ARCHITECTONICS AND METHODOLOGICAL STRATEGIES OF MULTICULTURAL EDUCATION

Authors

DOI:

https://doi.org/10.28925/2518-7635.2016.1.5

Abstract

Based on the critical analysis of existing concepts of multicultural education (multicultural, intercultural, transcultural, cultural and pluralistic) the new architectonics of multicultural education is suggested, with a life-giving personality paradigm in the centre. In this regard five major methodological strategies of multicultural education, which serve as benchmarks and major sources, are justified. The issues of the implementation of the multicultural education project in Ukraine that do not contribute to the harmonization of public life and intercultural dialogue and understanding are outlined.

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Author Biography

Petro Saukh

Doctor of Sciences in Philosophy, Professor Corresponding member of the National Academy of Educational Sciences of Ukraine Rector of Ivan Franko Zhytomyr State University, Ukraine

References

Barber, B. (1996). Word: How Globalism and Tribalism are Reshaping the World. New York: Ballantiwe.

Gritsenko, A., Goncharenko, N., Myaka, E. Ukrainian minorities typology. Retrieved from http://www.Culturalstudiens.in.ua

McBride, B. (2011). Teaching social and political philosophy from the perspective of Western and non-Western perspectives. Philosophy of Education, 1-2.

Saukh, P. (2012). Modern education, unvarnished portrait: Monograph. Zhitomor University by I. Franko.

Saukh, P. (2013). Modern challenges of the globalized era, society and the church in search of answers. Ukraine and the Vatican: before and after the Second Vatican Council. Scientific Journal.

Saukh, P., Saukh, Y. (2014). Multiculturalism: brightness of theory and practical insolvency of project in discourse of intercultural interaction processes. Eurasianism and World, 3.

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Published

2017-02-01

How to Cite

Saukh, P. (2017). ARCHITECTONICS AND METHODOLOGICAL STRATEGIES OF MULTICULTURAL EDUCATION. The Modern Higher Education Review, (1). https://doi.org/10.28925/2518-7635.2016.1.5

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Section

METHODOLOGICAL SUPPORT FOR HIGHER EDUCATION REFORMS