Classroom climate – an affirmation of interculturalism
DOI:
https://doi.org/10.15291/ai.1227Keywords:
dimensions of classroom climate, educational environment, guidelines, interculturalism, reflection, starting pointAbstract
As a result of the expansion of migration flows and communication technology, contacts among members of different cultures have become the norm of everyday life. Nevertheless, a troublesome level of explicit xenophobia, social distance, racism and other forms of socially unacceptable behaviors still exists among the school population. More than any other social institution, the school has a social-moral obligation to act preventively through training pupils for encounteringdiversity. Thus, teachers gain a new role as mediators of intercultural principles in order to create a school and classroom climate which includes an intercultural dimension.The subject of this paper is the systematic analysis of the relationship of the classroom climate and interculturalism. Starting from an understanding of intercultural education as a community oriented program which aims to enhance human relations, the demand for the teacher's reflection of the intercultural aspect of the educational climate is highlighted. In that function, guidelines within the different dimensions of the classroom atmosphere are elaborated, which can be utilized as a starting point for evaluating and improving the intercultural dialogue.
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