Literaturnachweis - Detailanzeige
| Autor/inn/en | Andreoni, Helen; Nihas, Vasiliki |
|---|---|
| Institution | National Advisory and Co-ordinating Committee on Multicultural Education, Woden (Australia). |
| Titel | A Rationale for Intercultural Education. NACCME Commissioned Research Paper No. 4. |
| Quelle | (1986), (59 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Stellungnahme; Change Strategies; Curriculum Development; Educational Objectives; Educational Policy; Elementary Secondary Education; Foreign Countries; Multicultural Education; Social Bias; Teaching Methods; Australia |
| Abstract | The success of Australian intercultural education programs depends on total commitment from educational authorities, community support and expertise, and government endorsement. Program development for intercultural education studies will take place at national, state, and local levels; the objectives of such programs must be consistent. One set of objectives related to ethnicity, cultural identity, and cultural interaction aims to minimize dissonance between the learner and the education system. A second set deals with social inequity by providing opportunities for participation in planning, management, and decision making processes. The main protagonists of intercultural education are educational administrators, teachers, pupils, and Aboriginal or ethnic minority parents and communities. These four groups should take part in program implementation processes: consultation, research and critical analysis, cultural awareness training, and coordination and information dissemination. Intercultural education programs may be subject-based programs with a multicultural perspective, or interdisciplinary studies that may focus on how society works and how students can make the system work in their best interest. Current programs employ one or more of the following classroom strategies to reduce prejudice: (1) direct neutral teaching about race and culture; (2) direct value-laden teaching about race and culture; (3) experiential strategies involving the vicarious experience of belonging to another ethnic group; (4) confrontationist strategies that bring prejudice into the open; and (5) cross-cultural contact. 40 references. (SV) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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