Intercultural Education and Sustainability

Dear Colleagues,

The building of a more cohesive and respectful society towards cultural diversity is on the European horizon. In addition to the various European citizenship identities, other numerous cultures are present, which include immigrants and refugees. Intercultural Education must be a tool to promote the sustainable social and cultural development of our young people and children who are the citizens of tomorrow. Research and the establishment of good practices in Intercultural Education for sustainability will help to prevent and eradicate rigid, supremacist, and static positions, which encourage prejudice, segregation, hate, and racism, and will contribute to building an open, dynamic, and sustainable culture, allowing us to identify and share cultural references. Intercultural Educational practices help from symmetrical, egalitarian, and respectful positions to grow and educate, favoring the positive assessment of the cultural diversities and the respect of differences.

All of this requires the application of teaching methods which optimize the different dimensions of the educational process, aiming at the achievement of intercultural competences that contribute to the maintenance and well-being of people in a connected world and thus implying the professional development of the teachers.

Under such premises, in this Special Issue, bibliographic studies, well-based theoretical reflections, empirical research, socio-demographic studies, and intercultural educational practices are explored so as to support the need of a shared decision-making between cultures characterized by inclusive principles, modes, and practices that allow, within the present multicultural scenario, the development of Intercultural Education for Sustainability (IES). The following are accepted topics in this Issue:

• Practices of an Intercultural Education for Sustainability (IES) in the context of formal education (pre-school, elementary, and secondary): intercultural curriculum, teacher training, intercultural competences
• Practices of IES in various socio-community contexts (juvenile facilities, leisure centers, camps…)
• Education for social and cultural sustainability through alternative practices and ITC (Information and Communication Technologies): intercultural values, intercultural games, intercultural sports
• Diagnosis and prevention of prejudices and social and cultural stereotypes
• Design, implementation, and assessment of IES policies, programs, and projects
• Teacher training in cultural diversity for change.

Prof. Dr. Emilio Berrocal De Luna
Prof. Dr. Christian Alexis Sánchez Núñez
Guest Editors

Manuscript Submission Information

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