Abstract
The article analyses 20 years of experience with multicultural education in Slovakia. The starting point is to examine the causes and reasons why multicultural education has been included in the education system. The rationale for the introduction of multicultural education is interpreted in the context of the current possibilities and needs of society, identifying mainly the problems that multicultural education solves today. The basic principles and pillars of multicultural education are introduced and at the same time their strengths and weaknesses are examined. Emphasis is placed on human dignity and social responsibility as sources on which other values of multicultural education are based. In contrast to these principles is the environment in which education takes place. The school and family environment do not offer a sufficient principled background, do not prefer and often do not respect the values of multiculturalism. The resulting conflict of principles and environment poses the biggest problem and risk in multicultural education. Specific attention is paid to the issue of education in the mother tongue, this problem in Slovakia mainly affects the Roma minority. The inability to learn in ones mother tongue is contrary to equal opportunities as well as to the possibilities for the development of the human person in the context of his or her dignity. Finding perspectives requires a change from above, in the setting of the school environment as well as a change from below, i.e. a change in the value orientations and personal attitudes of individual teachers and changes in their preparation for the future profession.
Highlights
RUDN Journal of Psychology and Pedagogics, 18(3), 507–519 traditional cultural diversity is currently exacerbated by a number of trends, which are often covered by the concept of globalization
The multiculturalism of Slovak society has never meant the peaceful coexistence of various groups of the population, but it has always been and still is marked by prejudices and stereotypes, which manifest themselves in various forms of intolerance, racism or xenophobia (Mistrík, 2011)
The aim of the cross-cutting theme of multicultural education is educational and training activities aimed at developing knowledge of various traditional and new cultures and subcultures, accepting cultural diversity as a social reality and developing tolerance, respect and prosocial behaviour and action in relation to cultural diversity (Bartkova, 2015)
Summary
Multicultural education is included in the content of education with regard to the Slovak cultural environment, where members of different ethnic, national, religious and cultural origins have lived together for centuries. At the same time,. Multicultural education is included in the content of education with regard to the Slovak cultural environment, where members of different ethnic, national, religious and cultural origins have lived together for centuries.. Pupils of all ages will increasingly be exposed to different cultural influences in their personal and public lives and will increasingly come into contact with members of other cultures They need to be prepared for these challenges and able to recognize, respect and promote the different cultural anchorages in their environment. A very good example in this sense is eating, where cultural expressions and customs very often differ, which can leave us with conflicting feelings From such a primary experience, we can form a prejudice about the uncivilized culture of the barbarians. It is precisely in the space outside the globalized agglomerations that a real clash of cultures and civilizations is taking place
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