If education is the act or process of educating or being educated, and also the field of study that is concerned with the pedagogy of teaching and learning (Dictionary of the English Language, 2003), then intercultural education includes pedagogy, curricula, and the communication between the migrants and the natives in school and in society. The integration of children in school is linked to the integration of parents in society. The intercultural education means therefore that managing diversity is not a problem in schools only, but concerns the whole of society, particularly with regard to policies implemented in social, family, and migration fields. In European societies, non-European migrants are integrated in two ways: through a universalist philosophy or a differentialist philosophy. The first means equity between migrants and natives based upon similarity and the second means equity based upon differences. Those traditions can be observed also in school practices.
Nevertheless, these two traditions produce unexpected effects. The universalist philosophy does not recognize discrimination, and through the differentialist philosophy there is no communication between migrants, and between migrants and natives. The European Union (EU) proposes therefore “good practices” in intercultural education to avoid these unexpected effects. A comparative study concerning eight European countries will try to confirm this hypothesis (Italy, Finland, France, Germany, Luxembourg, the Netherlands, Sweden, and the United Kingdom). The results of the research focus on three major points:
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Regnault, E. (2009). Cultural Identity and Good Practices in Intercultural Education in Europe. In: Zajda, J., Daun, H., Saha, L.J. (eds) Nation-Building, Identity and Citizenship Education. Globalisation, Comparative Education and Policy Research, vol 3. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9318-0_11
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