As a result of the recent influx of immigrant students, intercultural education has become a significant field of interest in Italy. Despite the fact that many educational projects have a well-established rhetorical and ideological approach, the term “intercultural” has become a generic term that has been loosely defined and poorly implemented. On that basis, this article offers a deconstructive reading of a qualitative study conducted in Sicilian schools as part of a European intercultural education project. The study sought to learn more about how cultural diversity representations influence teachers' educational and ethical actions when working with migrant students. We used the deconstruction perspective as a model of analysis to interpret the narrations of teachers and school leaders on intercultural education. The deconstructive analysis revealed a wealth of content, both in terms of the breadth and richness of the answers and the complexity and intertwining of the emerging intercultural issues. Cultural models of teachers influence not only their students but most importantly, their own teaching and professional profiles. Indeed, the ultimate goal is to deconstruct dominant representations of difference and diversity, as well as the implicit pedagogical culture that influences teachers' educational and teaching practices.
Bufalino, G., & D’Aprile, G. (2021). A deconstructive reading of intercultural education of teachers’ and school leaders’ narrative in Italy. In W. B. James, C. Cobanoglu, & M. Cavusoglu (Eds.), Advances in global education and research (Vol. 4, pp. 1–10). USF M3 Publishing. https://www.doi.org/10.5038/9781955833042
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