Page 122 - Šolsko polje, XXXI, 2020, 3-4: Convention on the Rights of the Child: Educational Opportunities and Social Justice, eds. Zdenko Kodelja and Urška Štremfel
P. 122
šolsko polje, letnik xxxi, številka 3–4
behaviours require that students and teachers explicitly address and dis-
cuss different positions towards cultural diversity, which include explor-
ing students’ attitudes towards ethnicity, race and culture. In doing so,
students must develop a critical framework to think about differences
and reflect on their own cultural identity. Without such a framework, ap-
proaches for developing students’ intercultural understanding tend to be
less effective since students tend to dismiss alternative experiences due to
holding onto the attitudes of their own cultural groups. The development
of intercultural competencies and intercultural understanding may be de-
scribed as ‘an on-going critically reflexive process’ concerning the progres-
sive development of the knowledge, skills and attitudes that may be need-
ed to interact across social and cultural groups (Walton et al., 2013, p. 181).
Such theoretical positioning corresponds with the CASEL model since it
involves the development of cognitive, emotional and interpersonal skills,
as well as the critical social and cultural-awareness and self-awareness.
One central point in developing intercultural competencies is that
a better understanding of ‘other’ people enhances understanding of one’s
own culture and identity. In other words, critical intercultural under-
standing involves an on-going process of self-reflection in which the per-
ception one has of their identity is constantly being (re)defined in rela-
tionships with ‘others’ (Gundara, 2000). From an educational standpoint,
the development of students’ intercultural competencies implies the pos-
sibility of affirming the identities of deprivileged social and cultural
groups while at the same time undermining young people’s ethnocentric
attitudes. The anticipated result of intercultural learning should be the re-
duction of xenophobia and discrimination (Katunarić, 1994), the devel-
opment of students’ intercultural sensitivity (Bennett, 2004), along with
more generally preparing young people for life in culturally diverse socie-
ties (Luchtenberg, 2005).
Next, we summarise the results of our review regarding the content
and background of SEI interventions, their methodological and organisa-
tional aspects, and their effectiveness.
Teaching SEI competencies: Content and background of the SEI
interventions
Over the last few decades, a growing number of programmes have aimed
to develop social and emotional competencies in children and adoles-
cents. However, in their review of the field of social and emotional learn-
ing, Brackett, Elbertson and Rivers (2015) revealed that no individual
overall or leading theory is able to explain SEL. Instead, different aspects
of one particular programme may be based on a single theory, while other
120
behaviours require that students and teachers explicitly address and dis-
cuss different positions towards cultural diversity, which include explor-
ing students’ attitudes towards ethnicity, race and culture. In doing so,
students must develop a critical framework to think about differences
and reflect on their own cultural identity. Without such a framework, ap-
proaches for developing students’ intercultural understanding tend to be
less effective since students tend to dismiss alternative experiences due to
holding onto the attitudes of their own cultural groups. The development
of intercultural competencies and intercultural understanding may be de-
scribed as ‘an on-going critically reflexive process’ concerning the progres-
sive development of the knowledge, skills and attitudes that may be need-
ed to interact across social and cultural groups (Walton et al., 2013, p. 181).
Such theoretical positioning corresponds with the CASEL model since it
involves the development of cognitive, emotional and interpersonal skills,
as well as the critical social and cultural-awareness and self-awareness.
One central point in developing intercultural competencies is that
a better understanding of ‘other’ people enhances understanding of one’s
own culture and identity. In other words, critical intercultural under-
standing involves an on-going process of self-reflection in which the per-
ception one has of their identity is constantly being (re)defined in rela-
tionships with ‘others’ (Gundara, 2000). From an educational standpoint,
the development of students’ intercultural competencies implies the pos-
sibility of affirming the identities of deprivileged social and cultural
groups while at the same time undermining young people’s ethnocentric
attitudes. The anticipated result of intercultural learning should be the re-
duction of xenophobia and discrimination (Katunarić, 1994), the devel-
opment of students’ intercultural sensitivity (Bennett, 2004), along with
more generally preparing young people for life in culturally diverse socie-
ties (Luchtenberg, 2005).
Next, we summarise the results of our review regarding the content
and background of SEI interventions, their methodological and organisa-
tional aspects, and their effectiveness.
Teaching SEI competencies: Content and background of the SEI
interventions
Over the last few decades, a growing number of programmes have aimed
to develop social and emotional competencies in children and adoles-
cents. However, in their review of the field of social and emotional learn-
ing, Brackett, Elbertson and Rivers (2015) revealed that no individual
overall or leading theory is able to explain SEL. Instead, different aspects
of one particular programme may be based on a single theory, while other
120
