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ABSTRACT
One of the core goals of intercultural education is to develop critical and empathic reflection on social justice, particularly as related to humanistic choices and how individuals can counteract exclusion. The present article analyses the Values and Knowledge Education (VaKE) approach, which is aimed at raising awareness about implicit value-oriented priorities in decision-making. Through the Human Development and Capability Approach, the applicability of VaKE’s didactic principles is analysed in relation to young people’s perspectives on resettlement in Europe. The VaKE method was used at a 2013 summer camp in Austria with a culturally diverse group of young Europeans who were presented with a dilemma story that highlighted the complex issue of providing assistance to asylum seekers. The participants engaged in various knowledge and moral viability checks that enabled them to engage with opposing arguments. The participants evidenced critical reflection and self-scrutiny, as well as affiliation and empathic imagination, regarding problems that are encountered by asylum seekers.
Disclosure statement
No potential conflict of interest was reported by the authors.
Notes
1. The platon forum existed from 2004 to 2015.
Additional information
Notes on contributors
Frédérique Brossard Børhaug
Frédérique Brossard Børhaug is Associate Professor of Education at NLA University College, Bergen in Norway, and teaches Intercultural Education for Bachelor and Master’s students. Frédérique Brossard Børhaug holds a PhD in Education from the University of Oslo, Norway. Her main areas of research are ethics and Anti-Racist education in French and Norwegian multicultural school contexts, Human Development and Capability Approach (HDCA), the purpose of inclusion in education and VaKE-didactics (Values and Knowledge Education) in intercultural teaching.
Sieglinde Weyringer
Sieglinde Weyringer is Senior Lecturer at the Department of Educational Science at the University of Salzburg, Austria. Sieglinde Weyringer holds a PhD and a Master degree from the University of Salzburg, a degree for Gifted Education from the University of Nijmegen, The Netherlands, and a degree for teaching in Primary schools. Her research focus is on high ability studies, citizenship education, critical thinking and didactics in values education (VaKE - Values and Knowledge Education).