Next Article in Journal
Influencing Factors of Public Participation in Meteorological Disaster Prevention and Mitigation
Next Article in Special Issue
Influence of ICTs on Math Teaching–Learning Processes and Their Connection to the Digital Gender Gap
Previous Article in Journal
Analysis on the Enterprises’ Innovation Quality Based on the Patent Value: A Comparison between Public and Private Enterprises in China
Previous Article in Special Issue
Student Concepts after a Didactic Experiment in Heritage Education
Open AccessArticle

Citizenship and Pluriculturalism Approaches of Teachers in the Hispanic and Japanese Contexts: Higher Education Research

1
Department of Integrated Didactics, Avenida de las Fuerzas Armadas, S/N, University of Huelva, 21007 Huelva, Spain
2
Department of Pedagogy, Avenida de las Fuerzas Armadas, S/N, University of Huelva, 21007 Huelva, Spain
3
Department of Education Sciences, Language, Culture and Arts, Rey Juan Carlos University, Paseo Artilleros s/n, 28032 Madrid, Spain
*
Author to whom correspondence should be addressed.
Sustainability 2020, 12(8), 3109; https://doi.org/10.3390/su12083109
Received: 2 March 2020 / Revised: 10 April 2020 / Accepted: 10 April 2020 / Published: 13 April 2020
(This article belongs to the Special Issue Sustainable Citizenship and Education)
Current higher education policies include several challenges, such as the academic internationalization of universities, mobility, and cultural plurality. Beyond the official curriculum, university educators have conceptions of citizenship and pluricultural competence. To understand the conceptions of educators on both topics in the Hispanic and Japanese contexts of higher education, this article presents a quantitative study involving a collaboration between a sample of education and social sciences teaching staff from universities in Spain and Japan. The CYASPS® (Citizenship and Plurilingual Social Actors in Higher Education) instrument and a categories system were designed for data collection and analysis with the support of SPSS (Statistical Package for the Social Sciences) software. Using a comparative approach, this study investigated the teaching staffs’ conceptions about citizenship and pluricultural teaching–learning environments, which focused on their views regarding different kinds of citizenship, citizens’ participation, and sources for the development of pluricultural competences. Based on a descriptive and factorial analysis, there were significant correlations between citizenship and pluricultural competence, with relevant connections between key aspects of pluricultural competence, including awareness of the rights from the liberal citizenship model, civic commitment of the republican citizenship model, and several elements of cosmopolitan and radical citizenship. View Full-Text
Keywords: teachers; citizenship; higher education; pluricultural competence; international context teachers; citizenship; higher education; pluricultural competence; international context
Show Figures

Figure 1

MDPI and ACS Style

Delgado-Algarra, E.J.; Aguaded, I.; Bernal-Bravo, C.; Lorca-Marín, A.A. Citizenship and Pluriculturalism Approaches of Teachers in the Hispanic and Japanese Contexts: Higher Education Research. Sustainability 2020, 12, 3109.

Show more citation formats Show less citations formats
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Search more from Scilit
 
Search
Back to TopTop