კოსტავა მარიამ

საჯარო მმართველობის პროგრამის მაგისტრი, სოციალურ მეცნიერებათა დეპარტამენტი, აკაკი წერეთლის სახელმწიფო უნივერსიტეტი, ქუთაისი, საქართველო

ბაკურაძე ნანა

პედაგოგი, "ქვეყნის სიძლიერე", კერძო დაწყებით სკოლა, ქუთაისი, საქართველო


The Readiness for the Multicultural Education: A Comparative Analysis

(კურიკულუმის დიზაინი: თანამედროვე პრინციპები, მეთოდები და ტექნოლოგიები)


Introduction and aim: The ideal model claims that people should respect each other with their initial identity, but do we really do so? It is an education that makes individuals learn specific skills and tells what is true and what is not. J. Banks states multicultural education as an idea, an educational reform movement, and a process. It should transform educational institutions so that they might more fully enable the participation of all citizens within multicultural society. How can we do that and when? Are children tolerant enough to build the “dream society” or how much ready they are to socialize with diverse people? We should mention that the national aims of the general education declare as the eighth point to prepare law-abiding and tolerant citizens. However, what is done for that practically? The fact is that, the only course where the culture is taught is the “world culture” – additional classes in IX, X, XI grades. So, it means that schools before IX grade do not do anything for their students to be culturally conscious, because all the other courses provide facts from a single attitude. We suggest that children in lower grades are more open-minded and willing to be more tolerant than in high school.

Research methodology: To understand when children should start multicultural education, a comparative analysis is more reliable. For the comparative groups were chosen elementary and high school students. Accordingly, we have grouped two types of focus groups. The reason of choosing this technique was rather to explore more hided facts that have not been mentioned yet and to look at the problem from different dimension.

Results and implications: Surprisingly or not, data analysis of focus groups showed more readiness of the multicultural education among low-aged respondents. There is an awareness of multiculturalism in high school respondents, but the rate of tolerance is lower.

Conclusion: To sum up, according to the results we see that multicultural education should start in the lower ages. It is not enough to have a specific course where students will be taught that discrimination and bias are unjust, but rather, general education curriculum should provide encouragement to have critical thinking and intercultural awareness.

Keywords: multiculturalism, intercultural awareness, cultural consciousness, critical thinking

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