Notions of intercultural citizenship in initial teacher training
a systematic literature review
DOI:
https://doi.org/10.47553/rifop.v100i39.1.102610Abstract
The aim of this study is to present the state of the art on the notions of intercultural citizenship present in the scientific literature on initial teacher training. To this end, a systematic review of the literature, published between 2000 and 2023, is carried out in the databases of Web of Science (WoS), Scopus, ProQuest, JSTOR, ERIC, Scielo, Dialnet and Google Scholar, based on adaptations of the PRISMA 2020 Statement. The search process is developed in four phases, based on defined inclusion criteria and a thematic analysis, which allows the final selection of 10 documents. The selected documents are subjected to a qualitative content analysis by means of open and axial coding in ATLAS.ti 23 software. The results show that the perspective of intercultural citizenship is scarcely present in initial teacher training, which is expressed under three notions: intercultural citizenship as professional teaching competence in multicultural and intercultural contexts, intercultural citizenship for foreign language acquisition, and intercultural citizenship for global citizenship education. It is concluded that the scarce presence of intercultural citizenship in the training of future teachers is the result of Western monocultural conceptions of citizenship prevailing in teacher training programs, which hinder a teacher training respectful of social and cultural diversity and aimed at establishing an intercultural dialogue of knowledge for the learning of citizenship in all students in multicultural and intercultural contexts.
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