PREISSOVÁ KREJČÍ, Andrea a Martina CICHÁ. Multicultural Education in Theory and Practice of the Last Decade Since Its Intergration into the Education Programmes in the Czech Republic. In Osman TITREK, Agniezska ZEMBRZUSKA, Gozde SEZEN-GULTEKIN. ICLEL 18 Conference Proceeding Book. Sakarya, Turkey: Sakarya University, 2018. s. 371-375. ISBN 978-605-66495-3-0.
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Základní údaje
Originální název Multicultural Education in Theory and Practice of the Last Decade Since Its Intergration into the Education Programmes in the Czech Republic
Autoři PREISSOVÁ KREJČÍ, Andrea (203 Česká republika, garant, domácí) a Martina CICHÁ.
Vydání Sakarya, Turkey, ICLEL 18 Conference Proceeding Book, od s. 371-375, 5 s. 2018.
Nakladatel Sakarya University
Další údaje
Originální jazyk angličtina
Typ výsledku Stať ve sborníku
Obor 50301 Education, general; including training, pedagogy, didactics [and education systems]
Stát vydavatele Turecko
Utajení není předmětem státního či obchodního tajemství
Forma vydání elektronická verze "online"
WWW URL
Kód RIV RIV/47813059:19510/18:A0000135
Organizační jednotka Fakulta veřejných politik v Opavě
ISBN 978-605-66495-3-0
UT WoS 000464906100041
Klíčová slova anglicky multicultural education; ethnicity; racism; discrimination; intercultural communication; cultural model; education; integration; identity
Příznaky Mezinárodní význam, Recenzováno
Změnil Změnila: Mgr. Nikol Maďová, učo 38833. Změněno: 28. 5. 2019 07:19.
Anotace
The paper summarizes the works of the most prominent theorists of the multicultural education at Czech schools since its integration into the Framework Education Programmes, at which point the handbooks by J. Průcha were usually used by Czech teachers, through the partial works by e.g. D. Švingalová, E. Cílková, P. Schönerová or V. Jirásková all the way to the reflection of the changing concept by J. Buryánek, J. Balvín, L. Gulová or J. Hladík, and, finally, the critical approach, reflected in the works of D. Moree, P. Morvayová or M. Kaleja. The study aims to point out that the approach of the teachers and the academicians towards the multicultural education referred to as “culturally standard” by D. Moree prevails even though it has been facing criticism expressed in the works of numerous authors, either reflected in the willingness to include a wider range of topics such as those related to ageism, gender, social exclusion, physical and mental disability etc. or manifested in an emphasis on the training of undergraduate teachers and the development of their multicultural competencies within further education of pedagogical staff.
VytisknoutZobrazeno: 29. 11. 2021 11:58