Interculturality In The University Education. A Qualitative Study

Abstract

Intercultural training in the University is a necessity and a hope. A need, to the extent that must respond to the complex social and educational realities where the different cultural element is absolutely real and emerging. And, a hope, because while we educate for the respect and the promotion of intercultural, we will be training teachers who will grow in future generations the seeds of peace and solidarity, and, therefore, much-needed positive values and fundamental for humanity. Therefore, in this work, we will present the results of the qualitative part of the process of research carried out in the context of the Faculty of Education Sciences of the University of Malaga during the years 2015, 2016 and 2017. The pedagogical practice of initial formation must ensure intercultural inclusion, through strategies of work that is involved to the cultural diversity present in the University classroom, in order to improve human interactions within the space training, and outside, to generate attitudes of cooperation and intercultural dialogue in university students, extending these attitudinal "ramifications" to society in general.

Keywords: Culture of the diversityinclusionintercultural educationuniversity context

Introduction

The imaginary and mental representations about social reality, democratic values, human rights and intercultural education are fundamental in the future teachers. So much so, what if they aren't clearly defined, taken on board and implemented consistently, can have disastrous consequences for the school population and the general society. In the same way, the ethical component is key in the configuration of the pedagogical answer in the University context. It is necessary that students challenge the society in which we live, and critically analyze the situation of cultural diversity in times of uncertainty, political, social and cultural. Thus, they will have conceptual and procedural tools to act with democratic convictions and principles, to deal with any hint of discrimination, inequality, underestimation of diversity as an opportunity and wealth for the society and networked learning.

Problem Statement

The University is a privileged space for intercultural training of future professionals of education (Soriano & Peñalva, 2011), a stage where approaching theoretical models and practical, useful and effective strategies, to cultivate in the young students of the university degrees of education desire to meet and develop intercultural in their future teaching work (López & Hinojosa, 2012; Sales, 2006). Interculturality should be a key element in the development of skills that help teachers coming to understand the relevance of cultural diversity as the core of their teaching practices. Thus, take into account cultural diversity in the University classroom is a learning opportunity, very valuable to meet the need for quality and effective response to situations of cultural and social diversity that exist in your professional future in their closest realities. Not saying, that intercultural education should leave their invisibility in the initial training to be a real tool of education inclusive, generating ethical debates about the meaning of education in today's society, at the same time as promoter of the serious and rigorous study of the culture of diversity, as a courageous choice in the educational climate of the University classroom settings.

It is important to create a pedagogical climate where it encourages sharing personal, intercultural experiences in a free and critical environment based on respect and the acceptance of cultural diversity in the University classroom. As well as generating discussions on ethics and the meaning of education in our days; at what point we are, was where are we going and what are the resources necessary to build an intercultural education as fundamental pillar which facilitates the construction of the culture of diversity and present.

This pedagogical climate should favor through their lives and experiences, within the different spaces offered at the University level as a fundamental resource in the initial training, the recognition of the value and the richness that diversity brings human, and therefore, of the various cultural groups that constitute it, becoming an invaluable learning opportunity, to share in first person the idiosyncrasy of the reality surrounding students and the whole of the University community. Therefore, have to enhance training in the University context plans covering different cultural approaches conveyed through the cross-cultural paradigm, this way are given the sociocultural changes given currently accommodate and reflected in the University as a mirror of our society, always in process of construction and constant renewal.

Essomba (2015) clarifies the need to articulate initial University education with the continuous, emphasizing training, since the University classroom to impart, for growth and personal and professional development of the future teachers, must try to equip them with knowledge so that they can design and carry out an intercultural curriculum. On the other hand, the continuous training of teachers with experience, should focus on the observation and understanding of cultural diversity through another Prism to the used to date, because it's not functional, or adapts to the demands of today's society.

Research Questions

This article offers some of the scientific evidence and results of the educational Innovation Project financed by the Vice-Rector's office for Academic Management and faculty of the University of Málaga 2015-2017 (PIE15-31), called "Building Interculturality and diversity culture in the university context.

Purpose of the Study

The main objective of this project was to know the situation of intercultural training in the university space of the UMA. More precisely, in this work we try to respond in a synthetic way to the following more specific objectives:

-To identify the pedagogical conceptions of the university professors about the educational treatment of the interculturality in the initial formation.

-To understand the social and pedagogical potential of intercultural training on the university stage.

-Analyze emerging topics related to cultural diversity and interculturalism in the field of university education.

Research Methods

We have used a qualitative cutting methodology in the educational Innovation project, developing in-depth interviews as well as the documentary review of educational projects, teaching guides and verification reports. In any case, in this paper we offer some data related to the in-depth interviews made to twenty-eight university professors of the Faculty of Education Sciences of the UMA. The data collection process was carried out during the 2015/2016 and 2016/2017 academic courses.

Subsequently, we have proceeded to the analysis of content from a process of categorization based on thematic units and semantics linked to: intercultural Pedagogical conception, interculturalism in the university space, attitudes towards Cultural diversity, intercultural competencies, initial and ongoing training in interculturalism, emerging social and educational issues, and, finally, the university as an educational space for the construction of a culture of diversity. In any case, in this work we will only translate some results of certain thematic categories.

Findings

Conclusion

Intercultural education in the university context, and especially in the faculties of Education Sciences, is a pedagogical element that we consider to be a priority. The challenge is to promote to the maximum in the university space the acquisition of cross-cutting competences, making of the university classrooms spaces of recognition of the diversity for the inclusion of all the sensitivities, the recognition and human respect. Humanizing University education means emphasizing the ethical and social meanings from a democratic paradigm of the culture of diversity. At crucial times and challenges such as the growing proliferation of populism and totalitarian ideologies, the growth of rejection of immigration and refugees, xenophobia and racism, future teachers need to be trained in skills, skills, knowledge, and, above all, in attitudes and values of democracy, humanity, respect and inclusion.

References

1. Essomba, M. A. (2015). Una formación crítica de los profesionales de la educación al servicio de la diversidad cultural y la interculturalidad. In A. Escarbajal Frutos (Ed.), Comunidades interculturales y democráticas (pp. 85-98). Madrid: Narcea.
2. López, Mª. C., & Hinojosa, E. F. (2012). El estudio de las creencias sobre la diversidad cultural como referente para la mejora de la formación docente. Educación XX1, 15(1), 195- 218.
3. Sales, A. (2006). La formación inicial del profesorado ante la diversidad: una propuesta metodológica para el nuevo espacio europeo de educación superior. Revista Interuniversitaria de Formación del Profesorado, 20 (3), 201-217.
4. Soriano, E., & Peñalva, A. (2011). Presente y futuro de la educación intercultural en la formación inicial de los profesionales de la educación. Aula abierta, 39 (1), 117-130.