Search results

1

Dobre praktyki edukacji wielokulturowej na przykładzie Społecznego Gimnazjum nr 20 „Raszyńska” w Warszawie

100%

Figiel A.

Kultura-Społeczeństwo-Edukacja

|

2018

|

vol. 13

|

issue 1

PL

This article is an attempt to present the good practices of intercultural education. By the introducing into the main problems, the author presents the education rules of foreigners in the Polish education system, indicating the most important aspects of Polish law regulations. Then defines the one of the most important concepts of intercultural education and multicultural education, discussing its main goals and tasks. The crucial question raised in the text is the role of the school in the intercultural education and shaping of intercultural competence in education among pupils by the teacher. At this point, the author attempts to answer the question whether and how Polish schools and teachers are prepared to accept foreign children? And what is the role of the teacher in intercultural education? In the second part of the text, they presented good practices of intercultural education as an example the Social Secondary School No. 20 “Raszyńska” in Warsaw.

2

Wychowanie wielokulturowe w społeczeństwie obywatelskim

100%

Żebrowski J.

Studia Gdańskie. Wizje i rzeczywistość

|

2011

|

vol. 8

221-232

EN

The article thoroughly discusses the aspects of multicultural upbringing and education as a dominant trend in modern Pedagogy. Multicultural approach promotes the peoples’ rights for multiple cultures and cultural pluralism theory. As the author concludes, ‘Today there is no come back to pure national cultures’. All education should then be open to cultural differences. Multicultural pedagogy encompasses vast areas of concepts and it addressed to all, not only minorities.

3

Ukrainian Students in Polish Schools: Selected Aspects of Adaptation on the Example of the City of Lublin

100%

Świdzińska A.

Kultura i Edukacja

|

2019

|

issue 4(126)

95-108

EN

The objective of this study is to present the opinions of Ukrainian secondary school students, living in a boarding school in Lublin, on their adaptation to the new environment while studying in Poland. The questionnaire method was used, which offered an insight into particular aspects of adaptation for their studying abroad, e.g., coping with being parted from their family, managing free time, adjusting to the new educational environment, viewing the Polish society, as well as observing differences and similarities between the Polish and Ukrainian culture. The collected data point to a need to intensify educational activity promoting the space of mutual understanding between the citizens of the neighbouring countries. The problems revealed in this study show that the educational migration of Ukrainian students to Poland requires implementing a long-term and systemic educational policy that would shape multicultural competence of the Polish society.

4

Teaching with a Multicultural Perspective

100%

Petrasová A.

Journal of Preschool and Elementary School Education

|

2013

|

issue 3

77-90

EN

One of the most innovative and widely prescribed strategies to manage and build upon the strength of the increasing diversity found in the classroom is the use of cooperative learning techniques. Because cooperative learning groups encourage ositive social interaction among students of diverse racial and ethnic backgrounds, they have great potential to facilitate the building of cross-ethnic friendships and to reduce racial stereotyping, discrimination, and prejudice. When students work cooperatively, they have the opportunity to judge each other on each other’s merits rather than stereotypes.

5

Marx Back in Schools: Multicultural Education as a Tool of a Better Society

100%

Danišková Z.

Journal of Pedagogy

|

2010

|

vol. 1

|

issue 1

13-24

6

Edukacja wielokulturowa w przedszkolu – projekt AIESEC International Kindergarten

100%

Mińkowska A.

Kwartalnik Pedagogiczny

|

2017

|

vol. 62(4 (246))

179-194

PL

The article discusses the role of multicultural education. The main objective was to outline the potential for multicultural education in kindergarten. The author focuses on the multicultural process in the contemporary world and the growing need for its implementation from an early age. In the study, the author analyses multicultural workshop events in one of Warsaw’s kindergartens – the International Kindergarten project organised by AIESEC. The author presents a workshop observation report and provides information on the organisational aspects of multicultural workshops. Important for the study were the interviews with the teachers participating in the International Kindergarten workshops, who expressed their attitudes towards multicultural education in pre-school education.

7

The Handinhand School: Dealing with Adversity within a Multicultural Context

100%

Bar Shalom A.

Studia Edukacyjne

|

2018

|

issue 48

367-375

PL

The Hand in Hand bilingual school in Jerusalem operates against the broader background of the Arab-Israeli conflictand the unequal relations between Jewish and Arab citizens in the State of Israel. Drawing on multicultural educational models, the School seeks to ensure that all groups are visible and respected and to develop a curriculum that reflectsthe culture of all the students and their families. Against the dominant model of segregated education in Israel, the School creates intercultural space. In recent years, the School has been the target of several attacks. The article describes the work of the author, a counselor at the School, in responding to these attacks and in enhancing the resilience of the School community. Structured staff meetings enabled the educators to express themselves, support each other, and receive tools for coping in multicultural classrooms in a conflicted society.

8

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

|

2021

|

vol. 12

|

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.

9

Intercultural Primary Education in the Second Half of the Decade

100%

Osaďan R., Reid E., Belešová M.

Acta Technologica Dubnicae

|

2016

|

vol. 6

|

issue 2

77-86

EN

Intercultural education advances the comprehension of different people and cultures. It emphasizes teaching that accepts and respects that diversity is normal in all areas of life. It attempts to sensitize the pupil to the concept that we all have developed in varied ways and that different does not mean “wrong”. In the presented article, we deal with a term defined in the context of intercultural education. We think about the way of its implementation in primary education, while respecting all the attributes of cultural differentiation. Intercultural education examines forms of xenophobia, trying to diminish them, and advocates equal opportunities for all. Intercultural education works to modify individuals and institutions and so transform the society (What is intercultural education? Do we in the West have the materials to accomplish this in our classrooms?).

10

Applying Multicultural Education at School, or How to Lead Pupils to Tolerance

88%

Vargová M.

Journal of Preschool and Elementary School Education

|

2013

|

issue 3

137-149

EN

Multicultural education is a cross-cutting theme in the state educational programme ISCED 1 – primary education. In primary education, multicultural education can be taught as a separate subject or it can be included in other ongoing subjects. When applying multicultural education it is also important that the teacher doesn’t have prejudices against any ethnic group or nationality. He/she should also use appropriate methods that lead to pupils becoming more tolerant.

11

Inni i Obcy w bezpiecznym miejscu. Poprawność polityczna w zróżnicowanej kulturowo szkolnej przestrzeni publicznej

88%

Grzybowski P. P.

Pogranicze. Studia Społeczne

|

2017

|

vol. 30

EN

Compliance with the rules of political correctness in schools located in culturally diverse environments is not only political but also methodical challenge. One form of this task is called safe spaces, which are territorial borderlands in the reality of schools which apply the principles of dialogue on the basis of political correctness. Due to the different understanding of political correctness and the possibility of lobbying by representatives of minorities on the organizers of safe space, we have to deal with the abuse of their status. As a result, the ideas of political correctness and the establishment of intercultural communication are often questioned, challenged or it has been give them a meaning far from the original. The article presents examples of this phenomenon. (Tłumaczenie: Emilia Żyłkiewicz-Płońska)

12

Qualitative Education for Roma Students: A Pedagogical Model for Sustainable Development

88%

Zaķe D.

Journal of Teacher Education for Sustainability

|

2010

|

vol. 12

|

issue 2

27-37

EN

Inclusion of Roma students in general classrooms at an early age (5-7 years) is the focus of this research to study the impact of parent and Roma teacher-assistants' involvement on the learning process of Roma minority students. Though Roma people have inhabited Latvia for centuries, a deeply ingrained prejudice towards Roma is persisting among the population at large, resulting in direct and indirect social discrimination. One of the most odious forms of discrimination against Roma is the practice of consigning Roma students to special schools after ‘their failure’ in the first years of regular elementary schools. Schools, as the primary formal societal institutions that students encounter, have an enormous responsibility in helping to forge a culture of equality, pluralism, tolerance and unity in diversity. This study investigates the development of intercultural learning and anti-bias classroom organisation in order to prevent institutional discrimination and promote the benefits of a culturally heterogeneous society.

13

РЕАЛІЗАЦІЯ ПРИНЦИПУ МУЛЬТИКУЛЬТУРНОСТІ У ВИХОВНОМУ СЕРЕДОВИЩІ ПОЧАТКОВОЇ ШКОЛИ

88%

Іванець Н.

Педагогічні науки: теорія, історія, інноваційні технології

|

2016

|

issue 4(58)

104-112

EN

The article is devoted to the importance of the principle of multiculturalism and its components; the main characteristics of multicultural education are presented. The definition of the term “national school” and its educational impact in terms of multicultural educational space is given. The aim of the article is to make the phenomenon and structure of the principle of multiculturalism clear; to determine the level of formation of multicultural competence of the primary school students. It is also designated that the principle of multiculturalism reveals wide cultural content, and it does not just lead to the teacher’s presentation of cultural and historical facts of national literature, history or other subjects. The author underscores that only in case of breaking the old didactic standards and outdated teaching technologies we will start building a national school facing forward – to the future of the ethnic group, which will be focused on the creative personality. The article emphasizes the fact that providing of free choice and self-determination of every child in the culture is something that can contribute to the cultural development of the nation. Such development is often regardless of any other official directions, that is why the situation of diversity and integrative methods of education (multiculturalism) should be created on the basis of the principles related to the natural and cultural views; it involves the freedom of choce of the person. Until now national school, focusing on the function of preserving the traditions of the ethnic group, is not an example of high technological quality and modern education, it tries to pass the national and cultural values by the same means as the previous generation did. But the historical conditions for the existence of any ethnic group are quickly changed. Modern children become proficient in complex technologies, and they involuntarily perceive their history differently, their cultural identification occurs differently than their parents’. Active search of their own field of action and trial to strengthen broad contemporary social setting peculiar to modern primary school pupils is inherent. Therefore, the development of national schools should not only preserve ethnographic environment but also the development of the new, modern cultural environments, including high technology, new educational technologies, interactive methods of educational environment development, new opportunities of using distance learning, the Internet, email and others. So, if we consider education as a cultural activity, it will require a fundamental alteration of the content of educational processes in many national systems of education – from the kindergarten and school to college; organizational performance and ensuring of freedom of cultural and creative activity of teachers and children on the basis of multiculturalism. This foundation can bring national school to a higher level of development.

14

No Prejudice-Free Society Means no Prejudice-Free Teachers, but Better Times Are Coming: Teachers and Cultural Diversity

88%

Leix A.

Human Affairs

|

2015

|

vol. 25

|

issue 3

302-316

EN

Multicultural education tends to be automatically associated with pupils but in practice it places demands on all those involved in the teaching process. Of these the most predominant role is allocated to the teacher who mediates multicultural competence. Pupil attitudes towards foreigners and cultural diversity are not only influenced by multicultural education but also by teachers’ beliefs-and teachers’ beliefs are largely influenced by personal opinions and attitudes. The author presents the results of qualitative analysis performed on the unrestricted responses of 86 Czech teacher trainees and teachers on the topic of their experiences of foreigners. The analysis indicates their personal attitudes to foreigners, foreign cultures and diversity generally, the level of reflection in relation to cultural diversity, and discusses the results in relation to the wider sociocultural context.

15

Євроінтеграційні процеси як суттєвий чинник професійно-педагогічної підготовки майбутніх учителів у контексті полікультурного спрямування

88%

Якса Н.

Prosopon. Europejskie Studia Społeczno-Humanistyczne

|

2014

|

issue 1(7)

135-141

EN

The peculiarities of orientation of professional and pedagogical multicultural training of the prospect teachers on the Euroinstegration processes are outlined. It is emphasized that in the condition of expanding of globalization and Eurointegration processes the role of ethnocultural factor grows that gains some specific feathers in the period of postindustrial and informative society.

16

Origin and Development of Multicultural Education in the USA

88%

Sultanova L.

Comparative Professional Pedagogy

|

2016

|

vol. 6

|

issue 2

49-53

EN

Modern society is undergoing complex social, economic and political transformations of planetary scope due to globalization processes. One of the peculiarities of a modern globalization wave is an intercultural interaction that, in its turn, has resulted in multicultural education. Multicultural education is quite a new branch of pedagogical theory and practice. Its appearance is considered to be connected with a period of complex social and cultural transformations in the USA during 1960s-1970s. However, J. Banks, an American scholar, proves that multicultural education is closely related to African-American movement of the 19th-20th centuries. Having analyzed the history of origins of multicultural education and stages of its development presented in works by J. Banks and C. Grant we can conclude that the process is associated, predominantly, with migration, and originated as a means of racism prevention. In the course of time the essence of multicultural education was shaped. It became obvious that multicultural education must meet needs of representatives of both different races and social groups. Also, the implementation of multicultural education into practice depends on high-quality professional training of a pedagogue able to work in the context of multicultural society. According to A. Thomas contemporary multicultural education is needed when an individual strives to understand peculiar systems of values, perception, cognition and thinking of people from different cultural backgrounds, integrate new experience into his/her own cultural system and apply it to alien cultural field. Nowadays theory and practice of multicultural education in the USA are still actively developing. Quite high demand are researches of outstanding American scholars and pedagogues in the field of multicultural education, namely, J. Banks, C. Grant, S. Nieto, Ch. Sleeter and many others.

17

Minorities and multicultural education at universities

88%

Hochmanová A.

Central European Papers

|

2017

|

vol. 5

|

issue 2

79-86

EN

The author addresses on a multidisciplinary platform and from the theoretical legal and philosophical legal perspective the issue of minorities and multicultural education at universities. Through its criticism she reveals the emptiness and confusion of the concepts of social sciences and humanitarian disciplines and brings to light the ‘asset stripping’ of the normative systems. Multiculturalism in the context of a value-based university education is presented as relativism applied in the field of the social sciences with repercussions on social engineering and complete transformation of cultural and social values. Her conclusions about value perception and interpretation of multidisciplinary concepts of multiculturalism unearth in the final analysis concurrent processes leading to ideologization of scholarly disciplines and in particular law, which ceases to be a value and becomes a means used by the power structures of the globalized world.

18

Intercultural Education in Poland: Current Problems and Research Orientations

88%

Ogrodzka-Mazur E.

Kultura i Edukacja

|

2018

|

issue 2(120)

65-82

EN

The study presents an assessment of the achievements and problems of intercultural pedagogy as an important educational (sub)discipline, which has been developing intensively in Poland – particularly since the 1990s. Against the background of a crisis of multicultural education, a new suggestion was presented aimed at overcoming its drawbacks in the form of the theoretical assumptions and practical solutions of intercultural education. However, understanding and accepting intercultural education depends on many factors – e.g., historical experiences, the developmental level of societies and the socio-political system. This necessitates presenting the essence of intercultural education as well as formulating its message both in Poland and worldwide.

19

STUDENT MULTICULTURAL EDUCATIONWHILE MASTERING A FOREIGN LANGUAGE

88%

Biletska I.

Педагогічні науки: теорія, історія, інноваційні технології

|

2017

|

issue 6(70)

38-48

EN

In our article we attempt to reveal the potential of a foreign language as an academic subject in the realization of student multicultural education in higher pedagogical educational establishments. There was used a complex of general sciences methods according totheaim of thearticle: analysis (historiographical, comparative, retrospective), synthesis, abstraction, generalization, analogy for consideration of the development history of formation and theoretical issues of language education and practice of teaching foreign languages. Multicultural education is seen as a complex, multidisciplinary concept that combines a variety of approaches to addressing the cultural heterogeneity of society and is an integral part of general education in most countries of the world. It is revealed that foreign language is an important means of multicultural education of student youth, formation of a culture of inter-ethnic relations of students in the conditions of state orientation on establishment of all-round contacts with peace-loving countries of the world. The effectiveness of multicultural education while teaching foreign languages in higher education institutions is ensured under the following conditions: involving students in learning and communication activities aimed at supporting the implementation of standard microfunctions (establishing social relationships, motivations, expressing attitudes, assisting in communication, etc.) and macrofunctions (description, narration, commentary, beliefs, etc.) in popular fields for young people which are primarily public (social-domestic, sociocultural, public and political), educational and personal; problem-thematic orientation of the subject-based communication content; using interactive methods in student learning and communication activities; special selection of linguistic and speech material based on regional studies to be included in the education process. Further researches of the problem will consist in determining the content, technologies of student multicultural education while mastering a foreign language, the study of foreign experience in promoting multicultural education among the youth in higher education institutions.

20

Edukacja wielokulturowa szansą na integrowanie uchodźców ze społecznością lokalną

87%

Nazaruk S., Klim-Klimaszewska A.

Studia Edukacyjne

|

2017

|

issue 43

153-164

EN

Currently we are witnessing migration, which for different reasons exhibits a growth tendency. It does not just concern big cities, but also smaller towns, where we can encounter people with different cultural backgrounds, religion, dialect, and values. Multicultural education comes out to meet the expectations of the minorities and its main purpose is to create a platform for dialog and communication, as well as the composition of educational programs and multicultural upbringing. The article explains the situation of refugees, with emphasis on the education and upbringing of children. It provided examples of multicultural education implemented in a small elementary school from a County of Bielsk.

Refine search results

Dobre praktyki edukacji wielokulturowej na przykładzie Społecznego Gimnazjum nr 20 „Raszyńska” w Warszawie

Wychowanie wielokulturowe w społeczeństwie obywatelskim

Ukrainian Students in Polish Schools: Selected Aspects of Adaptation on the Example of the City of Lublin

Teaching with a Multicultural Perspective

Marx Back in Schools: Multicultural Education as a Tool of a Better Society

Edukacja wielokulturowa w przedszkolu – projekt AIESEC International Kindergarten

The Handinhand School: Dealing with Adversity within a Multicultural Context

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