenerational connectivity through intergenerational programs. In this work, a review of intergenerational programs was performed, with focus on the program design and objectives as well as in their outcomes.

We used a systematic review method in which we screened 3,796 articles. After analyzing titles, abstracts, and full paper analysis, 16 articles were retained. Each study was reviewed, and data were extracted related to target population, study design, characteristics of intervention, outcomes, and effectiveness.

Intergenerational programs included educational programs and art, Information technology development, cultural heritage, health education, and therapeutic activities. Most of the programs collected both quantitative and/or qualitative data. Seven studies collected data in the beginning and at the end of the program. Significant diversity in sample size and intervention length was found. Measurement of outcomes was performed in both young and/or elderly group of participants. Programs impact evaluation varied between studies, including validated scales, interviews, observation, focus groups, and conversation analysis, narratives, videotaped sessions, and field notes.

Our study highlighted the diversity in the design of studies and in the program’s effectiveness evaluation. More randomized design studies are required to support researchers and practitioners in the development of future intergenerational programs.     

The Impact of the Physical Home Environment for Family Carers of People with Dementia: A Qualitative Study

Background: The majority of people with dementia are cared for by their families at home. This study aimed to elicit family carers' perceptions on home environmental aspects and strategies with the view to identify barriers and facilitators when caring for a person with dementia at home.

Design and methods: Thirteen co-resident family carers were engaged in semi-structured in-depth walking interviews. Interviews were recorded, transcribed and analysed using thematic analysis.

Results: Home environments can pose a number of challenges and opportunities. Aspects of the architectural and interior environment (e.g. size, condition, layout and accessibility, familiarity) are perceived as important (Theme 1) as well as a plethora of environmental strategies that encourage independence and comfort at home (Theme 2). Carers' scepticism, timing, costs, property characteristics and mistrust to services are some barriers to implementing environmental strategies (Theme 3).

Conclusions: Carers improvised solutions via trial and error and need further education on strategies to create an enabling and comfortable home environment.     

Interculturalizing education in Bulgaria: the contribution of the National Helpdesk for intercultural learning materials

Whilst there has been extensive discussion of the models and policies concerning intercultural education in Bulgaria, there has been to date surprisingly little work undertaken regarding the potential contribution of Bulgarian school textbooks across the curriculum towards the objectives of intercultural education. The National Helpdesk for Intercultural Learning Materials has been established to address this need. In this article, we describe the context against which the Helpdesk needs to be understood before discussing its mission statement, evaluation model, textbook evaluation project and ongoing activities.

     

Australian Social Work Students Balancing Study,Work, and Field Placement: Seeing it Like it Is

Completing tertiary studies can involve personal and financial sacrifices for some students. Equally, past and more recent research has highlighted financial pressures for students undertaking courses with compulsory field placements, although larger national Australian studies appear to be limited in number. In a recent study, a sample of 2,320 social work students from 29 Australian universities completed an online survey on the impact of low levels of income on students’ lives and study success. Here students’ qualitative responses reveal the burden of compulsory field placement, including significant financial constraints and changes to paid work hours that, in turn, adversely affected students’ wellbeing and jeopardised the completion of their degree. The purpose of this article is to illuminate social work students’ complex study realities in order to help inform future education, policy, and practice.

IMPLICATIONS

• These findings provide insight for national bodies, universities, educators, practitioners, sector partners, and researchers into the study realities of Australian social work students.

• Reviewing policy, practice, and education in light of the findings can help contribute to a healthier, diverse social work profession.

     

A Web-based review of sexual and reproductive health services available at colleges and universities in Georgia

Objective: Although two-thirds of graduating high school seniors attend college or university in the U.S., there is a paucity of national or state specific research regarding SRH services available on or near college and university campuses.

Methods: A review of websites for all colleges and universities in Georgia was conducted to evaluate sexual health services available on campuses and evidence of referral to community providers.

Results: Of 96 colleges in Georgia, 44 had campus-located health centers, with only 3 at two-year colleges. Overall SRH service provision was low, with great variation between colleges. Distances between colleges and Title X clinics ranged from 0.33 to 35.45 miles.

Conclusions: Many students lack access to campus health centers, and information on college websites regarding SRH service availability and referrals differs dramatically between campuses. In the absence of robust campus-located services, schools should highlight where students can obtain comprehensive SRH care in the community.     

Attitudes and knowledge of social work students towards sexuality in later life

Background: Sexuality in later life may be compromised by restrictive attitudes, and lack of knowledge among professionals. This study examined social work students’ attitudes and knowledge towards sexuality and sexual expression in later life and investigated associated factors.

Method: Undergraduate social work students from Israel (n = 375) completed the Attitudes and Knowledge towards Older Adult’s Sexuality Scale and questionnaires regarding contacts and exposure to older adults, prior sexual education and sociodemographic.

Results: Attitudes and knowledge were correlated. First year students were the most conservative and demonstrated the least knowledge. No differences were found between men and women regarding attitude. However, men and married students had greater knowledge regarding older adults’ sexuality than women or non-married students did. Increased religious observance predicted more conservative attitudes. Age predicted more permissive attitudes and greater knowledge about sexuality in later life. A mediating process examined, suggested knowledge is a mediator variable between age and attitudes towards older adults’ sexuality.

Conclusion: As the population in Israel and in Western countries ages, it is important to examine the knowledge and attitudes of social work students regarding older adults’ sexuality and to develop educational and interventional programs aimed at increasing awareness, knowledge, and positive attitudes in this area.     

Book reviews

Maurice Milliard and Simon Lee (eds.): The Politics of Social Policy in Europe. Cheltenham, Edward Elgar Publishing, 1997. 290 pp, ISBN 1-85898-367-3.

Jane Lewis (ed.): Lone Mothers in European Welfare Regimes: Shifting Policy Logics. London and Philadelphia, Jessica Kingsley Publishers, 1997. 214 pp., ISBN 1-85302 448-1 hbk; 1-85302 461-9 pbk.

Mlta Castle-Kanerova/ School of Policy Studies, Social Research & Politics, University of North London, UK

Saul Becker: Responding to Poverty. The Politics of Cash and Care. Social Policy in Britain Series. London, Longman, 1997. 223 pp., ISBN 0-582-24322X PPR.

Gunn Strand Hutchinson and Siv Oftedal: Modeller i sosialt arbeid: fra ulike retter til samme felt (Models in Social Work: From Different Roots to the Same Field). Tano-Aschehoug, Oslo, 1996. 265 pp., ISBN 82-518-3462-7, N.Kr. 268.00.

Michael Seltzer/ Faculty of Economics, Public Administration and Social Work, Oslo College, Norway

Malcolm Payne: Modern Social Work Theory (Second edition). Basingstoke, Macmillan, 1997. xiv+ 354 pp., ISBN 0-333-67654-8, £ 13.50.

Two roads diverged in a wood, and I -I took the one less travelled by, and that has made all the difference (Frost, 1916)

Martin Davies (ed.): The Blackwell Companion to Social Work. Oxford, Blackwell, 1997. 376 pp., ISBN 0-631-19876-8 (hbk), £50.00; 0-631-19877-6 (pbk), £14.99.

Steven Shardlow/ Director of Social Work Studies, Department of Sociological Studies, University of Sheffield, UK

Malfrid Grude Flekkoy and Natalie Hevener Kaufman: The Participation Rights of the Child: Rights and Responsibilities in Family and Society. London, Jessica Kingsley Publishers, 1997. 182 pp., ISBN 1-85302-490-2, £13.95.

Nigel Thomas/ Lecturer in Applied Social Studies, University of Wales Swansea

Adalbert Evers, Riita Haverinen, Kai Leischenring and Gerald Wistow (eds.): Developing Quality in Personal Social Services. Concepts, Cases and Comments. Aldershot, Ashgate, 1997. 312 pp., ISBN 1-84014-337-1.

John Harris/ Senior Lecturer in Applied Social Studies, University of Warwick, UK

Crescy Cannan and Chris Warren (eds.): Social Action with Children and Families. A Community Development Approach to Child and Family Welfare. London, Routledge, 1997. 218 pp. ISBN 0-415-13151-0.

Bert Jones/ North East Wales Institute of HE, Wrexham, North Wales, UK.     

Book Reviews

Welfare States in Transition. National Adaptations in Global Economies. Edited by Gösta Esping-Andersen. London, Sage, 1996. 276pp., ISBN 0–7619–5048–6, £13.95.

Social Protection and the European Economic and Monetary Union. Edited by Jozef Pacolet. Aldetshot, Avebury, 1996. 305 pp., ISBN 1–8562–581–2, £40.

Valuazione e sapere sociologico (Evaluation and Sociological Knowledge). Edited by G. Bertin. Milan, Franco Angeli, 1996. 299pp., L. 38.000.

I bisogni dimenticati. Rapporto 1996 su emarginazione ed esclusione sociale (Report on Social Marginalization and Exclusion). Caritas Italiana—Fondazione E. Zancan. Milan, Feltrinelli, 1997. 292pp., L. 30.000.

Social Theory, Social Change and Social Work. Edited by Nigel Parton. London, Routledge, 1996. 238pp., ISBN 0–415–12698–3, £13.99.

Lena Dominelli: Sociology for Social Work. Basingstoke, Macmillan, 1997. ISBN 0–333–61521–2, £13.99.

Simon Goodwin: Comparative Mental Health Policy: From Institutional to Community Care. London, Sage. 183pp. ISBN 0–8039–7729–8, £13.99.

Anthony Colombo: Understanding Mentally Disordered Offenders. Aldershot, Ashgate, 1997. 226pp. ISBN 1–85972–689–5. £37.50.

Critical Approaches to Ageing and Later Life.

Edited by Anne Jamieson, Sarah Harper and Christina Victor. Buckingham, Open University Press, 1977. 195pp., ISBN 0–335–19725–6. £14.99.

Education and Fascism. Political Identity and Social Education in Nazi Germany. Edited by H. Sünker and H.-U. Otto. London, Falmer Press, 1997. 180pp., ISBN 0–7507–05919-X, £14.95.     

Book reviews

Law, socialism and social emancipation

Books Reviewed: M. Los, Communist Ideology, Law and Crime. St. Martin's Press: New York. 1988.

Paul Q. HirstLaw, Socialism and Democracy. London: Allen and Unwin 1986.

Citoyens et citoyennes

Review of: C. Pateman (1988), The Sexual Contract, Stanford University Press.

H.M. Hernes (1987), Welfare State and Women Power, Norwegian University Press.

Franco Crespi (1989), Azione sociale e potere, Il Mulino     

Book reviews

The Political Sociology of Florian Znaniecki and Contemporary Politics (in Polish), Olgierd Sochacki (Ed.) Wydawnictwo Gdanskie, The Scientific Society of Gdansk, 1996

Why Read. Internal Space and the Social Function of Literature: An Investigation with. Psychoanalysts and Psychology Students, Graziella Pagliano (Ed.) Bonanno Editore, 1994

Voix Littéraires de Femmes

Cuadernos sobre Vico, Nos 5–6, José M. Sevilla et al. 1995–96

Studi in memoria di Ernesto Grassi Proceedings of the International Conference in Memory of Ernesto Grassi (Ischia, 4–6 October 1993), Emilio Hidalgo‐Serna and Massimo Marassi (Eds), Napoli, La Città del Sole, 1996

Naples Istituto Italiano per gli Studi Fiosofici, La Gittà del Sole, Napoli, 1996

Family, Women and Employment in Central‐Eastern Europe, Barbara Lobodzinska (Ed.) Greenwood Press, 1995