This book offers a comparative analysis of the intercultural theories and practices developed in the European context. Bringing together work on the United Kingdom, France, Germany, Italy, Spain, Greece, The Netherlands and Sweden, it examines specific approaches to intercultural education. Structured around a series of core questions concerning the main features of diverse groups of migrants present within a country and within schools, the major issues raised by scientific research on the presence of migrant students, and the adoption of relevant educational policies and practices to address these issues - together with examples of best practice in each case - Intercultural Education in the European Context explores the strengths and weaknesses of the intercultural education approach adopted in each context. Offering a broad framework for the study of intercultural education as adopted in European settings, the book highlights the contribution of education to the development of a fair, democratic and pluralistic Europe. As such, it will appeal to scholars and policy makers in the field of sociology, migration, education and intercultural relations.
Marco Catarci is a Lecturer in the Department of Education at Roma Tre University, Italy. Massimiliano Fiorucci is Associate Professor of Social and Intercultural Education in the Department of Education at Roma Tre University, Italy.
’Intercultural Education in the European Context is a complete, substantiated investigation, which helps to address the multiple forms of discrimination and exclusion that persist in our societies, causing a serious rethink of the current policies of states towards a more just, inclusive and integrative direction.’ Juan GÃ³mez Lara, Colectivo Amani, Spain ’An excellent comparative study on intercultural theories and practices in the European context. Anybody will benefit by reading this book, which, through its analysis of best practices, confirms intercultural education as the most suitable approach for the global and interdependent societies.’ Agostino Portera, University of Verona, Italy