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Multicultural Education in Theory and Practice of the Last Decade Since Its Intergration into the Education Programmes in the Czech Republic

PREISSOVÁ KREJČÍ, Andrea and Martina CICHÁ

Basic information

Original name

Multicultural Education in Theory and Practice of the Last Decade Since Its Intergration into the Education Programmes in the Czech Republic

Authors

PREISSOVÁ KREJČÍ, Andrea (203 Czech Republic, guarantor, belonging to the institution) and Martina CICHÁ

Edition

Sakarya, Turkey, ICLEL 18 Conference Proceeding Book, p. 371-375, 5 pp. 2018

Publisher

Sakarya University

Other information

Language

English

Type of outcome

Stať ve sborníku

Field of Study

50301 Education, general; including training, pedagogy, didactics [and education systems]

Country of publisher

Turkey

Confidentiality degree

není předmětem státního či obchodního tajemství

Publication form

electronic version available online

References:

URL

RIV identification code

RIV/47813059:19510/18:A0000135

Organization unit

Faculty of Public Policies in Opava

ISBN

978-605-66495-3-0

UT WoS

000464906100041

Keywords in English

multicultural education; ethnicity; racism; discrimination; intercultural communication; cultural model; education; integration; identity

Tags

International impact, Reviewed
Změněno: 28/5/2019 07:19, Mgr. Nikol Maďová

Abstract

V originále

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.
Displayed: 11/12/2024 16:33