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Citizenship and Pluriculturalism Approaches of Teachers in the Hispanic and Japanese Contexts: Higher Education Research

Author

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  • Emilio José Delgado-Algarra

    (Department of Integrated Didactics, Avenida de las Fuerzas Armadas, S/N, University of Huelva, 21007 Huelva, Spain)

  • Ignacio Aguaded

    (Department of Pedagogy, Avenida de las Fuerzas Armadas, S/N, University of Huelva, 21007 Huelva, Spain)

  • César Bernal-Bravo

    (Department of Education Sciences, Language, Culture and Arts, Rey Juan Carlos University, Paseo Artilleros s/n, 28032 Madrid, Spain)

  • Antonio Alejandro Lorca-Marín

    (Department of Integrated Didactics, Avenida de las Fuerzas Armadas, S/N, University of Huelva, 21007 Huelva, Spain)

Abstract

Current higher education policies include several challenges, such as the academic internationalization of universities, mobility, and cultural plurality. Beyond the official curriculum, university educators have conceptions of citizenship and pluricultural competence. To understand the conceptions of educators on both topics in the Hispanic and Japanese contexts of higher education, this article presents a quantitative study involving a collaboration between a sample of education and social sciences teaching staff from universities in Spain and Japan. The CYASPS ® (Citizenship and Plurilingual Social Actors in Higher Education) instrument and a categories system were designed for data collection and analysis with the support of SPSS (Statistical Package for the Social Sciences) software. Using a comparative approach, this study investigated the teaching staffs’ conceptions about citizenship and pluricultural teaching–learning environments, which focused on their views regarding different kinds of citizenship, citizens’ participation, and sources for the development of pluricultural competences. Based on a descriptive and factorial analysis, there were significant correlations between citizenship and pluricultural competence, with relevant connections between key aspects of pluricultural competence, including awareness of the rights from the liberal citizenship model, civic commitment of the republican citizenship model, and several elements of cosmopolitan and radical citizenship.

Suggested Citation

  • Emilio José Delgado-Algarra & Ignacio Aguaded & César Bernal-Bravo & Antonio Alejandro Lorca-Marín, 2020. "Citizenship and Pluriculturalism Approaches of Teachers in the Hispanic and Japanese Contexts: Higher Education Research," Sustainability, MDPI, vol. 12(8), pages 1-20, April.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:8:p:3109-:d:344821
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    References listed on IDEAS

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    1. Emilio José Delgado-Algarra & Isabel María Román Sánchez & Eva Ordóñez Olmedo & Antonio Alejandro Lorca-Marín, 2019. "International MOOC Trends in Citizenship, Participation and Sustainability: Analysis of Technical, Didactic and Content Dimensions," Sustainability, MDPI, vol. 11(20), pages 1-19, October.
    2. Michele Biasutti & Eleonora Concina & Sara Frate, 2019. "Social Sustainability and Professional Development: Assessing a Training Course on Intercultural Education for In-Service Teachers," Sustainability, MDPI, vol. 11(5), pages 1-12, February.
    3. Esteban Vázquez-Cano & Manuel León Urrutia & María Elena Parra-González & Eloy López Meneses, 2020. "Analysis of Interpersonal Competences in the Use of ICT in the Spanish University Context," Sustainability, MDPI, vol. 12(2), pages 1-12, January.
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    1. María Dolores Díaz-Noguera & Carlos Hervás-Gómez & Ana María De la Calle-Cabrera & Eloy López-Meneses, 2022. "Autonomy, Motivation, and Digital Pedagogy Are Key Factors in the Perceptions of Spanish Higher-Education Students toward Online Learning during the COVID-19 Pandemic," IJERPH, MDPI, vol. 19(2), pages 1-14, January.

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