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Record Nr. |
UNINA9910404119403321 |
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Autore |
Lähdesmäki Tuuli |
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Titolo |
Intercultural Dialogue in the European Education Policies : A Conceptual Approach / / by Tuuli Lähdesmäki, Aino-Kaisa Koistinen, Susanne C. Ylönen |
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Pubbl/distr/stampa |
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Cham, : Springer Nature, 2020 |
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Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2020 |
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ISBN |
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Edizione |
[1st ed. 2020.] |
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Descrizione fisica |
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1 online resource (XIV, 114 p. 1 illus.) |
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Disciplina |
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Soggetti |
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Educational policy |
Education and state |
International education |
Comparative education |
European Union |
Educational Policy and Politics |
Education Policy |
International and Comparative Education |
European Union Politics |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di contenuto |
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Preface -- Chapter 1. Introduction: What is intercultural dialogue and why is it needed in Europe today? -- Chapter 2. Data and methods: A conceptual approach to intercultural dialogue -- Chapter 3. Definitions and contexts of intercultural dialogue within European policy documents -- Chapter 4. Analysing intercultural dialogue through conceptual densities -- Chapter 5. Affective rhetoric and 'sticky concepts' in European education policy documents -- Chapter 6. Conclusions and suggestions for improving European education policies. |
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Sommario/riassunto |
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This open access book analyses intercultural dialogue as a concept, |
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policy and ideal in European education policy documentation. The core European transnational organizatons – the Council of Europe and the European Union – have actively promoted policies to engender inclusive societies and respond to challenges that diversification may entail. This book, in turn, offers suggestions for improving education policies in super-diversified Europe and beyond, where there is an increasing need for cultural understanding and constructive dialogue. The authors utilize concept analysis to reveal how these organizations seek to deal with dialogue between cultures, as well as weight given to cultural differences and intercultural encounters. This book will be of interest and value to scholars of intercultural dialogue and European education policies. . |
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