INTERCULTURAL EDUCATION: ANALYSIS OF THE PRIMARY SCHOOL TEXTBOOKS IN THE REPUBLIC OF MACEDONIA

Authors

  • Elena Achkovska-Leshkovska Institute of Psychology, Faculty of Philosophy, Ss Cyril and Methodius University –Skopje
  • Vladimir Davchev Institute of Gender Studies, Faculty of Philosophy, Ss Cyril and Methodius University –Skopje

Keywords:

intercultural education, primary education, textbooks analysis, Republic of Macedonia

Abstract

The intercultural education is most explicitly accomplished through textbook contents which encourage interaction, exchange, desegregation, interdependency and solidarity among people belonging to different cultural groups living in the same territory. The main goal of the research was to determine the quantity and quality of content that point to intercultural education in the textbooks used in elementary schools in the Republic of Macedonia, where the medium of teaching is in Macedonian. The analysis includes 44 textbooks. The research involved both quantitative and qualitative research methods, the late involved using deductive defining of categories. Nine categories, important for intercultural education were distinguished: identity, cooperation and friendship, respect, tolerance, cultural relativism, stereotype, prejudice, oppression and labeling. The results showed that the highest percent of contents promoting intercultural is found in textbooks for Civic education and History, while the lowest one in Nature and Geography. From the analyzed categories, identity is highly present, followed by cooperation, friendship and respect of the other. Themes regarding the categories such as: stereotype, prejudice, labeling and oppression are least represented and are not even mentioned as negative examples of behaviors which are not to be practiced. As a conclusion, we can say that it is very positive that depreciation and discrimination of other cultures, ethnicities or religious groups are not present. However, there is demand and need to enrichtextbooks and syllabuses with large number of contents concerning above mentioned positive categories, in order to promote one set of values which are essential to build an intercultural society.

Downloads

Download data is not yet available.

References

Batelaan, P. (2004). Interkulturalni odgoj i obrazovanje u 21. stoljeću: Naučite živjeti zajedno, Zbornik radova Međunarodne naučne konferencije Interkulturalne perspektive, Zagreb: IGI, 5-13.

Birzea, C. (2004). Obrazovanje za demokraciju: obrazovne politike u Vijeću Europe, Zbornik radova Me-đunarodne naučne konferencije Interkulturalne perspektive, Zagreb: IGI, 15-22.

Gherga, E. (2007). Obuka profesora nacionalnih manjina u unterkulturalnoj perspektivi. Retrieved from http://www.susedski2007.cdcs.org.rs/Publikacije/10publikacije.pdf

Intercultural Education in the Primary School (2005). Retrieved from

http://www.ncca.ie/uploadedfiles/Publications/Intercultural.pdf

Кениг, Н. (2008). Квалитативни методи на истражување. Скопје: Филозофски факултет.

Portera, A. (2008). Intercultural education in Europe: epistemological and semantic aspects. Intercultural Education, 19 (6), 481–491.

Салимовска, С., at al., (2007). Интеркултурно образование (прирачник за наставаници). Скопје: ФОСИМ.

UNESCO Guidelines on Intercultural Education (2006). Retrieved from http://unesdoc.unesco.org/images/0014/001478/147878e.pdf

Downloads

Published

2013-12-20

How to Cite

Achkovska-Leshkovska, E., & Davchev, V. (2013). INTERCULTURAL EDUCATION: ANALYSIS OF THE PRIMARY SCHOOL TEXTBOOKS IN THE REPUBLIC OF MACEDONIA. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 1(2), 51–56. Retrieved from https://www.ijcrsee.com/index.php/ijcrsee/article/view/22