On Relating to Cultural "Otherness" and the Integration of Sociocultural and Linguistic Diversity

Abstract

In this international comparative inquiry1 into the connections between education and sociocultural diversity (Allemann-Ghionda 1997a), one of the most important methodological concepts was to focus on the following areas and illuminate the interrelationships between them: (a) discussions in education science—theoretical orientations in education, pedagogical design, and self-reflection within the discipline; (b) the framework of education policy—laws, guidelines (regional, national, supranational), curricula; (c) translation into action—actual treatment of linguistic and sociocultural diversity in schools and other educational institutions; (d) ideas and comments of teachers and administrators regarding the way linguistic and sociocultural diversity is or should be dealt with; (e) comments in the media (politicians, administrators, teachers, journalists). This inquiry focuses on the education policies and practices surrounding the phenomenon of sociocultural heterogeneity in six school systems in four countries (Germany, France, Italy, and Switzerland—therein three cantons). Each case study depicts an innovation upon a background of institutionalized strategies. These innovations open up new methods for handling the effects of immigration and are thus deemed relatively successful. The cross-sectional comparison shows numerous similarities and differences that can be traced back to the cultural and pedagogical traditions of each school system. In Switzerland, for instance, the regional differences are especially great. The structural, basic orientation of the school systems is greatly related to how they handle heterogeneity.