1 / 12

Manuela Guilherme

Manuela Guilherme. www.ces.uc/icopromo www.ces.uc/interact. Professional Development. STANDING CONFERENCE OF MINISTERS OF EDUCATION, ATHENS, November 2003 (21-7).

lindahl
Download Presentation

Manuela Guilherme

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Manuela Guilherme www.ces.uc/icopromo www.ces.uc/interact Professional Development

  2. STANDING CONFERENCE OF MINISTERS OF EDUCATION, ATHENS, November 2003 (21-7) It is recommended that the conceptual research on intercultural education be re-launched (with a view to adapting terminology and clearly defining the content and context of intercultural education) ICOPROMO proposal submitted in November 2002 INTERACT proposal submitted in April 2003

  3. Paradigm Shift Difference Democratic citizenship Human Rights Equity Multiculturalism Intercultural Dialogue Equality

  4. Strategy Change ASSIMILATION INTEGRATION criticality PARTICIPATION

  5. MANAGEMENT AND DEVELOPMENT TEAM • Centro de Estudos Sociais, Univ. of Coimbra, Portugal (coordinator); • Abteilung für Fachsprachen, Johannes Keppler Univ., Linz, Austria; • Departamento de Filologia Inglesa, Univ. de Jaén, Spain; • Anglia Ruskin University, Great Britain ADVISORY/CONSULTATIVE GROUP • Centro de Estudos e Formação Autárquica (Portugal); • International Management Education (Finland); • Siemens (Austria).

  6. “His English is perfect. So, in our meetings, he is able to make a speech and say absolutely nothing. That is obviously a great advantage … “I can speak English fairly well but I am also aware of my limits, for instance, when I am not saying what I want to say or in the way I want to say it. Sometimes, I want to use irony or humour, which is very difficult when we are not using our mother tongue.”

  7. When you work in a multicultural team you tend to understand certain behaviours in some way to which they do not eventually correspond. Therefore, the big challenge is to get to know the characteristics of each one of your peers so that you can work well with them and build some sort of routine in working with them. For example, … I remember this Swedish colleague with whom I got on really well, the Swedish have this idea that only they work in a democratic regime, only their regime is transparent. That all the other regimes, and I am obviously exaggerating but this defines people’s behaviours, tend to hide information … because there are confidential documents issued by the committees, for example, which they simply refuse to keep confidential. … So, if I respond negatively to something it is not because I disagree with what we wrote, but because I work according to a certain paradigm … (E2, Transnational Organisation)

  8. FOREWORD - Michael S. Byram; INTRODUCTION - Manuela Guilherme PART I – Ideas and Models in Perspective Ch. 1 - Intercultural Conflict Interaction Competence: From theory to practice - Stella Ting-Toomey Ch. 2 - National Occupational Standards in Intercultural Working: Models of theory and assessment - Anne Davidson-Lund and John O’Regan Ch. 3 - Training and Intercultural Education: The danger in ‘good citizenship’ - Alison Phipps

  9. PART II – Intercultural Communication, Interaction, Management and Responsibility in Theory and Practice Ch. 4 - Intercultural Responsibility: Power and ethics in intercultural dialogue and interaction - Manuela Guilherme, Clara Keating and Daniel Hoppe; Ch. 5 - Emotional Management: Expressing, interpreting and making meaning of feelings in multicultural teams - Alexandra Kaar; Ch. 6 - Intercultural Interaction: A sense-making approach - Terence Mughan and Greg O’Shea; Ch. 7 - Communicative Interaction: Intercultural verbal and non-verbal interaction - María Luisa Pérez Cañado and María del Carmen Méndez García; Ch. 8 - Ethnography: The use of observation and action research for intercultural learning - Katalin Illes; Ch. 9 - Biography: The role of experience in intercultural learning - María del Carmen Méndez García and María Luisa Pérez Cañado; Ch. 10 - Diversity Management: Negotiating representations in multicultural contexts - Clara Keating, Manuela Guilherme and Daniel Hoppe; Ch. 11 - Working in Multicultural Teams - Evelyne Glaser

  10. PART III – Voices from the ‘Real’ World Ch. 12 - Intercultural Relations at the Workplace - Guenther Zoels and Thomas Silbermayr; Ch. 13 - Sharing Reflections on Intercultural Learning - Isabel Ferreira Martins; Ch. 14 - Intercultural Education in International Management - Anneli Kansanen and Leena Vohlonen; CONCLUSION:Intercultural competence for professional mobility - Manuela Guilherme, Evelyne Glaser, María del Carmen Méndez-García

More Related