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What Does Using a Shared Franco-German Toolbox Reveal About the Discourse of Teacher Trainers on Interculturality?

What Does Using a Shared Franco-German Toolbox Reveal About the Discourse of Teacher Trainers on Interculturality?
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Author(s): Veronique Lemoine-Bresson (Université de Lorraine, France)and Dominique Macaire (Université de Lorraine, France)
Copyright: 2021
Volume: 6
Issue: 1
Pages: 16
Source title: International Journal of Bias, Identity and Diversities in Education (IJBIDE)
DOI: 10.4018/IJBIDE.2021010103

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Abstract

From 2011 to 2015, the Franco-German Youth Office (FGYO – Office franco-allemand pour la Jeunesse [OFAJ]/Deutsch-Französisches Jugendwerk [DFJW]) conducted a major research project entitled La Valisette franco-allemande/Die deutsch-französische Kinderkiste. The aim of the project was to explore teacher trainers' conceptions of language and interculturality through the use of a pedagogical and cultural “toolbox.” This article explores the nature of interculturality in the specific context of early childhood education. It theorizes interculturality as both a polysemic and polemic notion and navigates between “renewed interculturality” in a “liquid approach” and an essentialist framework in a “solid approach.” The study argues that analysing the discourse and meta-discourse of teacher trainers (called “multipliers”) during focus groups on the shared toolbox is an effective way to explore the notion of interculturality.

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