Cultural Inclusion

¿Cuánto sabemos y cuánto sabe nuestro alumnado español de his-toria iberoamericana? La respues-ta es muy poco o casi nada. Al respecto, en las últimas décadas venimos asistiendo a una dismi-nución del nivel de conocimien-tos de los estudiantes de ESO y bachillerato. Esta situación se ve refl ejada no solo en la escasez de conocimientos, especialmen-te de historia e historia del arte, sino también en una preocupan-te falta de pensamiento crítico en los alumnos. Por otro lado, se une a ello una cierta dejadez Nuestra propuesta desarrolla una experiencia diseñada para estudiantes de 3.º de secundaria. Busca trabajar la inclusión y el mestizaje cultural de manera creativa a partir del conocimiento y análisis de los juegos del Perú virreinal, utilizando el método del aprendizaje basado en proyectos (ABP). Asimismo, se orienta al desarrollo de habilidades de pensamiento partiendo de la enseñanza de contenidos históricos. PALABRAS CLAVE • HISTORIA IBEROAMERICANA • PERÚ VIRREINAL • ABP • JUEGO • ETNOLOGÍA

Este artículo tiene por objetivo recuperar el debate en torno a la inclusión cultural de los migrantes en el ordenamiento legal argentino (1983–2018), prestando atención a las iniciativas regionales de integración en el contexto sudamericano. Para ello, se realiza un esbozo teórico en torno al concepto de política cultural. Posteriormente, se analizan las normativas migratorias argentinas desde 1983, la ley migratoria vigente y el ordenamiento legal surgido desde su promulgación, exponiendo aquellos puntos consagrados a la inclusión cultural. Paralelamente, se examina la influencia recíproca existente entre el ordenamiento migratorio argentino y los acuerdos alcanzados por organismos supranacionales. A modo de cierre, se expone la incipiente institucionalización de iniciativas de integración cultural regional.

The article proposes an approach, broadly inspired by culturally inclusive pedagogy, to facilitate international student academic adaptation based on rendering tacit aspects of local learning cultures explicit to international
full degree students, rather than adapting them. Preliminary findings are presented from a focus group-based exploratory study of international student experiences at different stages of their studies at a Danish business school, one of Denmark’s most international universities. The data show how a major source of confusion for these students
has to do with the tacit logics and expectations that shape how the formal steps of the learning cycle are understood and enacted locally, notably how learning and assessment moments are defined and related to one another. Theoretically, the article draws on tacit knowledge and sensemaking theories to analyse student narratives of their encounter with the Danish system. A framework is offered to help teachers conceptualise, and excavate, the tacit dimensions of local learning culture of which they
may not be aware, and reflects on how and when these might best be communicated to international students.

In this short article, I provide a summary of the preparatory work for the Voices of Culture - Dialogue between the European Commission and the Cultural Sector, to which I participated for CAMOC-ICOM. For the full edition of CAMOC-news 3/2016, see http://network.icom.museum/fileadmin/user_upload/minisites/camoc/PDF/Newsletters/CAMOCNL_No._3_REDUCED_01.pdf

All communities of refugee backgrounds should feel supported by the state and the majority, and have the power to strive for a better quality of life, while still being able to proudly proclaim their own culture in formal schooling. Culturally inclusive schools appreciate diversity, perceive it as a natural part of a modern society, and encourage all individuals regardless of their cultural background, race, ethnicity, religion, beliefs, gender, or language. This study is a theoretical introduction to the pilot project concerning the expectations and experiences of parents with refugee backgrounds in the context of early learning for their children in Australia. We look at diversity and the successful inclusion of children from refugee backgrounds families into formal schooling by creating culturally inclusive, safe and supportive learning environments. Keywords: Cultural Inclusion. Diversity. Inclusion. Formal Schooling. Refugees. Refugee Backgrounds People. Australian Education. C...