In an world that is growing increasingly pluriethnic, the intercultural pedagogy is asked to develop educational models. These models aim at training individuals who not only accept their own culture but are open to the diversity of other cultures pursuing a constructive dialogue with them. However, it also promotes an intercultural approach based on the epistemological level thus recognizing the crucial need to invest in education as a means of fighting prejudices which arise from a lack of knowledge and a restricted mentality towards anything which presents itself as being different from common national cultural paradigms. Therefore, we must recognize that education cannot be identified as innate to man, but must be thought about, designed and constantly enhanced. Since, in school settings the pedagogy research engages with practical issues and becomes more action-oriented, it is primarily important to investigate the national approaches and attitudes to the integration of young immigrants into the different school systems. Moreover, it also focuses on the way the immigrant receiving countries recognize the role of intercultural education in fostering the training of individuals who can live in a complex and cosmopolitan reality which changes continuously.
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