Dialogues in and around Multicultural Schools

✍ Scribed by Wolfgang Herrlitz (editor); Robert Maier (editor)

• Publisher: Max Niemeyer Verlag
• Year: 2005
• Tongue: English
• Leaves: 332
• Series: Beiträge zur Dialogforschung; 29
• Category: Library

✦ Synopsis

The volume contains a selection of articles selected from the International workshop of IADA in Utrecht. Next to some theoretical paper and overview studies of multicultural schools, the majority of the contributions analyses in specific ways the dialogues between students and between students and teachers in multicultural schools. The attention of the analysis centred on various forms of exclusion and discrimination, as effects of unintentional uses of mono-linguistic or mono-cultural attitudes of the teachers.

✦ Table of Contents

Table of Contents
The relevance of dialogue analysis in the study of multicultural schools
Forms of communication in multicultural classrooms: A way of exploring dialogue
The dynamics of identity in multicultural schools
Dialogues and multiculturalism: Power and intercultural competencies
Integration: The road to success in school? A study among minority youth in the Netherlands
What else are students learning? A critical dialogue analysis of a multi-cultural classroom
Metacommunication in classroom interaction
The practice of relation-building by ethnic minority children: Investigating into how Chinese children in Northern Ireland deal with ethnic difference
Towards an intercultural dialogue in and around the school in Mexico: Problems, reflections and new perspectives
No penalty, but a...? − About monolingual teachers’ dialogues in multilingual classrooms
Adaptation of Caucasian children to multicultural Russian schools: An example from the Yaroslavl region
Cooperation and conflict management in the playground: A study of Dutch and Andalusian play behaviour
Construction of knowledge in bilingual German-French history lessons: Interactive emergence of “common ground”
“Constructing the other”: Discursive processes in academic and social labelling
Theory and practice of intercultural and multicultural education in the Czech Republic
Political models and local practice: The production of ethnicity in the schools of the Parisian periphery
Dialogue and teaching in multicultural settings
Instructive dialogues: Participation in dyadic interactions in multicultural classrooms
Collaboration patterns in a multi-ethnic classroom in the Netherlands: Differences in the reconstruction of institutional norms and ethnicity
Disengagement and teacher-student interactions in two Dutch multi-ethnic schools
Complex patterns in classroom discourse
List of Contributors