Psychosocial and Curricular Determinations of Intercultural Education Programs

Claudiu Marian Bunaiasu (), Alexandru Constantin Strunga (), Aida Cornelia Stoian () and Monica Tilea ()
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Claudiu Marian Bunaiasu: Prof. Dr., University of Craiova, Faculty of Letters, Department of Communication, Journalism and Education Sciences, Romania
Alexandru Constantin Strunga: Assist. Prof. Dr., University of Craiova, Faculty of Letters, Department of Communication, Journalism and Education Sciences, Romania
Aida Cornelia Stoian: Assist. Prof. Dr., University of Craiova, Faculty of Letters, Department of Communication, Journalism and Education Sciences, Romania
Monica Tilea: Assoc. Prof.Dr., University of Craiova, Faculty of Letters, Department of Romance and Classical Languages, Romania

Revista romaneasca pentru educatie multidimensionala - Journal for Multidimensional Education, 2021, vol. 13, issue 2, 304-322

Abstract: The article is scientifically and axiologically justified by the assumption that the conceptual-methodological basis and the results in the field of intercultural psychosociology are sources and landmarks in the development of intercultural education and school curriculum. In this respect, this study highlighted relevant contributions in intercultural psychosociology, their educational and curricular impact and also explored some possibilities of developing intercultural education and reconfiguration of the school curriculum from the perspective of interculturalism. The article started from the general hypothesis that if we outline the students’ social representations, attitudes and curricular preferences concerning intercultural education of students, correlated to the European dimension of education, then it will be possible to develop the premises for action and intervention model in the field of intercultural education curricula. The general hypothesis was operationalized in four particular hypotheses that were subsequently confirmed. The research was conducted using an adapted questionnaire (InterQ) based on authors’ previous studies in the field of curriculum and was applied on a sample of 213 students from the University of Craiova. The article also includes critical analyses, personal opinions and authors' opinions on concerning socio-educational transposition of the research results from intercultural psychosociology, and also advances some directions for future research.

Keywords: intercultural education; intercultural psychosociology; comprehensive approach of cultural diversity paradigm; intercultural competences; intercultural curriculum (search for similar items in EconPapers)
JEL-codes: I2 (search for similar items in EconPapers)
Date: 2021
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Persistent link: https://EconPapers.repec.org/RePEc:lum:rev1rl:v:13:y:2021:i:2:p:304-322

DOI: 10.18662/rrem/13.2/423

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