Intercultural education - Analysis and Perspectives

Year 2017, Volume: 3 Issue: 2, 71 - 104, 04.10.2017

Carmen Marina Gheorghiu

Abstract

Education prospect of opening multiple values is a step towards fully

justified since they are best individual insertion in a polymorphic and

dynamic spiritual world. This approach formative meets the aspirations of

both the individual by valuing some particular, unique trait that deserves to

be recognized or amplified, and the profit of the company, ensuring a degree

of coherence, solidarity and functionality. A culture is high not only in itself,

through its own (self)contemplative or (self)reproductive mechanisms but

also the “metabolism” of growth and its transformation. The main objective

of intercultural education consists of preparing people to perceive, accept,

respect and experience otherness. The aim is smoothing the land of meeting

with the other. Intercultural education aims at developing education for

all in the spirit of recognizing the differences that exist within the same

society and refers less to achieve education for different cultures, implying

staticism and isolation of cultural groups. Intercultural education favors

interaction and dialogue, the courage to come out of oneself and the desire

in the other’s projection. The main empirical data collection methods that

are used in this paper are: observation and social documents analysis.

Style research approach uses both qualitative and quantitative perspective.

Quantitative research highlights the numerical measurements of specific

aspects of the phenomena studied with the aim of testing causal hypotheses

whereas qualitative research paradigms are based on a kind of postmodern,

post-rationalist or post-positivist views. This paper, presents some of the

theoretical considerations on the development of intercultural education in

Romania as well as offering a global perspective. Although Romania, as in

fact the entire Balkan area, has always been an ethnic and cultural mosaic, the

concern for intercultural education is recent, considering politics practiced

by the regime, which was one social, ethnic and cultural leveling despite

discursive affirmation of equality between Romanian and “nationalities”.

Thus, intercultural education history, or at least the commitment to interculturalism.

After 1989, Romania’s ethnic minorities have assumed an

active role in affirming their cultural identity different from that of the

majority. This paper aims to outline a picture of contemporary intercultural

education through a general analysis and point some prospects regarding

this subject.

Keywords

Inter-culturalism, perspective of education, ethnicity, diversity

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