Identifying and developing effective approaches to foster intercultural understanding in schools

Abstract

This paper provides a systematic review of education literature focused on identifying school-based approaches for developing students’ intercultural understanding. Studies were assessed using selection criteria and then critically appraised for study quality. A key finding from the review is that developing students’ intercultural understanding beyond cultural awareness requires students and teachers to take a critical approach toward cultural diversity, as well as the opportunity for ongoing intercultural and intergroup contact. Studies reported that only building cultural awareness and knowledge is not enough to promote long-term changes in attitudes. There is a need for more rigorously evaluated longitudinal school-based interventions. Finally, studies consistently call for investment in teachers’ professional and personal intercultural capabilities. The paper concludes by calling for school-based interventions that are informed by best practice approaches at a whole school level in order to effectively develop students’ intercultural attitudes and skills.

Keywords:

• intercultural understanding
• multicultural education
• intercultural programs
• schools
• student

Acknowledgements

We would like to acknowledge the contributions of the research team, including Prof Eleanor Wertheim, Prof Elizabeth Waters, Ms Elizabeth Freeman and Ms Margot Trinder. The first author is supported by a Victorian Health Promotion Foundation (VicHealth) Research Innovation Grant and was supported to conduct this research by a competitive tender from the Department of Education and Early Childhood Development; and the second author by an NHMRC training fellowship (#628897) and by VicHealth.