Models of multicultural education, Educational models...

Models of multicultural education

Educational models in multicultural communities.

Clarification of the essence of multicultural education can be made through the application of this concept to assess the existing varieties of pedagogical practice in multicultural communities.

First, the modern world is becoming more and more culturally diverse, which is provided by the revival of ethnic and religious cultures, the mass migration, etc. Secondly, in recent decades, there has been a significant increase in economic interdependence both within individual continents and in the global division of labor, which leads to a significant increase in economic interest in the growth of the effectiveness of intercultural interaction. Thirdly, in the modern world, the influence of the ideas of multiculturalism has increased significantly, within the framework of which cultural diversity in society is viewed as a powerful resource for social and economic development. It overcomes the ideology of monoculture ("the melting pot") both in society and in all its systems, including in education. Finally, fourthly, modern society distinguishes the growth of the value of the personality of each individual with the recognition of its cultural characteristics, overcoming tendencies of authoritarianism and the division of cultures into "main" and Minor & quot ;.

We propose a classification of educational models in multicultural communities. The basis of classification is the nature of the conjugation of cultural traditions of students. For a productive evaluation of the available varieties of pedagogical practice in multicultural communities, one can apply the theoretical socio-psychological scheme of the phased development of individual intercultural sensitivity in the process of a long immersion in another's culture. in Figure 2.1

Fig. 2.1. Possible types of reactions of migrants to another culture as stages of self-development

At the first stage, a person denies the existence of any differences in the behavior and thinking of people of other ethno-cultural groups, believes that culture is universal and unified for all people. At the second stage, continuing to face ethnocultural differences, a person begins to perceive them as a threat to the destruction of the culture of his people, he believes that the native culture must be protected from other cultural influences. On the third

Ethane man begins to deliberately reduce ethno-cultural differences, emphasizes the predominance of similarity, rather than cultural differences. These three stages are an ethnocentric position, when the native culture is the only basis for assessing the world around us.

The next three stages characterize a person's ability to stand on the points of view of other cultures, to assess the world not only from his own, but also from other cultural norms - this is an ethno-relativistic position. There are also three stages: the fourth - the acceptance that people's behavior is different in different cultures and that every behavior is worthy of respect; the fifth - adaptation to ethno-cultural diversity, when a person strives to enrich his thinking and behavior as a result of familiarizing himself with values ​​and norms from other cultures, he becomes a culture-making one; the sixth is integration, when actions begin to integrate different models into one culture, this requires a person to constantly self-determine from the point of view of the lived experience, culture is defined as a process of dialogue and interaction.

The conditional conformity of models of education to the stages of development of individual intercultural sensitivity is shown in Fig. 2.2.

Fig. 2.2. Educational models in multicultural communities

thematic pictures

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