Ч а с т ь I i I молодой ученый
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«Молодой учёный» . № 20 (467) . Май 2023 г. Педагогика The essence and principles of ethno-cultural education Zhang Yan, graduate student Mozyr State Pedagogical University named after I. P. Shamyakina (Belarus) Gapanovich-Kaydalova Yekaterina Viktorovna, candidate of psychological sciences, associate professor Gomel State University named after F. Skaryna (Belarus) Ethnocultural education is an important aspect of modern education, aimed at promoting cultural diversity and understanding among students. The essence of ethnocultural education lies in the recognition and appreciation of different cultures, traditions and values. Each culture has its own unique strengths and contributions to society. The principles of ethnocultural education include re- spect for cultural diversity, the promotion of intercultural exchange, and the development of cultural competence. Ethnocultural edu- cation also emphasises the importance of social justice, equity and inclusion in education. Keywords: ethno-cultural education, cultural inheritance, cultural identity, principles of ethno-cultural education. P roblems related to cultural diversity in the modern global- ized world, with economic volatility, political fuctuations, and increasing social diversity, the field of culture faces signif- icant challenges. International competition permeates the cul- tural sphere, posing a serious threat to ethnic traditions and cultures. A singular universal culture will not emerge; instead, there will be a coexistence of multiple diverse cultures. How- ever, this also brings risks of cultural assimilation and con- ficts. The Issue of Educational Equity. In many regions, specific ethnic groups face social and educational injustices. Students from diverse cultural backgrounds may encounter unique chal- lenges and barriers to academic success, such as language bar- riers, cultural biases, or a lack of representation in the curric- ulum. This may involve issues of unequal resource allocation, unequal opportunities, and cultural discrimination. Ethno- cultural education needs to be dedicated to eliminating these inequalities and ensuring equal opportunities and fair treat- ment for all students. Declining Ethnic-Cultural Education Activities. The im- pact and dilution of the dominant culture (majority culture) on marginalized cultures (minority cultures) is evident, even within school campuses. In China, the lifestyles of ethnic mi- nority students have become indistinguishable from those of the Han majority. The carriers of ethnic culture, such as ethnic clothing, traditional arts, and customs, are gradually fading into history. Lack of Ethnic Emphasis in School Curriculum. Currently, there is minimal refection of ethnic characteristics in the school curriculum schedule, limited representation of mi- nority cultures and traditional lifestyles in the content of cur- ricula for students from ethnic minorities. Limited represen- tation of minority cultures and traditional ways of life in the curriculum content for ethnic minority students. One can note the monotony in the current curriculum of education of ethnic minorities. Loss of Ethnic Cultural Resources and Lack of Successors for Cultural Inheritance. Under the impact of economic globaliza- tion and market economy, the loss of ethnic cultural resources is intensifying. This can be explained by the following reasons: historical neglect, limited understanding and superficial re- search, and commercialization and tourism industry. In the 1980s, the publication of «Multicultural Education in Western Societies» by James A. Banks, an expert in multicul- tural education in the United States, marked the emergence of a cultural approach in the field of international education re- search. According to Banks, multicultural education typically refers to the education provided to students from different ethnic groups (especially minority groups) in multicultural countries. The aim is to provide equal educational opportuni- ties, enable students to understand their own ethnic culture, receive the cultural respect they deserve, and improve their ac- ademic achievements [1]. J. Lynch, the founder of the globalization theory of mul- ticultural education from the United Kingdom, believes that multicultural education is an educational transformation in multicultural societies to meet the cultural, consciousness, and self-evaluation needs of various ethnic and minority groups. Its purpose is to help culturally diverse groups and members of different ethnicities learn how to enjoy a harmonious and pos- itive life in a culturally diverse society, achieve relatively bal- anced development in intergroup education, and promote re- spect and tolerance among each other [2]. S. Nieto, P. Bode in the book «Affirming Diversity: The Sociopolitical Context of Multicultural Education» [3] em- phasizes the importance of recognizing and valuing students' ethnic and cultural identities. The authors advocate the cre- ation of an inclusive educational environment that celebrates diversity and promotes social justice. They argue that edu- cators should actively engage with students' cultural back- grounds, incorporate their experiences into the curriculum, and foster positive intercultural interactions. Researchers also emphasize the importance of combating stereotypes, elimi- nating power imbalances and promoting equality in educa- tion. In our opinion, ethno-cultural education is an inclusive and equitable approach to education that values and incorpo- rates students' cultural backgrounds, promotes cross-cultural understanding, and seeks to address the unique needs of di- verse learners. It plays an important role in fostering inclusive- |