Literaturnachweis - Detailanzeige
Autor/in | Storm, Michael |
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Institution | United Nations Children's Fund, New York, NY. |
Titel | Development Education and Multi-Ethnic Education: Some Tensions. Development Education Paper No. 21. |
Quelle | (1981), (16 Seiten) |
Sprache | englisch |
Dokumenttyp | gedruckt; Monographie |
Schlagwörter | Stellungnahme; Cultural Awareness; Developed Nations; Developing Nations; Educational Objectives; Educational Philosophy; Elementary Secondary Education; Ethnocentrism; Foreign Countries; Global Approach; Interdisciplinary Approach; International Education; Multicultural Education; Rural Development; World Problems; United Kingdom (Great Britain) Cultural identity; Kulturelle Identität; Developed countries; Industriestaat; Industrieland; Developing country; Developing countries; Entwicklungsland; Educational objective; Bildungsziel; Erziehungsziel; Bildungsphilosophie; Erziehungsphilosophie; Ethnozentrismus; Ausland; Globales Denken; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Internationale Erziehung; Multikulturelle Erziehung; Rural environment; Development; Ländliches Milieu; Entwicklung; Weltproblem |
Abstract | The document examines the relationships between multi-ethnic and development education in Great Britain. Multi-ethnic education, initially with a national focus, has a global dimension, and development education, initially with a global focus, has a national and even local dimension. A common interest in human diversity and human inequalities would seem to unite development and multi-ethnic education. Both approaches are engaged in helping the pupil to make sense of an essentially hierarchical world and have adopted a cross-curriculum strategy of education. Were it not for the importance of the concept of "self-image" within multi-ethnic education, its aims would be happily complementary with those of development education. From a multi-ethnic viewpoint, development education is criticized for: inculcating or reinforcing attitudes of white Western superiority; for damaging the self-image of the black or brown child within Western society; for its preoccupation with poverty, disasters, and catastrophes; and for being more successful in formulating questions than in devising solutions. However, it appears that a complete accommodation of multi-ethnic sensitivities would necessarily eliminate the welfare focus of development education. Such a strategy would constitute a futile attempt to disguise the real nature of the contemporary world and could only reinforce complacency. (NEC) |
Anmerkungen | UNICEF, 866 UN Plaza, New York, NY 10706. |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |