CULTURE AND SOCIAL BEHAVIOR IN POLYCULTURAL EDUCATION
As a result of the study of Chapter 5, the student must:
• features and risks in communicating students in a class with a mixed ethno-cultural composition;
• features and risks in communicating teachers with students in a class with a mixed ethno-cultural composition:
be able to
• organize psychological support of students in classes with a mixed ethno-cultural composition;
• predict the conflicts and ways of their occurrence in classes with a mixed ethno-cultural composition;
• organize the training of all stakeholders in the pedagogical process on issues of multicultural education;
• methods of forming a culture of peace and a culture of interethnic communication within the educational work of an educational institution;
• methods of teaching teachers to work in classes with a mixed ethno-cultural composition.
Psychology of intercultural relations in multicultural education
When organizing a multicultural education, special attention should be paid to the social and emotional development of students. As noted by D. Matsumoto, this aspect is no less important than the development of thinking skills. The socially-emotional development of students plays an important role in the process of interpersonal communication.
In real practice, when educators and psychologists of education are faced with the task of preparing children for communication in a zero-cultural environment, the influence of cultural differences between the child's environment and its development is often not given importance. the phenomenon of cultural transmission. In this regard, it is important to consider the specifics of the impact of the cultural specificity of their nuclear family on the socialization of young children, since the impact on them of such socialization institutions as the kindergarten and the school is substantially smaller than the family.
One of the dominant theories of socio-emotional development was proposed by E. Erickson. According to this theory, human development is carried out throughout life through the so-called psychosocial crises , in which a person makes the choice of his future path of development. Although Erikson developed his theory in the US, he relied on studies involving representatives of different cultures. And cross-cultural studies, as D. Matsumoto points out, on the whole this theory is confirmed. However, he adds, cultures differ in how they determine the success of a particular solution to a crisis.
In addition, the labels that Erickson used to describe the conflicts that underlie each stage may be less acceptable in different cultures. So, as an alternative to autonomy, he used the words "shame" and doubt & quot ;. However, in collectivistic cultures, where too much autonomy is not encouraged, the "absorption relationship" can become an alternative. And shame, on the contrary, in these cultures is often used against too strong autonomy. Thus, it can be argued that there is a correlation between the normative version of the passage of developmental stages adopted in culture and the peculiarities of culture. The latter can be conveniently described using the parameters selected by H. Hovstede. You can see that each of these parameters has the greatest impact on one of the psychosocial stages. Consider how this happens on each of them.
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