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In sociology, a peer group is both a social group and a primary group of people who have similar interests (homophily), age, background, or social status. The members of this group are likely to influence the person's beliefs and behaviour.
Youth is the time of life when one is young. The word, youth, can also mean the time between childhood and adulthood (maturity), but it can also refer to one's peak, in terms of health or the period of life known as being a young adult. Youth is also defined as "the appearance, freshness, vigor, spirit, etc., characteristic of one, who is young". Its definitions of a specific age range varies, as youth is not defined chronologically as a stage that can be tied to specific age ranges; nor can its end point be linked to specific activities, such as taking unpaid work, or having sexual relations.
Interculturalism is a political movement that supports cross-cultural dialogue and challenging self-segregation tendencies within cultures. Interculturalism involves moving beyond mere passive acceptance of multiple cultures existing in a society and instead promotes dialogue and interaction between cultures. Interculturalism is often used to describe the set of relations between indigenous and western ideals, grounded in values of mutual respect.
Intercultural communication is a discipline that studies communication across different cultures and social groups, or how culture affects communication. It describes the wide range of communication processes and problems that naturally appear within an organization or social context made up of individuals from different religious, social, ethnic, and educational backgrounds. In this sense, it seeks to understand how people from different countries and cultures act, communicate, and perceive the world around them. Intercultural communication focuses on the recognition and respect of those with cultural differences. The goal is mutual adaptation between two or more distinct cultures which leads to biculturalism/multiculturalism rather than complete assimilation. It promotes the development of cultural sensitivity and allows for empathic understanding across different cultures.
The Programme for International Student Assessment (PISA) is a worldwide study by the Organisation for Economic Co-operation and Development (OECD) in member and non-member nations intended to evaluate educational systems by measuring 15-year-old school pupils' scholastic performance on mathematics, science, and reading. It was first performed in 2000 and then repeated every three years. Its aim is to provide comparable data with a view to enabling countries to improve their education policies and outcomes. It measures problem solving and cognition.
Youth empowerment is a process where children and young people are encouraged to take charge of their lives. They do this by addressing their situation and then take action in order to improve their access to resources and transform their consciousness through their beliefs, values, and attitudes. Youth empowerment aims to improve quality of life. Youth empowerment is achieved through participation in youth empowerment programs. However scholars argue that children's rights implementation should go beyond learning about formal rights and procedures to give birth to a concrete experience of rights. There are numerous models that youth empowerment programs use that help youth achieve empowerment. A variety of youth empowerment initiatives are underway around the world. These programs can be through non-profit organizations, government organizations, schools or private organizations.
Positive youth development (PYD) programs are designed to optimize youth developmental progress. This is sought through a positivistic approach that emphasizes the inherent potential, strengths, and capabilities youth hold. PYD differs from other approaches within youth development work in that it rejects an emphasis on trying to correct what is considered wrong with children's behavior or development, renouncing a problem-oriented lens. Instead, it seeks to cultivate various personal assets and external contexts known to be important to human development.
Cultural competence, also known as intercultural competence, is a range of cognitive, affective, behavioural, and linguistic skills that lead to effective and appropriate communication with people of other cultures. Intercultural or cross-cultural education are terms used for the training to achieve cultural competence.
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A culture gap is any systematic difference between two cultures which hinders mutual understanding or relations. Such differences include the values, behavior, education, and customs of the respective cultures. As international communications, travel, and trade have expanded, some of the communication and cultural divisions have lessened. Books on how to handle and be aware of cultural differences seek to prepare business people and travelers. Immigrants and migrant laborers need to learn the ways of a new culture. Tourists can also be confronted with variants in protocols for tipping, body language, personal space, dress codes, and other cultural issues. Language instructors try to teach cultural differences as well.
Cultural sensitivity, also referred to as cross-cultural sensitivity or cultural awareness, is the knowledge, awareness, and acceptance of other cultures and others' cultural identities. It is related to cultural competence, and is sometimes regarded as the precursor to the achievement of cultural competence, but is a more commonly used term. On the individual level, cultural sensitivity is a state of mind regarding interactions with those different from oneself. Cultural sensitivity enables travelers, workers, and others to successfully navigate interactions with a culture other than their own.
Third culture kids (TCK) or third culture individuals (TCI) are people who were raised in a culture other than their parents' or the culture of their country of nationality, and also live in a different environment during a significant part of their child development years. They typically are exposed to a greater volume and variety of cultural influences than those who grow up in one particular cultural setting. The term applies to both adults and children, as the term kid refers to the individual's formative or developmental years. However, for clarification, sometimes the term adult third culture kid (ATCK) is used.
Ethnic identity development includes the identity formation in an individual's self-categorization in, and psychological attachment to, (an) ethnic group(s). Ethnic identity is characterized as part of one's overarching self-concept and identification. It is distinct from the development of ethnic group identities.
Fabio Sani is a professor of social and health psychology at the University of Dundee, in Scotland.
Global citizenship education (GCED) is a form of civic learning that involves students' active participation in projects that address global issues of a social, political, economic, or environmental nature. The two main elements of GCE are 'global consciousness'; the moral or ethical aspect of global issues, and 'global competencies', or skills meant to enable learners to participate in changing and developing the world. The promotion of GCE was a response by governments and NGOs to the emergence of supranational institution, regional economic blocs, and the development of information and communications technologies. These have all resulted in the emergence of a more globally oriented and collaborative approach to education. GCE addresses themes such as peace and human rights, intercultural understanding, citizenship education, respect for diversity and tolerance, and inclusiveness.
J. Douglas Willms is the Founder and President of The Learning Bar Inc. He is a member of the US National Academy of Education, Past-President of the International Academy of Education and a Fellow of the Royal Society of Canada. From 1995 to 2018, Willms was Professor of Education at the University of New Brunswick, where for eight years he held the Canadian Institute for Advanced Research Chair in Human Development and for fourteen years held the Tier 1 Canada Research Chair in Literacy and Human Development.
The most commonly used definition of school belonging comes from a 1993 academic article by researchers Carol Goodenow and Kathleen Grady, who describe school belonging as "the extent to which students feel personally accepted, respected, included, and supported by others in the school social environment." The construct of school belonging involves feeling connected with and attached to one's school. It also encompasses involvement and affiliation with one's school community. Conversely, students who do not feel a strong sense of belonging within their school environment are frequently described as being alienated or disaffected. There are a number of terms within educational research that are used interchangeably with school belonging, including school connectedness, school attachment, and school engagement.
Sigrún Aðalbjarnardóttir is an Icelandic psychology professor. As of 2019, she is a professor emeritus at the University of Iceland, School of Education. Most of her theoretical work is within educational science and developmental psychology with a focus on the welfare of young people. Her primary interest is the social development, risk behaviour, academic engagement, and well-being of children and young people, as well as their civic awareness and engagement. A related focus is on how parents and teachers can foster the development and welfare of children and adolescents.
Intercultural dialogue (ICD) builds upon the concept of dialogue, which refers to at least two people holding a conversation. And it builds upon the term intercultural, which is typically used to refer to people communicating across differences in nationality, race and ethnicity, or religion. Dialogue has several meanings: it sometimes refers to dialogue in a script, which simply means people talking, but more often it refers to "a quality of communication characterized by the participants' willingness and ability simultaneously to be radically open to the other(s) and to articulate their own views. ... Dialogue's primary goal is understanding rather than agreement."
References
- ↑ "Surrey University Biography" . Retrieved 29 December 2020.
- ↑ Barrett, M.D. (1979). Semantic Development during the Single-Word Stage of Language Acquisition (Unpublished doctoral thesis, University of Sussex, UK).
- ↑ Barrett, M, ed. (1985). Children's Single-Word Speech. Chichester: John Wiley. ISBN 0471903744.
- ↑ Kuczaj, S.A.; Barrett, M., eds. (1986). The Development of Word Meaning. New York: Springer-Verlag. ISBN 3540961526.
- ↑ Barrett, M, ed. (1999). The Development of Language. Hove: Psychology Press. ISBN 0863778461.
- ↑ "Children's beliefs and feelings about their own and other national groups in Europe" . Retrieved 29 December 2020.
- 1 2 Barrett, M. (2007). Children's Knowledge, Beliefs and Feelings about Nations and National Groups. Hove: Psychology Press. ISBN 978-1841693019.
- ↑ "The development of national, ethnolinguistic and religious identity in children and adolescents living in the NIS" . Retrieved 29 December 2020.
- ↑ Barrett, M.; Riazanova, T.; Volovikova, M., eds. (2001). Development of National, Ethnolinguistic and Religious Identities in Children and Adolescents. Moscow: Institute of Psychology, Russian Academy of Sciences (IPRAS). ISBN 5927000223.
- ↑ "Processes Influencing Democratic Ownership and Participation" . Retrieved 29 December 2020.
- ↑ "Processes Influencing Democratic Ownership and Participation" . Retrieved 29 December 2020.
- ↑ Barrett, M.; Zani, B., eds. (2015). Political and Civic Engagement: Multidisciplinary Perspectives. London: Routledge. ISBN 9780415704687.
- ↑ "Professor Martyn Barrett". University of Surrey. Retrieved 29 December 2020.
- ↑ "Autobiography of Intercultural Encounters" . Retrieved 1 January 2021.
- ↑ Barrett, M., ed. (2013). Interculturalism and Multiculturalism: Similarities and Differences. Strasbourg: Council of Europe Publishing. ISBN 9789287176929.
- ↑ Barrett, M.; Byram, M.; Lázár, I.; Mompoint-Gaillard, P.; Philippou, S (2013). Developing Intercultural Competence through Education. Strasbourg: Council of Europe Publishing.
- ↑ "Reference Framework of Competences for Democratic Culture" . Retrieved 1 January 2021.
- ↑ Barrett, M. (2016). Competences for Democratic Culture: Living Together as Equals in Culturally Diverse Democratic Societies. Strasbourg: Council of Europe Publishing. ISBN 9789287182371.
- ↑ Barrett, M.; de Bivar Black, L.; Byram, M.; Faltýn, J.; Gudmundson, L.; van’t Land, H.; Lenz, C.; Mompoint-Gaillard, P.; Popović, M.; Rus, C.; Sala, S.; Voskresenskaya, N.; Zgaga, P. (2018). Reference Framework of Competences for Democratic Culture. Strasbourg: Council of Europe Publishing. ISBN 9789287185730.
- ↑ "Education Policy Advisers Network (EPAN)" . Retrieved 1 January 2021.
- ↑ "PISA 2018 Global Competence" . Retrieved 1 January 2021.
- ↑ Piacentini, M.; Barrett, M.; Boix Mansilla, V.; Deardorff, D.; Lee, H-W. (2018). "Preparing our youth for an inclusive and sustainable world: The OECD PISA global competence framework" (PDF). Paris: OECD. Retrieved 1 January 2021.