Dr Z Nicolazzo

Laura Izquierdo Fontestad, PhD candidate, and
Tamar Shuali, Senior Lecturer, Catholic University of Valencia Spain.

Dr Michalis Kontopodis

Dr Heather Switzer

Postfeminist Politics and Girl Effects: School(ing) Girls in Global and Local Discourse

Prof Yasar Sarikaya

Islamic Education in Germany

Dr Rachel King

Youth, Theatre, Radical Hope and the Ethical Imaginary: an intercultural investigation of drama pedagogy, performance and civic engagement study.

What I meant and the respondent assumed: Improving question performance through cognitive interviews.

The seminar addresses cognitive interviewing – a survey evaluation tool that has rarely been used in
education research. This method promises to identify potential questionnaire flaws by examining whether questions are interpreted as intended. I conducted cognitive interviews with English and Georgian speakers as part of pretesting a bilingual online questionnaire. I will reflect on my experience of applying this technique to improving question performance across different cultures and languages.

Developing intercultural competences in preservice teachers

Spain is currently the tenth European country in receiving migrants- new comers-. According to statistics, there are about 6.5 million migrants residing in Spain, it is about 12.2% of the total of the Spanish population. Comparing the different autonomous communities of Spain, Spanish National Institute of statistics, (INE, 2013) establishes that the region of Valencia is among the four regions with the highest percentage of newcomers -about 17.2% of its population are migrants. Therefore, it is understood there is an urgent need for an educational response that addresses migrant student’s needs. Research demonstrates that a major aspect in the determination of integration is the need to recognize cultural diversity. In the first place, this study analyses the theoretical framework of intercultural education as an appropriate educational response based on acknowledgment of cultural diversity. In the second place, it focuses on the notion of intercultural competences, aiming towards the evaluation of the achievements of such competences among pre-service teachers during their basic training.