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Sustainable and Solidary Education

Reflections and Practices

Edited By Monica Tilea, Oana-Adriana Duţă and Alina Stela Reşceanu

This volume of thematic studies offers multifaceted interpretations of education for sustainable and solidary development (ESSD). It is a joint work of academics, teachers and researchers covering the domain of education from the perspective of economy, social sciences, language studies, communication and pedagogy. The authors propose a range of reflections and empirical studies which refer to: various means and methods for an effective teaching/learning process; transversal skills related to ESSD; and the importance of financial resources and quality assurance in education. The unitary and original endeavour of this volume establishes a common meeting point for devising up-to-date methods and practices across disciplines, with a view to supporting sustainable and solidary education.

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The Development of Intercultural Curriculum from the Perspective of Education for International Solidarity (Claudiu Marian Bunăiașu)


Claudiu Marian Bunăiașu

The Development of Intercultural Curriculum from the Perspective of Education for International Solidarity

Abstract: A comprehensive analysis of intercultural curriculum is based on the alignment between several categories of epistemological and educational foundations, on multi-referentiality and on the extension of the educational and social areas of evidence for intercultural competence. In scientific literature, intercultural curriculum is particularly analysed in connection with the general goals of intercultural education, with a focus on national educational models and strategies for the development of intercultural competence. Even though the field of interculturality is consistently represented within European and international social and educational policies, strategies and programmes, a curricular framework regarding the promotion of specific values in the curriculum and the development of intercultural competence desirable for international solidarity have not yet been established. Starting from this fact, we consider that the theoretical framework of intercultural curriculum should be developed from the perspective of education for international solidarity, so as to be operationalized in educational strategies that facilitate the development of specific intercultural competence. The key elements of the article that legitimize our approach at an axiological, cognitive and methodological level are as follows: the relation between intercultural education and education for international solidarity; curricular dimensions of an educational framework around education for international solidarity; redefining intercultural competence from the perspective of education for international solidarity; defining content units and curricular strategy categories for the development of such intercultural competence.

Keywords: curriculum, intercultural competence,...

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