INTERCULTURAL AND MEDIA EDUCATION IN TEACHING PRACTICE - AN EXAMPLE OF GOOD PRACTICE

Oct 15, 2026

Uploaded by Putri

Both Media Education and Intercultural Education are addressed as study subjects in Romanian schools and universities despite European Commission recommendations. The article provides theoretical background and practical clarifications for both fields, then presents a good practice developed through a European project. It contrasts how Romanian curricula typically treat the two areas separately across school and university contexts, and frames intercultural education toward peaceful coexistence and dialogue.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages7

Reading Time18 min

AccessFree to download

Introduction

Theoretical background

Intercultural Education: Conceptual Clarifying

Volume 1, Number 2, 2008 INTERCULTURAL AND MEDIA EDUCATION IN TEACHING PRACTICE. AN EXEMPLE OF GOOD PRACTICE Iuliana Marchis, Liliana Ciascai, Vitor Costa Abstract. Both Media Education and Intercultural Education are considered in Romania as a study subject on school and university level, too, in spite of the European Commission’s recommendations, which request that these two subjects to be included in other disciplines, and not to be taught as separate ones. In this article we give some theoretical background and practical clarifications for both media and intercultural education, and we present a good practice in this domain, which is a result of a European project. Zusammenfassung. Beide Medien Bildung und Interkulturelle Bildung werden als in Rumänien, wie eine Studie Thema Schul-und Hochschulbereich, zu, trotz der von der Europäischen Kommission Empfehlungen, die verlangen, dass diese zwei Themen, die in anderen Disziplinen, und nicht zu gelehrt als separate werden. In diesem Artikel geben wir einige theoretische Hintergrund und praktische Erläuterungen für beide Medien und interkulturelle Bildung, und wir eine gute Praxis in diesem Bereich, das ist das Ergebnis eines europäischen Projekts. Keywords: intercultural education, media education, ICT in education 1. Introduction In the documents of the Ministry of Education and Research in Romania, Media Education and Intercultural Education are seen as separate disciplines. This perspective can be found in the school practice, too. Thus Intercultural Education was introduces in the school curricula from 2008/2009 school year. Media Education can be found in the curricula only on the university level, and this discipline is addressed to pre-service or inservice teachers. There is no any reference in the Romanian curricula for realizing intercultural education and media education on a transdisciplinary way, how is suggested in the European documents. 2. Theoretical background 2.1 Intercultural Education: Conceptual Clarifying Contemporary society is characterised by a plurality of cultures and by a system of interrelations and interactions through which cultures influence each other. Part of these connections may be described as „intercultural”. Rey (1986, in Dasen, Perregaux & Rey, 1999) considers that “the term intercultural was chosen as a result of the rich sense of the prefix inter and of the (anthropologic) sense of the word culture. The prefix suggests a process. Thus, when we say intercultural, we implicitly say interaction, exchange, reciprocity, interdependency, and solidarity. Similarly, we say value recognition, recognition of lifestyles, of the symbolic representations to which human beings relate (both individuals or groups in relation to other people) in order to understand the world; recognition of the interactions that appear at a certain moment between the multitude of aspects within one culture or between different cultures, in time and space”. The new stands toward cultural realities determine the extraction of new significance from old cultural symbols as a result of modified references. On the contrary, the concepts of multiculturalism and pluriculturalism suggest a state (multi – many, plural – more), the two concepts suggesting different size) . In fact, Dasen, Perregaux and Rey (1999) consider that ina multicultural society interactions are not excluded, but they are not implicit to this concept. On the other Iuliana Marchis, Liliana Ciascai, Vitor Costa hand, the intercultural society promotes interdependencies, and because of this some authors consider that interculturalism focuses on the individual and not on its cultural features (Peter, 2006) . Intercultural education targets over the peaceful coexistence of cultures, to the building of a sustainable way of living together with the other in a multicultural society, in order to create understanding, respect, and dialogue among different cultural groups, in order to s

FAQs

Why does the article discuss media education and intercultural education together in Romania?

It explains that both topics are treated as separate study subjects in Romania despite European Commission recommendations for them to be integrated into other disciplines.

How does the article characterize intercultural society compared with multiculturalism and pluriculturalism?

It contrasts intercultural society as promoting interdependencies, while multiculturalism/pluriculturalism suggests a state where interactions are not implicit to the concept.

What interventions are suggested to support intercultural education in practice?

The article lists integrating it into the learning process, using a wide range of methods, supporting self-knowledge and stereotype recognition, combining individual and group work, and using ICT and media.

Oct 15, 2026

Uploaded by Putri