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Pedagogical Design of the Technology of Students’ Multicultural Competence at Higher Education Institutions

100%
Kravets R., Vykhrushch V., Romanyshyna O., Koziar M., Ridkodubska H., Marionda I., Syvokhop E.
Journal of Education Culture and Society
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2021
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vol. 12
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issue 2
264-293
EN
Aim. The aim of the research is to justify the theoretical and methodological bases of multicultural education and verify experimentally the efficiency of the pedagogical technology of forming students’ multicultural competence at higher education institutions. Methods. The study reviews the changes in the levels of students’ multicultural competence. The methodological bases of the study are theories of language multicultural education, the unity of language and culture, multi-perspective learning, “cultural differences,” social learning, neo-Freudian theory, self-determination theory, developmental learning theory. Results. The realisation of the ideas of multiculturalism has a positive effect on the harmonious development, cultivates a tolerant attitude to other ethnic groups and peoples, promotes good neighbourly relations, effective conflict resolution, intercultural dialogue and mutual understanding. Acquiring these characteristics, students entirely understand national and universal values, and are able to interact constructively in the modern multicultural world at a sustainable level. Conclusions. The implementation of the developed pedagogical conditions and the author’s pedagogical technology of forming students’ multicultural competence at higher education institutions contributed to a significant increase in the levels of their multicultural competence. This was confirmed by statistical changes in the level of students’ multicultural competence of the experimental group compared to the control group: the number of students with stable (by 34,3%) and situational (by 12,7%) levels significantly increased, the number of students with fragmentary level decreased (by 47%). Thus, the obtained results prove that the developed pedagogical technology is effective for forming students’ multicultural competence.
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КУЛЬТУРНАЯ ИДЕНТИЧНОСТЬ В КОНТЕКСТЕ ПЕРЕВОДЧЕСКИХ РЕШЕНИЙ

75%
Jóźwiak J.
Slavia Orientalis
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2018
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vol. LXVII
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issue 1
3

ПОНЯТІЙНИЙ АПАРАТ ПРОБЛЕМИ ПОЛІКУЛЬТУРНОГО ВИХОВАННЯ В ДОСЛІДЖЕННЯХ АМЕРИКАНСЬКИХ УЧЕНИХ

75%
Лук'янчук С.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 3(47)
90-97
EN
The article explores the conceptual apparatus of the problem of multicultural education in the researches of American scientists. The aim of the article is to analyze the US scientists’ approach to the definition of the main categories of multicultural education. The research has been carried out by means of theoretical methods of analysis, synthesis, comparison, generalization and systematization. The article introduces and defines the major concepts of multicultural education, among them those of culture, subculture, nation, ethnic and racial minorities, cultural pluralism and multicultural competence. In this context the scientific findings of such educators as J. Banks, G. Gay, P. Gorski, K. Grant, and S. Nieto are observed. In American social and pedagogical sciences the notion of culture is dominantly characterized as a dynamic system which combines such things as lifestyle, ethnical, racial, social, and gender identity, national traditions, lifestyle, religious belief, moral and esthetic values, behavioral models, the language of communication, the style of clothes, music, hairstyle and other characteristics, that are shared by the members of a particular group. Analyzing the nature of culture in the USA, J. Banks states that nowadays the United States consists of a shared core culture, which is called the macroculture and many subcultures, which are a part of the core culture and are called microcultures. The research proves that the category of multicultural education still lacks an accurate and clear-cut definition in the US pedagogical literature. But the majority of the scientists admit that it is a process of comprehensive school reform and basic education for all students. It challenges and rejects racism and other forms of discrimination in school and society and accepts and affirms pluralism that the students, their communities and teachers reflect. The major goal of multicultural education is to help the students to develop multicultural competence, that means knowledge, attitudes and skills needed to function within their own microcultures, the US macroculture, other microcultures, and the global community. The practical significance of the research is that its findings may be used for writing textbooks and manuals in the sphere of comparative and foreign pedagogy. The perspective of the further research is investigation of the positive experience of multicultural education at American school.
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ФОРМУВАННЯ ПОЛІКУЛЬТУРНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ПЕДАГОГІВ ЯК ІНСТРУМЕНТ ЕФЕКТИВНОЇ КРОС-КУЛЬТУРНОЇ ВЗАЄМОДІЇ В УМОВАХ ГЛОБАЛІЗАЦІЇ ВИЩОЇ ОСВІТИ

63%
Дем’яненко О.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 4(58)
237-243
EN
The article highlights the issues of future teachers’ training for an effective cross-cultural interaction and professional work in a multicultural society. The improvement and mass distribution of media, globalization and migration processes, which are characteristic for modern society, determine global trends in the development of education. According to the results of the theoretical analysis the interpretation of the key concepts, namely, the «multicultural competence» and its components, «cultural training», «cultural intelligence» is presented. The factors of formation of multicultural competence and cultural intelligence that allows its bearer to carry out cross-cultural communication effectively are analyzed. The analysis of scientific papers suggests the relevance and practical significance of the formation of a multicultural competence, because the globalization of higher education requires the ability to communicate effectively in a particular situation considering cultural characteristics. The aim of the article is to explore the formation of multicultural competence of the future teachers as a means of an effective cross-cultural interaction in the context of globalization of higher education. The study of theoretical works and everyday practice enabled to conclude the modernity of this idea. The goal of multicultural education is a consolidation of human resources, concepts and ideas, the absence of discrimination in education on any ground. A person with knowledge, with a high level of cultural tolerance, motivated to intercultural interaction and therefore the person who knows how to live successfully in different cultural environments, such a person is able not only to act as a mediator between them, but also to understand his/her native culture at a new level. Although as to the unconscious problems we can talk about different prejudices and stereotypes with regard to the representatives of other cultures, raising the level of anxiety in situations of cross-cultural interaction. Unified, generally accepted theory of multicultural education has not been developed yet, but most researchers refer to the important role of cultural diversity of an educational environment for personal and social development of future teachers, expanding the range of their educational opportunities. The prospects for further research are the development of specific methods of future teachers’ training and the formation of their multicultural competence.
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