In this tumultuous world, characterized by unprecedented migratory movements, societal evolution intersects with an increasing diversity that presents profound challenges. The global landscape is marked by 33 armed conflicts in 2022 alone, resulting in forced displacement and an exceeding count of 100 million displaced individuals worldwide. The traditional understanding of migration as a response to individualized prosecution has expanded to encompass "survival migration," incorporating environmental change and livelihood collapse. This paradigm shift necessitates a reevaluation of human rights and a compelling call for transformative global and intercultural education to address the vulnerabilities, inequities, and discrimination faced by displaced and native youth.

Transformative Intercultural Global Education is a project aimed at shedding light on educational inequalities stemming from race, migration, forced displacement, and cultural factors. Through innovative empirical results, theoretical frameworks, and educational practices, this book seeks to contribute to quality education and, subsequently, a more sustainable society. The objective is to provide educators with proposals that strengthen educational policies and programs aligned with global citizenship, fostering sensitivity, critical thinking, and commitment towards respectful and tolerant coexistence. The research outcomes are designed to encourage actions that promote equity, social justice, and the sustainable development of a global society.

This interdisciplinary exploration into global and intercultural education is tailored for researchers, professors, and university students in the realms of Education, Sociology, Psychology, Social Work, Human Rights, and Migration, among other Social Sciences. Furthermore, professionals engaged in policy implementation at both governmental and migration governance levels will find valuable insights. The book covers a spectrum of essential topics such as Intercultural Didactic Innovation, Socio-educational Inclusion, Arts Integration for Intercultural Competence, and Ethnocultural Conflict Resolution. By addressing these crucial areas, the book aims to equip its audience with the tools and perspectives necessary to navigate the complex challenges of our intercultural world and contribute to a more harmonious and equitable global society.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

Arts Integration for Intercultural Competence
Diversity, Equity, Inclusion and Justice
Educational Strategies to Combat Ethnocultural Bullying
Equitable Social Emotional Learning in the Inclusive School
Ethnocultural Conflict Resolution within the Multicultural Classroom
Ethnolinguistic Inclusion with Students with a Refugee or Migrant Background
Global and Intercultural Education in Initial Teacher Training
Human Cartographies
Intercultural Didactic Innovation in Foreign Language Teacher Training
Plastic and Visual Arts Applied to Cultural Appreciation
Social Media, Prejudices and Cultural Stereotypes
Storytelling, Migrations and Cultural Appreciation
Translanguaging as a Language Inclusion Strategy

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Editor/Author Biographies

Isabel Maria Gómez Barreto is a PhD in Education, UNED, Madrid, Spain. She has a Master’s in Management in Education and a degree in Psychopedagogy. She is a specialist teacher in Special Education, Research Professor in the Department of Pedagogy Knowledge, Teaching and School Organization, Education Faculty, University Castilla-La Manca. Coordinator of the degree of the Teacher Degree in Early Childhood Education and Coordinator of the Teacher Training Master on the Albacete campus of the University of Castilla La Mancha. Spain. Research lines include initial training and professional development of teachers, thought and learning, intercultural education. Publications in national and international indexed scientific journals, participation and direction in national and foreign educational innovation and research projects. Research stays at Florida International University and Harvard University, USA. Development of teacher training activities in Spanish universities, in North America and South America.

Gorka Roman is a professor at the University of the Basque Country. He holds a PhD in Political Science and is currently finishing another PhD in Psychodidactics. He has several Bachelor’s Degrees in Social and Cultural Anthropology, English Studies and Basque Studies. He also has different Master’s Degrees in Nationalism, Visual Anthropology and Conflict Resolution and Migrations. His expertise includes nationalism, discourse analysis and processes of inclusion with migrants and refugees in the European and Basque contexts. He is conducting research in different international investigation groups and is also Principal Investigator in an Erasmus+ project. He has diverse publications on different topics such as political violence, identity formation and social inclusion.

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