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Social Sciences
Special Issues
Fostering Intercultural Citizenship through Education: Burning Topics and Ethical Challenges
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Fostering Intercultural Citizenship through Education: Burning Topics and Ethical Challenges

A special issue of Social Sciences (ISSN 2076-0760).

Deadline for manuscript submissions: 31 May 2025 | Viewed by 1201

Special Issue Editor

Prof. Dr. Irina Golubeva

E-Mail Website
Guest Editor
Intercultural Communication at the University of Maryland Baltimore County, 1000 Hilltop Circle Baltimore, MD 21250, USA
Interests: the development of multilingual awareness and intercultural competence; the internationalization of higher education; the conceptualization of intercultural citizenship

Special Issue Information

Dear Colleagues,

This Special Issue will bring together emerging researchers and established experts in the field of Intercultural Citizenship Education (ICitE) whose research focuses on teacher education; curriculum development; language teaching; intercultural learning; civic education; internationalization; and ethics in teaching and learning.

The primary objective of this Special Issue is to invite scholars to critically rethink and reimagine the role of different aspects of Intercultural Citizenship Education in addressing complex—often controversial—real-world issues that include, but are not limited to, migration and refugees, wars and terrorism, global versus local concerns, climate change and health crises, social injustices, conflicting values, and ethical dilemmas. The contributing authors are invited to explore a wide range of topics that investigate how Intercultural Citizenship Education can be fostered in a variety of contexts with a diverse student population of different ages, and what the teachers’ role(s) and main challenges are. Particularly welcome are insights into how the gap between the theory and practice of ICitE can be improved, and how ICitE can be adapted to local contexts.

Submissions should offer novel insights, empirical research, theoretical analysis, or practical perspectives that contribute to the ongoing discourse and development of ICitE.

Please submit your manuscripts by 31 May 2025. For submission guidelines and further details, visit https://www.mdpi.com/journal/socsci/instructions.

Prof. Dr. Irina Golubeva
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Social Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • intercultural citizenship
  • education
  • burning topics
  • ethics
  • values
  • challenges
  • teachers’ roles

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (2 papers)

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Research

18 pages, 470 KiB  
Article
“The Learning Process Is Mutual”: Connecting Student Teachers and In-Service Teachers in Intercultural Virtual Exchange
by Sina Werner and Robert O’Dowd
Soc. Sci. 2025, 14(4), 242; https://doi.org/10.3390/socsci14040242 - 16 Apr 2025
Viewed by 223
Abstract
This article reports on a case study where students of Initial Teacher Education in Spain and Germany collaborated with in-service teachers from around Europe on the theme of Foreign Language materials development. It examines to what extent engagement in this model of virtual [...] Read more.
This article reports on a case study where students of Initial Teacher Education in Spain and Germany collaborated with in-service teachers from around Europe on the theme of Foreign Language materials development. It examines to what extent engagement in this model of virtual exchange contributes to student teachers’ and in-service teachers’ intercultural and didactic competence development. The study also explores how students’ perspectives on teaching foreign languages and their future profession change through collaboration with in-service teachers and how the student teachers’ and in-service teachers’ roles unfold in this type of collaboration. It is based on a qualitative content analysis of focus-group interviews, learning portfolios, recordings of online meetings, and questionnaires with open-ended questions. The findings indicate that this type of collaboration can reduce the gap between theory and practice: through the classroom experiences of in-service teachers, student teachers gain intercultural, professional knowledge and motivation, while in-service teachers gain knowledge about recent methodologies and technology through the alternative perspective of student teachers. We use the findings of our study to make recommendations on how other teacher trainers can use this Virtual Exchange model in the classroom. Full article
(This article belongs to the Special Issue Fostering Intercultural Citizenship through Education: Burning Topics and Ethical Challenges)
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18 pages, 1105 KiB  
Article
Ethical Challenges in Intercultural Citizenship Education with ‘Difficult Topics’ in the World Language Classroom and Beyond
by Melina Porto, Irina Golubeva and Michael Byram
Soc. Sci. 2025, 14(3), 135; https://doi.org/10.3390/socsci14030135 - 24 Feb 2025
Cited by 1 | Viewed by 448
Abstract
The purpose of this article is to examine the ethical challenges that arise in the world language classroom and beyond from using intercultural citizenship pedagogy. Intercultural citizenship is, in general, seen as a recent and positive development in intercultural language education for helping [...] Read more.
The purpose of this article is to examine the ethical challenges that arise in the world language classroom and beyond from using intercultural citizenship pedagogy. Intercultural citizenship is, in general, seen as a recent and positive development in intercultural language education for helping students engage with topics of social significance in the classroom. However, there are ethical challenges involved, for instance, related to the political or sensitive nature of such topics. We define and illustrate some of these ethical concerns and their implications for education by drawing on an intercultural citizenship project about COVID-19 carried out in two higher education contexts in 2020. The analysis of this example shows that these ethical concerns are unavoidable but can be minimised with an action research perspective and a combination of pedagogies of intercultural citizenship, discomfort, and the arts. We conclude with a discussion of the transferability of the example and its consequences for any language and intercultural communication teaching which deals with controversial and sensitive matters. Full article
(This article belongs to the Special Issue Fostering Intercultural Citizenship through Education: Burning Topics and Ethical Challenges)
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