Abstract
We must remember the need to create communicative relationships among groups from different cultures, as well as to reinforce the configuration and organisation of the Spanish school system. The objective of this article is to highlight the urgent need to recognise cultural, religious and linguistic diversity as values. Furthermore, Spain has rejected the French assimilationist model, both in legal and practical spheres, and the only way to integrate this model is by implementing intercultural models. Following the Convention on the Promotion of the Diversity of Cultural Expression of the European Union, providing respect and recognition of plurality from intercultural inclusive positions is primordial in the learning context. We cannot talk about building an intercultural society without considering democratic practice and citizen participation; to this regard, dialogue and collaboration between the school community and educational centres are imperative. It is necessary to adopt an inclusive intercultural policy, to open education centres outside of traditional school hours, to reach agreements with cultural institutions, etc. Only in this way will an intercultural society become a reality.
Highlights
It is notable that schools, which are basic educational institutions, are deeply affected by what [1] named “the outbreak of globalisation and multiculturalism” (p. 90), understanding “globalisation” as a real material, technological, economic and social revolution promoting contact between countries; and “multiculturalism” as the coexistence between different cultural groups within a geopolitical framework with the same state and regional regulations, though without reaching a reciprocal relationship on equal levels [2]
If one of the traditional pillars of schools has always been to achieve pupils’ socialisation, and to make them participate in a culture built with the passing of the years in a specific space, we should ask whether this aim remains valid in today’s multicultural society and to what extent [3], considering that there are two risks in multicultural societies: firstly, the rigidity and isolation that result from the fear of others due to the fear of losing one’s own identity; secondly – and in contrast – if globalisation is seen in an acritical way, cultural uniformity appears as an overcrowding trend that suppresses diversity
In “Learn to live together”, intercultural dialogue refers to the constructive connection of differences as plural and open constructions of new cultures from what each cultural group brings to the table
Summary
It is notable that schools, which are basic educational institutions, are deeply affected by what [1] named “the outbreak of globalisation and multiculturalism” (p. 90), understanding “globalisation” as a real material, technological, economic and social revolution promoting contact between countries; and “multiculturalism” as the coexistence between different cultural groups within a geopolitical framework with the same state and regional regulations, though without reaching a reciprocal relationship on equal levels [2]. It is important to highlight what [9] showed: that the design and organisation of the Spanish school system are not highly conducive to developing intercultural education This author [10,11] believes that, through the experience in Spain over recent years, together with the knowledge resulting from numerous pieces of research on this matter, some elements that could hinder interculturality should be considered when intending to develop it at schools. Schools should not follow such dynamics: they should not ignore individual tendencies, and they are responsible for acting against those tendencies in classes and in direct connection with the surrounding community
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