ANALYZING THE LEADING WAYS OF IMPLEMENTATION OF THE INTER-CULTURAL EDUCATION IN ITALY

Abstract

The article under study is dedicated to elucidation of particular issues pertinent to utilization of selected pedagogical strategies adopted in Italy in regards to implementation of the inter-cultural education of students. We have attempted to demonstrate therein that the inter-cultural education in Italy is largely rooted in the regulatory concepts adopted by its governmental integral social policies, which proclaim the principles of civil equality, cultural diversity, anti-racism and anti-discrimination of any person based on his/her ethnical origin, religious or social differences. At present, the inter-cultural education is prioritized in Italy, as it is based upon humanistic concepts of tolerance, acceptance and respect for cultural or ethnic diversity, as well as striving for peaceful co-existence and interaction within a multi-cultural community. Thus, the inter-cultural education is currently treated as a conceptual basis for the innovative pedagogical practice, which tends to nurture the students’ feel of equality and justice, is also believed to encourage them to continue self-cognition of their own ethnical and cultural identity, as well as perpetual development of their own personality as representing a particular social or ethnical group, citizenship of a European country and the world in general.Among most effective ways ascribed to the inter-cultural education, which, thus far have been approbated in the circle of Italy’s leading pedagogical scholars are the following: the narrative method which is based on a "personal narration" on life stories of representatives of various cultures; the comparative method which is normally used for cognition, comparison or referral of various events or facts representing 2 or more alternative cultures; the method of deconstruction of various beliefs, stereotypes, deformed image or ethnocentric linguistic categories; decentralization – as a method of overcoming the standpoints adopted by ego-centrism or ethno-centrism, elimination of aggression, zero tolerance to racism; methods of recognition of the cultural heritage, creativity and initiatives which enable establishment of the inter-cultural tolerance and conflict-free communication by means of nurturing respect and recognition of the achievements of the native culture as well as those of other nationalities or ethnic groups. Thus, the previously-described ways and methods, which have already been tested and acknowledged by the system of organization of the inter-cultural education in Italy, may prove effective for further implementation particularly in our own country, as well.