10 SES 08 A, Parallel Paper Session
Parallel Paper Session
The processes of integration and globalization in the modern world are leading to the new approaches in education. Many countries which are cultural and linguistic diverse are carrying out multicultural education. Teacher is the key figure in educational process. Therefore the development of multicultural competence is an essential condition of teacher’s efficient activity in a multicultural environment.
In Ukraine the ability of teacher to cooperate efficiently with the representatives of different cultures is becoming very important. Our country is making the first attempts to introduce the multicultural ideas into education but now they do not form an integral system.
Australia has made considerable progress in the implementation of multicultural education defining the criteria of multicultural competent teacher. Supporting the Melbourne Declaration (MCEETYA, 2008) the Australian Institute for Teaching and School Leadership developed the National Professional Standards for Teachers (AITSL, 2011). They provide a framework which makes clear the knowledge, practice and professional engagement required across teacher careers. We believe the Australian experience is particularly useful for Ukraine which is just beginning to do the first steps in this direction.
Under the term of “multicultural competence” Ukrainian researchers mean “the individual's capacity to live and work in a multicultural environment” (Kuzmenko, Goncharenko, 2006, p. 49). They think that the teacher multicultural competence includes: 1) multicultural literacy; 2) the ability to use knowledge in teaching activities; 3) professionally significant personal qualities (Kuzmenko, Goncharenko, 2006, p. 49).
Instead of the term “multicultural competence”, which is widely used in Ukrainian context, Australian scientists and institutions use the terms “cultural competence /competency”, “cross-cultural competence”, “bi-cultural competence”. All these terms variously used to focus the ability to “think, feel and act in ways that acknowledge, respect and build upon ethnic, socio-cultural and linguistic diversity” (MCEECDYA. Aboriginal and Torres Strait Islander Education Action Plan 2010 – 2014, p. 43). This also requires the ability to “see” issues and experiences from another person’s perspective and to know oneself in a cultural context, that is, to understand oneself as a cultural being. Cultural competence is part of a developmental process that is underpinned by relationships and self-reflectivity. It evolves over time.
“Cultural competence” is a term that is used broadly across the education The closely-related concepts are: cultural awareness, cultural sensitivity and cultural proficiency.
The requirements to the cultural competence of teacher in Australia are represented in The National Professional Standards for Teachers. According to this document the graduate teachers should:
1) demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds
2) demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds;
3) demonstrate broad knowledge and understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages;
4) set learning goals that provide achievable challenges for students of varying abilities and characteristics (AITSL, 2011).
1. Australian Institute for Teaching and School Leadership (AITSL) (2011). National Professional Standards for Teachers. Melbourne, Brisbane, Canberra. Viewed from http://www.aitsl.edu.au. 2. Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA). Aboriginal and Torres Strait Islander Education Action Plan 2010 - 2014. Australia. Viewed from http://www.mceecdya.edu.au. 3. Ministerial Council for Education, Employment, Training and Youth Affairs (MCEETYA) (2008). Melbourne Declaration on Educational Goals for Young Australians. Melbourne. Viewed from http://www.mceecdya.edu.au. 4. Кузьменко В.В., Гончаренко Л.А. Формування полікультурної компетентності вчителів загальноосвітньої школи: Навчальний посібник / В.В. Кузьменко, Л.А. Гончаренко – Херсон: РІПО, 2006 – 93 с.
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