engleski

Is it Possible to Achieve Cultural Tolerance and Homogeneity through Education? Some Positive and Negative Aspects of Intercultural Education

The paper aims to clarify the possible influences of intercultural education in different communities through school programmes and curricula. The definitions of intercultural education, its positive and negative sides and effects, as well as some possibilities for its implementation in educational institutions are discussed. The first part considers the common definitions of terms such as interculturalism, multiculturalism, education and intercultural education. Due to a common mistake of confusing the concepts of interculturalism and multiculturalism, the differences between the two concepts are also stressed. Further on, the authors consider the role of the Council for Cultural Co-operation (CDCC) of the Council of Europe in defining and proposing modes of implementation of intercultural education in different communities. The next part discusses the positive aspects of intercultural education. This especially considers the question how can education help in the task of developing cohesive civil societies by turning notions of singular identities into those of multiple ones, and by developing a shared and common value system and public culture. Intercultural education is often assumed as the leader to more tolerance towards other cultures. Schools and educational systems have an important role in creating the stability in socially diverse communities (Gundara). The third part consists of possible negative aspects of intercultural education and their interpretation. The following main dilemma is discussed: whether intercultural education is primarily a form of moral instructions, a body of techniques and skills, an administrative stratagem, an ethical base for curriculum building or a tactic designed to enhance the "emotional and intellectual growth" of the child (Hager). This dilemma fully describes the confusion about intercultural education, as well as the fact that there is a need for more systematic research of this field. In the final part some possible mechanisms of implementation of intercultural educations in school systems prescribed from CDCC, which are applicable to various communities in USA and Europe, are discussed. Finally, some examples of implementation of intercultural educations in schools systems such as "The European School System" are also given.

interculturalism; multiculturalism; intercultural education; culture; tolerance; schools

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