Center for Intercultural Psychology and Education

1
Center for InterculturalPsychology and Education

• Eötvös Loránd University, Budapest
• ELTE

2

• Eight faculties of the ELTE
• Arts
• Education and Psychology,
• Elementary and Nursery School Teacher Training,
• Informatics,
• Law and Political Sciences,
• Science,
• Social Sciences, and
• the Bárczi Gusztáv Faculty of Special Education

3
(No Transcript)
4
Bologna process

• 3 years BA in Psychology, Education and Andragogy
• 2 year MA in Psychology, Education and Andragogy,
  MA in Intercultural Psychology and Education
  (CIPEs MA degree program)
• 2 year Teacher Training MA (CIPEs program
  multicultural education)
• PhD schools of Psychology and Education

5
Foundation and goals

• Founded in September 2005
• 6 staff back-ground in psychology, education,
  linguistics
• Its goal is to
• study multi-and intercultural issues from the
  perspective of psychology, education,
  anthropology, and the sociology of education,
• promote the integration of research findings into
  the training and education of students.

6
Teaching in the BA, MA and PhD programs in
Psychology and Education
7
Programs of CIPE

• 1. The Holocaust and Social Conflicts Studies
  Program (independent program, BA level, 50 ECTS)
  (since 2005)
• 2. Intercultural studies, education and
  socialization program (independent program, BA
  level, 50 ECTS) (since 2006)
• 3. Master program in Intercultural psychology and
  education (120 ECTS) (September 2009)
• 4. Master subprogram Teachers in Multicultural
  education (40 ECTS) (September 2009)

8
Teaching CIPEs independent programs

• 1. The Holocaust and Social Conflicts Studies
  Program (50 credit points, courses are to be
  taken separately or as a whole program)
• founded in September 2005
• to integrate the Holocaust and less researched
  related historical-cultural phenomena into higher
  education,
• provides a multidisciplinary approach through an
  integrated curriculum consisting of
• historical,
• social psychological,
• literary
• and film courses.

9
Teaching CIPEs independent programs

• 2. Intercultural studies, education and
  socialization program (50 credit points, courses
  are to be taken separately or as a whole program)
• Founded in September 2006
• offering the discussion and interpretation of
  various approaches, theoretical and practical
  considerations concerning
• multi- and intercultural issues,
• education,
• socialization at school and in the family,
• socialization of gender roles,
• and human rights education.

10
Intercultural studies, education and
socialization program

• Programme units
• INTRODUCTORY COURSES
• Childs development, childrens education and
  childrens culture
• Prejudices, stereotypes, and inter-group
  conflicts
• Minorities
• Sensitivity training
• CORE COURSES
• Ability, selection and equity in education
• The culture of education from systems to daily
  practice
• Multicultural and human rights education
• Cultural encounters, migration and acculturation
• The representation of cultural diversity at
  schools
• ELECTIVES (two courses are mandatory)
• Family and school narratives
• Gender representation
• Art and intercultural issues in education
• The social construction of self and the other
• Romany children at school
• Research methodology seminar

11
3. Masters Degree Program in Intercultural
Psychology and Education

• Concepts of culture
• Minorities in different societies
• The development of multiculturalism, and critical
  approaches to multicultural theories
• Minority and majority identities
• Human and minority rights
• Prejudices and ideologies
• Globalization and migration
• Sensitivity training workshops
• Intercultural communication workshops
• Research methods in social sciences quantitative
  and qualitative methods
• Intercultural training
• Research methodology reading German and English
  language reference literature
• Cultural and comparative cultural psychology
  social behavior and the child
• Interculturalism in everyday practice family,
  school, counseling, health

12
3. Masters Degree Program in Intercultural
Psychology and Education

• Intercultural and comparative pedagogy the world
  of education in East and Southeast Asia
• Thinking, learning and social behavior
  East-Asian and Euro-American patterns
• Narratives of different cultures. Reading and
  analyzing texts of different genres in fiction
• Non-western pedagogies reading and analyzing
  reference literature
• Cultural and comparative cultural psychology
  gender relations
• Intercultural psychology prejudices, stereotypes
  and theories of inter-group relationships
• Intercultural psychology social conflicts
• The representation of social groups in the media
• Interculturalism in everyday practice
  organizations and cultures
• Interculturalism in everyday practice managing
  conflicts, negotiations, peace
• Models of minority education and the education of
  minority students in Hungary
• School practice
• Cultural encounters and the school
• Fieldwork

13
4. Master subprogramTeachers in multicultural
education

• Multicultural education theory and practice
• Multicultural schools (human rights, minority
  educational policies, multicultural currricula
  and materials representing multiculturalism)
• Children coming from different historical
  minorities or from different ethnic and immigrant
  groups at school
• Comparative pedagogy
• Inclusion, integration and children with
  different abilities in the school system
• Globalization and education
• European identity and education
• Culture, socialization and identity
• Familiy and school cultures

14
4. Master subprogramTeachers in multicultural
education

• Cultural values concerning learning and knowledge
• The social psychology of power, intergroup
  relations and social conflicts
• Migration and interaction between cultures
• Ethnic conflicts, international crises, genocides
  and terrorism
• The memory of social traumas in education
• Holocaust social stigmatization and political
  repression
• Democracies and dictatorships social constraints
  and opportunities for individual decision-making
• Gender concepts, gender socialization and gender
  roles in different cultures
• Gender as a social construct at school
• The social constructs of sexuality homophobia,
  homosexual identities
• Intercultural communication skills and
  non-prejudiced thinking self-experience training
• The social consequences of gender role
  constructs self-experience training
• Multiculturalism and conflict analysis in
  practice (field work, research, resourse
  analysis, text-book analysis and program
  development)

15
Faculty and research fields

• Ágnes Boreczky , associate professor CSc .
  Sociology of education, family history
• Erzsébet Cs. Czachesz , professor Dr, Habil,
  DSc. Bilingual education, multicultural
  education, intercultural pedagogy
• János Gyori , associate professor Ph.D .
  Comparative education, migration, education of
  the gifted
• Mónika Kovács , associate professor, PhD.
  Holocaust education , gender and carrier
• Lan Anh Nguyen Luu, associate professor, habil.
  CSc. Cross-cultural psychology, acculturation,
  gender and work.
• Mónika Szabó , assistant professor, PhD
  candidate. Dynamic gender stereotypes, gender
  identity, occupational roles and gender
• Research topics of the whole center or of teams
  in the center
• Intercultural approaches to classroom
  communication
• Acculturation in school

16
Research topics

• Bilingual and intercultural education, minority
  education
• Education beyond the school system from a
  comparative perspective
• Family culture and socialization at school
• Family stories from sociological and
  psychological perspectives
• Culturally responsive teaching Socialization and
  cognitive development in Roma families
• Gender roles in the family and at work
• The relationship between gender stereotypes and
  self-representations
• Social identity and gender
• Prototypical images of the talented among
  English, Japanese and Hungarian students
• The social support of migrants concerning
  schooling
• Achievement motivation, values and attitudes of
  the immigrant and non-immigrant students and
  their parents towards school and learning

17
Research topics

• Reading and early development
• The stages of and the chances for the development
  of reading comprehension
• History of the Hungarian and European Holocaust,
  collective memory
• Jewish individual and collective responses to
  persecution in Hungary and Europe
• Holocaust education program evaluation and
  assessment
• Economic aspects of the Holocaust
• Rescue, resistance and collaboration during the
  Holocaust, personal decisions collective
  phenomena
• Personal memory and oral histories in research of
  the 20th century

18
More details.

• 1. Intercultural approaches to classroom
  communication
• 2. School integration and social support
  Chinese migrant children in 4 European countries
  (supported by British Academy)
• 3. Acculturation and school adaptation among
  Vietnamese students in Hungarian schools
  (Hungarian Scientific Research Fund OTKA 68279)
• 4. Towards culturally responsive education the
  characteristics of family socialization in three
  Roma communities (Hungarian Scientific Research
  Fund OTKA 49707)

19
1. Research project (submitted proposal)
Intercultural approaches to classroom
communication

• beliefs, attitudes of practising teachers on
  interculturality
• teachers attitudes towards immigrant and
  minority (Romany) students, towards their
  abilities and giftedness and towards gender
  differences
• Survey and then classroom observation with a
  selected group of teachers.

20
2. School integration and social support
Chinese migrant children in 4 European countries

• (supported by British Academy)
• Robin Goodwin, project leader, Great Britain
• Márta Fülöp, Nguyen Luu Lan Anh, Hungary
• Kerstin Goebel Germany
• Hector Grad, Luisa Martin Rojo Spain
• Method questionnaire with 218 Chinese mothers

21
2. School integration and social support
Chinese migrant children in 4 European countries

• Chinese community in Hungary
• Non-official ethnic minority group
• Migration wave after political transition (visa
  was not needed)
• The most significant number in whole Central and
  Eastern Europe
• The only Chinese school (Hungarian-Chinese
  school, funded with the help of Hungarian
  Ministry of Education)
• Mostly entrepreneurs (middle man category)
• Income higher than Hungarian average, but
  associated to low prestige jobs and status
• (Feischmidt, Nyíri, 2006)

22
2. School integration and social support
Chinese migrant children in 4 European countries

• Important value of education and higher education
  (92,1 think that children should go to college,
  Univ)
• Presence of social support, provided by family,
  school
• Little discrimination (Germany has a bit higher)
• Mothers are satisfied with school integration of
  children (better than with integration of the
  whole community in general).
• Chinese in Hungary maintain the strongest
  relationship with culture of origine.
• Chinese in Hungary are the least satisfied with
  school, Chinese in Spain are the most satisfied
• Children have relatively good social networks.