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Intercultural dialogue in the Europe...

Koistinen, Aino-Kaisa.

Intercultural dialogue in the European education policiesa conceptual approach /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Intercultural dialogue in the European education policiesby Tuuli Lahdesmaki, Aino-Kaisa Koistinen, Susanne C. Ylonen.
Reminder of title:	a conceptual approach /
Author:	Lahdesmaki, Tuuli.
other author:	Koistinen, Aino-Kaisa.
Published:	Cham :Springer International Publishing :2020.
Description:	xiv, 114 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	Education and stateEurope.
Online resource:	https://doi.org/10.1007/978-3-030-41517-4
ISBN:	9783030415174$q(electronic bk.)

Intercultural dialogue in the European education policiesa conceptual approach /
Lahdesmaki, Tuuli.

Intercultural dialogue in the European education policiesa conceptual approach /[electronic resource] :by Tuuli Lahdesmaki, Aino-Kaisa Koistinen, Susanne C. Ylonen. - Cham :Springer International Publishing :2020. - xiv, 114 p. :ill., digital ;24 cm.

Preface -- Chapter 1. Introduction: What is intercultural dialogue and why is it needed in Europe today? -- Chapter 2. Data and methods: A conceptual approach to intercultural dialogue -- Chapter 3. Definitions and contexts of intercultural dialogue within European policy documents -- Chapter 4. Analysing intercultural dialogue through conceptual densities -- Chapter 5. Affective rhetoric and 'sticky concepts' in European education policy documents -- Chapter 6. Conclusions and suggestions for improving European education policies.

Open access.

This open access book analyses intercultural dialogue as a concept, policy and ideal in European education policy documentation. The core European transnational organizatons - the Council of Europe and the European Union - have actively promoted policies to engender inclusive societies and respond to challenges that diversification may entail. This book, in turn, offers suggestions for improving education policies in super-diversified Europe and beyond, where there is an increasing need for cultural understanding and constructive dialogue. The authors utilize concept analysis to reveal how these organizations seek to deal with dialogue between cultures, as well as weight given to cultural differences and intercultural encounters. This book will be of interest and value to scholars of intercultural dialogue and European education policies.

ISBN: 9783030415174$q(electronic bk.)

Standard No.: 10.1007/978-3-030-41517-4doiSubjects--Topical Terms:

307722
Education and state
--Europe.

LC Class. No.: LC93.A2 / L865 2020

Dewey Class. No.: 379.4

Intercultural dialogue in the European education policiesa conceptual approach /
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245 1 0 $a Intercultural dialogue in the European education policies $h [electronic resource] : $b a conceptual approach / $c by Tuuli Lahdesmaki, Aino-Kaisa Koistinen, Susanne C. Ylonen.
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300 $a xiv, 114 p. : $b ill., digital ; $c 24 cm.
505 0 $a Preface -- Chapter 1. Introduction: What is intercultural dialogue and why is it needed in Europe today? -- Chapter 2. Data and methods: A conceptual approach to intercultural dialogue -- Chapter 3. Definitions and contexts of intercultural dialogue within European policy documents -- Chapter 4. Analysing intercultural dialogue through conceptual densities -- Chapter 5. Affective rhetoric and 'sticky concepts' in European education policy documents -- Chapter 6. Conclusions and suggestions for improving European education policies.
506 $a Open access.
520 $a This open access book analyses intercultural dialogue as a concept, policy and ideal in European education policy documentation. The core European transnational organizatons - the Council of Europe and the European Union - have actively promoted policies to engender inclusive societies and respond to challenges that diversification may entail. This book, in turn, offers suggestions for improving education policies in super-diversified Europe and beyond, where there is an increasing need for cultural understanding and constructive dialogue. The authors utilize concept analysis to reveal how these organizations seek to deal with dialogue between cultures, as well as weight given to cultural differences and intercultural encounters. This book will be of interest and value to scholars of intercultural dialogue and European education policies.
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