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International Association for Intercultural Education
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- Welcome to the FEBRUARY 2023 IAIE NEWSLETTER -
Dear members of the IAIE community,
Lately, the world of education has been involved in
understanding the advantages of hundreds of AI
applications, the danger of using them, and their influence
on education. The most famous are the Chat GPT for text,
and Dalle for images. Our question is: what are the
implications of AI on intercultural education?
Here are some of the answers I received from Chat GPT:
AI technology has the potential to revolutionize the way
intercultural education is conducted. AI-powered systems
can analyze large datasets of cultural information, enabling
teachers to quickly identify potential misunderstandings between cultures, and tailor
lessons to address them. AI systems can also be used to create virtual learning
environments, allowing teachers to virtually visit different countries and experience
their cultures firsthand. AI can also be used to personalize intercultural education by
tailoring lessons to the individual learner. By understanding the cultural background,
interests, and learning style of each student, AI can deliver lessons that are more
engaging and effective. Over time AI can also be used to monitor the progress of students
and provide real-time feedback and guidance. In conclusion, AI technology has the
potential to revolutionize intercultural education by making it more accessible,
engaging, and personalized. AI can help bridge cultural gaps, promote inclusion, and
foster mutual understanding”.
And the danger?
The danger in using AI for intercultural education is that it may not take into account
the nuances of different cultures and may not be able to give the same nuanced
perspective that a human educator can. AI is not yet capable of understanding the
complexities of different cultures and historical contexts, which can be essential for
understanding intercultural education. AI may also be prone to bias, which can lead to
inaccurate or prejudicial information being presented to students. Finally, AI may not
be able to provide individualized attention as can a human teacher, which can be
essential for a successful intercultural education experience.
This is not bad compared to human summarizing of the subjects. However, ideological,
and ethical issues are involved in using these environments. These might be the biggest
threat for us.
Discussion of the use of technology and its advantages, and the danger of using it in
intercultural education, will be part of our sessions at the IAIE conference in Sarajevo
in October, as well as other themes, as you can find in our newsletter. I invite you to
submit your abstract and, if not a member, join the IAIE.
I hope to see you all as part of our community taking part in our events.
Prof. Miri Shonfeld Ph.D.
Secretary General, International Association of Intercultural Education, IAIE
mirishonfeld@iaie.org
IAIE NEWS
IAIE with a new website!
Our team is beyond excited to show you our new updated website!
Now when you renew your membership, you are able to see your membership status
and due via login with your email and a password
VISIT THE WEBSITE
Upcoming IAIE Member Events
The 2023 International (in-person) IAIE Conference
“Children as Peacemakers in Divided Societies:
Educational Approaches”
> THE CONFERENCE WEBSITE <
In 2023, the IAIE will collaborate with the War Childhood Museum in Sarajevo (Bosnia
and Herzegovina) in organizing the International Conference “Children as Peacemakers
in Divided Societies: Educational Approaches” in Sarajevo from 7-10 October 2023.
This Conference builds on previous IAIE conferences and focuses on the intersection
of intercultural education and peace education. The conference connects to the fields
of Multicultural Education, Human Rights Education, Citizenship Education, and
Education for Democracy and Global Education, enabling teachers, students, and
academics to exchange insights while exposing them to state-of-the-art research on
issues relating to peace, diversity, and education.
General Program
Saturday and Sunday, October 7 and 8, will consist primarily of workshops. These are
aimed primarily, but not exclusively, at schoolteachers and pre-service teachers. The
main academic conference will be held on Monday, October 9, and Tuesday, October
10, although additional workshops are planned on these dates as well. The final
program will be placed online in mid-September 2023.
> CALL FOR PAPERS <
Strand 1 Peace education Chairs: Meena Malhotra (contact person), Maja Nenadovic Strand 2 Intercultural and Human Rights Education in Divided Societies: Theory and Practice Chairs: Mattia Baiutti (contact person), Nektaria Palaiologou, and Agostino Portera Strand 3 Refugees and Education Chairs: Hana Alhadi (contact person), Claudia Koehler Strand 4 Museums as educational spaces; Critical and engaging geographies Chairs: Leslie Bash (contact person), Anida Manko Strand 5 Empowering Young People Around Issues of War and Peace Chairs: Fred Carlo Andersen (contact person), Mirela Geko, and Iryna Sikorska Strand 6 Teaching and research methodologies to address division and conflict Includes: transformative research pedagogy; engaging student-centered educationalb methodologies; artistic expression as a tool for understanding and reconciliation. Chairs: Marija Bartulovic (contact person), Henry Bell Strand 7 Challenging Dominant Narratives through History Education Chairs: Euroclio (Catherine Savitsky, contact person), Jasmin Hasanovic Strand 8 Cooperative learning - Facing and answering the challenges of the 21st century Includes: Complex Instruction Chairs: Ferenc Arato (contact person), Jill Clark and Céline Buchs Strand 9 Technology, Education and Cultural Diversity Chairs: Miri Shonefeld, Wafa Zidan Strand 10 Miscellaneous. Including: media pedagogy and literacy as a tool to combat disinformation, sexualdiversity education. Chairs: Tvrtko Pater (contact person), Mia Babic
Hurry up to register for the online TEC Study Day “Looking at Racism in the Eye”,
organized by the TEC Center, Mofet Institute in collaboration with The Ministry of
Education, Association for Civil Rights in Israel, The Anti-Racism Coordinating
Government Unit, Hayozma Center, Seminar Hakkibutzim and UNESCO, Bar Ilan
University and other organizations.
The Study Day is held as part of the TEC Center’s International Day events, which is
taking place for the 14th year, on March 15, 2023.
The Study Day will be held in English, Hebrew and Arabic with simultaneous translation.
Become familiar with skills and tools to deal with racism throughout the field of
education. This day is intended for pupils, teachers and school administrators, students
and lecturers in higher education institutions, policy makers throughout the field of
education, associations and organizations and guests and lecturers from abroad. The
program features:
• Exciting encounters between cultures
• Quizzes and games for educators, students, teachers and administrators from
schools which participate in the Te4Schools program
• Panels, workshops and lectures by top experts
• Let’s face racism also through music and rap, with the bands “System Ali” vand
“Let’s talk dogri”
We are looking forward to seeing you there!
Dr. Manal Yazbak Abu Ahmad, Conference Chair
Prof. Miri Shonfeld, The Head of The TEC Center.
tec@macam.ac.il
Register here!
8th International Conference on Teacher Education in Tel
Aviv, June 26-27 2023
The MOFET Institute, The National Institute for Research and Program
Development in Teacher Education and Education, is pleased to invite you to The Eighth
International Conference on Teacher Education. Passion and Professionalism in
Teacher Education.
We invite all IAIE members and experts in the field to attend our Strand of
Intercultural Education.
If you have any questions, please contact Prof. Miri Shonfeld at
mirishonfeld@iaie.org
> THE CONFERENCE WEBSITE <
Workshop for teachers on (international) justice
EuroClio, in collaboration
with the IAIE and the Just
Now project team, invites
present and future
teachers of secondary
students to a special 2-day
workshop in The Hague.
During the workshop
teachers will reflect and
discuss how to address
issues of (international) justice with their students. The program for the teacher
workshop deals with how best to teach about topics such as definitions of justice and
injustice, the Nuremberg trials for history and context, and the subsequent
development of the International Criminal Court (ICC). We will discuss and develop
outlines for other possible school-based activities, and encourage sharing of ideas and
experiences the participant educators have had when covering issues of international
justice in their teachings. The program will also include a visit to the ICC and attendance
at a current trial. Before the visit we will provide background to the accused and the
crimes under discussion. Read more
Children in War: Educational Approaches Using Materials
from the War Childhood Museum and the Anne Frank
Seminar Fees: 50 euro total (for all seminars); No fee for
participants from SEE countries
Working Language: English
3 successive dates:
• Seminar 1: Wed March 8, 2023
• Seminar 2: Wed April 19, 2023
• Seminar 3: Wed May 31, 2023
Participants in 3 successive on-line seminars – 8 hour duration each – will work with
educational experts from the War Childhood Museum (WCM) and the Anne Frank
House to help them develop and/or improve their educational work concerning the
topics of war and childhood. The seminar will especially focus on introducing the Diary
of Anne Frank and the various objects that comprise the collection of the War Childhood
Museum in Sarajevo.
For the introductory seminar, experts from the Anne Frank House and the War
Childhood Museum will be presenting their approaches to working with the Diary of
Anne Frank and the WCM collection. With their facilitation, participants will discuss
various educational approaches and start to work on developing lesson plans. In the
period between the first and second seminars, participants will work on fine-tuning their
lesson plans.
During the second seminar, participants will be introduced to further educational
approaches and present their lesson plans. They will receive feedback regarding their
materials from experts, as well as other participants. Between the second and third
seminars, participants will be expected to implement a trial lesson based on their plan.
During the third and final seminar, participants will present their experiences using the
lesson plans, and together with the experts and other participants, discuss how to
enhance lesson plans where needed. After completion of the program, participants will
receive an official certificate of completion
If you would like to participate, write a short motivational letter on why you
would like to participate in the said seminars and how you plan to use your new insights.
For further information or to send your motivational letter to:
Merima Ražanica merima.razanica@warchildhood.org
The 2023 KAME International Conference
The 15th Korean Association for Multicultural Education (KAME) Conference will be held May
18(Thu)-20(Sat), 2023 at Seoul National University, Seoul, Korea.
Theme: Multicultural Education: Leading the Way in Uncertain Times
Keynote Speakers: Kerry Kennedy (Educational University of Hong Kong) and TBA
Invited Speakers: TBA
IAIE Members Projects
CALL FOR COLLABORATIONS
In Other Words – A Contextualized Dictionary to Problematize Otherness (IOW), is a
critical, collective, creative, and intercultural project, structured as an open,
collaborative online resource. The project finds its ethos and meaning in the context of
engaged research that, by the dissemination of ideas and the use of critical tools, goes
beyond the borders of the academia to be used in different real-life settings.
The dictionary analyses keywords that, in different contexts and countries, (re)produce
different forms of Otherness. IOW dictionary promotes critical and intercultural
awareness and dialogue able to challenge the reification, stigmatization, stereotyping,
or folklorization of the Other. IOW dictionary is a free online educational resource with
a user-friendly structure and layout: the website is responsive and is accessible on any
type of device, thus favoring its use in different social and educational contexts.
IOW dictionary can be used: by teachers and educators to engage their students in the
discussion of the keywords already online, or in the writing of new ones as critical and
creative analysis as well as a multilingual practice and exercise; by pre-/in-service
teachers, both as a training and as an educational resource; by researchers and scholars,
to investigate and research into the mechanisms of discriminatory language.
We warmly invite you and/with your students to collaborate to IOW dictionary!
For more info, please refer to https://www.iowdictionary.org/how-to-join, or write to
paola.giorgis@iowdictionary.org.
You can also subscribe to IOW Newsletter to be informed about new keywords, as well
as about CfP, Conferences, etc. regarding the issue of Othernesss and interculture.
Looking forward to hearing from you!
Paola Giorgis on behalf of IOW Editorial BoardIAIE Members Publications
New 2023 Book: Creating Spaces of Wellbeing and Belonging
for Refugee and Asylum-Seeker Students
Skills and Strategies for Classroom Teachers by Maura Sellars, Scott Imig,
John Fischetti
Creating Spaces of Wellbeing and Belonging for
Refugee and Asylum-Seeker Students: Skills and Strategies
for Classroom Teachers outlines the ways educators can
support positive educational and social outcomes for the
most vulnerable children in their communities.
Each chapter briefly outlines the relevant theory,
expanding on this through vignettes from research and
analytical reflection, helping the reader identify and apply
the differentiated pedagogical understandings in their own
classrooms. Providing insights from educators who are doing
this work successfully across the globe, the book highlights
the challenges and considerations that teachers face in multilingual, multicultural
classroom environments where students’ common experience is trauma and loss and
guides them towards effective practice.
This book is intended for use in schools by school leaders and classroom teachers
and by educational professionals engaged in supporting schools with students with
refugee backgrounds.
Read more
Book Review: Mirrors and Windows in Language Teacher
Education: Intercultural Competence and Reform Pedagogy by
Ildikó Lázár
If you are looking for an overview of what is
involved when talking about intercultural
competence development in language
learning, then look no further. Ildikó Lázár’s
book Mirrors and Windows in Language
Teacher Education is what you are looking
for, even if you are not a language teacher.
Well read and experienced in what has been debated and explored over the pastdecades in this field, Ildikó Lázár manages to present the rich information in a clear and
flawless style that invites the reader not only to follow the path she indicates but also
to stop and think at each intersection to explore one’s own experience with the
thoroughly presented reform pedagogy approaches and the related research results.
An inviting and effective format for trainee teachers and fellow academics alike with
questions and tasks to help the reader engage with the material.
The book highlights different forms and expressions of pedagogical thinking and
practice that have proven their effectiveness in supporting learning which is after all the
final aim and purpose of all educational efforts: for learners to learn they need to be in
a position of responsibility towards their own learning process. I wish many people
would read Lázár’s recent book. It provides the grounding needed to address the one
open question I have had for the past decades: What need I do in intercultural
encounters that would not be helpful and beneficial for any interpersonal contact?
Josef Huber
Former Head of the Pestalozzi Programme
the Council of Europe Training Programme for Education Professionals
> Read more in the publisher's website
Published: the results of a project on Recognition of learning
periods abroad in general secondary education developed by
the Expert Network on Recognition of outcomes of learning periods abroad in
general secondary school to support the European Commission in helping
Member States to advance automatic recognition
Despite the EU promoting the positive impact of learning mobility on youth, there are
still serious barriers when it comes to the recognition of learning periods abroad in
Europe. This means that often secondary school students need to attend one or more
additional year(s) of school, once back from their mobility period abroad. The Expert
Network on Recognition of outcomes of learning periods abroad in general secondary
school, led by EFIL, has been working to support the European Commission in helpingMember states to advance automatic recognition. Now you can access all the outcomes
from the project aimed at supporting policy-makers, education professionals, pupils and
parents in advancing recognition across all EU countries, including a Member states
analysis - the first of its kind to gather this level of detail on long-term individual pupil
mobility across Europe and to include country-specific recommendations - and
the Proposal for a European framework outlining 5 key principles to follow when
adopting policies to promote individual pupil mobility and recognition of its learning
outcomes.
Check them out at the European School Education Platform!
Updated editions of the
Autobiographies of Intercultural
Encounters have been published by
the Council of Europe
These educational resources are designed to support
learners to think about and learn from intercultural
encounters that they have had either face to face,
through visual media (such as television, magazines,
films, photographs, etc.), or through the internet (for
example, through blogs, social media pages, news
feeds, etc.).
There are three Autobiographies:
• The original Autobiography of Intercultural Encounters, which supports learners’
reflections on face-to-face intercultural encounters
• The Autobiography of Intercultural Encounters through Visual Media, which
supports learners’ reflections on intercultural encounters through visual media
• The Autobiography of Intercultural Encounters through the Internet, which supports
learners’ reflections on intercultural encounters through the internet
There is also a fourth accompanying volume, Autobiography of Intercultural Encounters:
Context, Concepts and Theories, which discusses the policy context and conceptual and
theoretical issues relating to intercultural encounters. These materials have been
updated and aligned with the Council of Europe’s Reference Framework of
Competences for Democratic Culture. They can be used by educators and learners in
primary, secondary and higher education, and in non-formal and informal education.
Freely available for download here.You can also read
