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Intercultural education in formal school systems solutions and in views of primmary school teachers: comparing Slovenia and Sweden

Ivana Čančar (2011) Intercultural education in formal school systems solutions and in views of primmary school teachers: comparing Slovenia and Sweden. Diploma thesis.

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    When Slovenia joined the European Union has become an attractive place for various groups of immigrants. Parents often migrate with their children and thus become an important part of the educational system. Some countries such as Sweden have started to recognize the problems of integration with new-immigrant students in school, much earlier. In response to the increasing cultural diversity in countries that are of interest to immigration, multiculturalism has appeared. The policy of multiculturalism, as a national policy forms part of modern political systems, while interculturality is formally designated as one of the important objectives of modern education. The school environment can be the proper place for implementation of intercultural education, because the school is a meeting point with pupils and cultural diversity in the context of building atmosphere for intercultural relations. Instead, the requirement of assimilation, schools should pay attention to the concept of inclusion in this area. Children, who migrate to the new cultural and linguistic environment, should be able to develop their identity within two cultures, notably by facilitating learning and preservation of native languages. They should also have appropriate support for language learning environment. Sweden has been in the field of multiculturalism policy for years, intercultural education, has certainly taken place in the educational act and support mechanisms, which are designed to aid immigrant students. In Slovenia, multiculturalism gains greater importance, however, the school system has not yet included the principles of intercultural education and approaches to its concept highlights. It is evident from the observations that Slovenian teachers, do not follow modern guidelines for intercultural education. However in Sweden intercultural education is known not only at the school system, but also in pedagogical practices of teachers. State policy and system regulation are probably also related to positive attitudes of Swedish teachers towards intercultural education. Between Slovenian and Swedish teachers there are differences in attitudes towards teaching in culturally heterogeneous classes as well as attitudes toward teaching mother tongues children in schools whose mother tongue is not the language of the environment. Slovenian teachers wish certain changes in this field, what they identified as a desire to establish a preparatory class. However, the teachers have to be adequately educated and encouraged to develop positive attitudes towards intercultural education in Slovenian schools.

    Item Type: Thesis (Diploma thesis)
    Additional Information: Prešernova nagrada PeF za študijsko leto 2011
    Keywords: immigration, multiculturalism, intercultural education, mother tongue tuition
    Number of Pages: 95
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    izr. prof. dr. Irena LesarMentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=9056329)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 538
    Date Deposited: 15 Dec 2011 09:08
    Last Modified: 13 Nov 2015 12:42
    URI: http://pefprints.pef.uni-lj.si/id/eprint/538

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