United Nations Educational, Scientific and Cultural Organization. (2013). Intercultural Competences: Conceptual and Operational Framework. Paris, France: UNESCO.
|Scooped by Miriam Cahir|
This publication argues that intercultural competences are closely integrated with learning to know, to do, and to be (cognitive, behavioural and affective dimensions), but acknowledges the multiple understandings of intercultural competence across the world. UNESCO’s aim is it to contribute to the development of a common definition. A glossary of key concepts, pertinent to intercultural competence, such as culture, cultural identity and diversity, intercultural communication, dialogue and competence, is provided to nurture the debate on what intercultural competences encompass.
These conceptual elaborations are then used for a five-step operational framework designed to put intercultural competence into practice. These steps aim at creating various formal and non-formal learning opportunities by clarifying, teaching, promoting, enacting and supporting intercultural competence. For each step, specific activities and practical approaches are suggested.
The publication offers an accessible and comprehensive overview of key concepts related to intercultural competence. These concepts dovetail with the Australian Curriculum general capability of Intercultural understanding, which all students should acquire through their schooling. The importance and role of other Australian Curriculum general capabilities, such as Ethical understanding and Personal and social capability (especially social awareness and social management), are also implied in the publication.
The second part of the publication focuses on developing intercultural competence through a range of practical formal and non-formal approaches in education. It also makes references to different teaching strategies suitable for culturally and linguistically diverse classrooms, which relates in particular to the Australian Professional Standards for Teachers under Standard 1: Know students and how they learn (1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds).