Intercultural Approaches to Education

Introduction.- Part I: The Historical and Theoretical Foundations.- Chapter 1. The Advent of Intercultural Approaches in Education.- Chapter 2. International Migrations and the Management of Identity by the State.- Chapter 3. Race, Racism and Anti-Racism.- Chapter 4. Key Concepts for Intercultural Approaches.- Part II: National Experiences.- Chapter 5. Multicultural Education in the United States.- Chapter 6. Multicultural Education in Canada.- Chapter 7. Intercultural Education In Brazil.- Chapter 8. Intercultural Education in Switzerland.- Chapter 9. Intercultural Education in France.- Part III: Debates and Educational Actions.- Chapter 10. Awareness and Appreciation of Linguistic Diversity.- Chapter 11. The Difficulty of Integrating Religious Diversity into Intercultural Approaches to Education.- Chapter 12. Global Citizenship Education.- Chapter 13. The Role of the Teacher in Promoting Intercultural Approaches.

Abdeljalil Akkari is professor and director of a research group on international education at the University of Geneva. He is also a regular consultant for UNESCO and other international organizations (Swiss cooperation agency, European Union). He was the Dean for research at the Higher Pedagogical Institute HEP-BEJUNE (Bienne, Switzerland) and assistant professor at the University of Maryland Baltimore County (Baltimore, United States). His major experiences and publications include studies on international cooperation, educational planning, multicultural education, teacher training and educational inequalities. His main research interests are centered currently on educational policy, internationalization of universities, teacher education and reforms of educational systems in a comparative and international perspective. 
Myriam Radhouane is a postdoctoral researcher at University of Geneva.  Before joining an academic career, she was trained as an elementary school teacher. Today, her work mostly focuses on teacher training and teacher practices regarding intercultural education and social justice.  In this respect, she is interested in the cultural background of teachers, in pedagogical practices with students from cultural minorities, in activities that maintain and promote mother tongues and recently preservice teachers' international mobility. She participates in international and comparative studies regarding intercultural education and teacher training.