Citizenship and Pluriculturalism Approaches of Teachers in the Hispanic and Japanese Contexts: Higher Education Research

Emilio José Delgado-Algarra, Ignacio Aguaded, César Bernal-Bravo and Antonio Alejandro Lorca-Marín
Additional contact information
Emilio José Delgado-Algarra: Department of Integrated Didactics, Avenida de las Fuerzas Armadas, S/N, University of Huelva, 21007 Huelva, Spain
Ignacio Aguaded: Department of Pedagogy, Avenida de las Fuerzas Armadas, S/N, University of Huelva, 21007 Huelva, Spain
César Bernal-Bravo: Department of Education Sciences, Language, Culture and Arts, Rey Juan Carlos University, Paseo Artilleros s/n, 28032 Madrid, Spain
Antonio Alejandro Lorca-Marín: Department of Integrated Didactics, Avenida de las Fuerzas Armadas, S/N, University of Huelva, 21007 Huelva, Spain

Sustainability, 2020, vol. 12, issue 8, 1-20

Abstract: Current higher education policies include several challenges, such as the academic internationalization of universities, mobility, and cultural plurality. Beyond the official curriculum, university educators have conceptions of citizenship and pluricultural competence. To understand the conceptions of educators on both topics in the Hispanic and Japanese contexts of higher education, this article presents a quantitative study involving a collaboration between a sample of education and social sciences teaching staff from universities in Spain and Japan. The CYASPS ® (Citizenship and Plurilingual Social Actors in Higher Education) instrument and a categories system were designed for data collection and analysis with the support of SPSS (Statistical Package for the Social Sciences) software. Using a comparative approach, this study investigated the teaching staffs’ conceptions about citizenship and pluricultural teaching–learning environments, which focused on their views regarding different kinds of citizenship, citizens’ participation, and sources for the development of pluricultural competences. Based on a descriptive and factorial analysis, there were significant correlations between citizenship and pluricultural competence, with relevant connections between key aspects of pluricultural competence, including awareness of the rights from the liberal citizenship model, civic commitment of the republican citizenship model, and several elements of cosmopolitan and radical citizenship.

Keywords: teachers; citizenship; higher education; pluricultural competence; international context (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

Downloads: (external link)
https://www.mdpi.com/2071-1050/12/8/3109/pdf (application/pdf)
https://www.mdpi.com/2071-1050/12/8/3109/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:12:y:2020:i:8:p:3109-:d:344821

Access Statistics for this article

Sustainability is currently edited by Ms. Alexandra Wu

More articles in Sustainability from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().