How can international education help reduce students’ prejudice?

被引：1
|
作者：
Hughes C. [1 ]
机构：
[1] International School of Geneva, 62, Route de Chêne, Geneva
来源：
PROSPECTS | 2014年 / 44卷 / 3期
关键词：
Cognition; Cognitive development theories; Curriculum; Intercultural competence; International education; Prejudice; Psychoanalytical theories; Sociological theories; Textbooks; The International Baccalaureate; UNESCO;
D O I：
10.1007/s11125-013-9291-9
中图分类号：
学科分类号：
摘要：
This article offers a definition of prejudice and then reviews the literature on relevant theories of its development and methods to identify and map it. It then discusses how prejudice is institutionalised and legitimised in schools, before turning to the main thrust of its investigation: the extent to which international education (K-12) can reduce prejudice. It then offers several sets of suggestions on how to reduce prejudice in schools, drawing on research, theory, and practice. © 2014, UNESCO IBE.
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页码：395 / 410
页数：15
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