Ч а с т ь I i I молодой ученый
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“Young Scientist” . # 20 (467) . May 2023 Education ness, cultural appreciation and academic success in diverse ed- ucational settings. Not only does it encompass disadvantaged groups outside the ethnic context such as people with disabil- ities and homosexuals, but even members of the dominant strong culture are also its targets. Ethnocultural education is an important approach that em- phasises inclusivity, equity and cultural relevance in educa- tional settings. The principles of ethnocultural education have been developed by leading scholars such as James A. Banks, S. Nieto and G. Gay. James A. Banks proposes the principle of inclusion, which emphasises the significance of creating an inclusive learning environment that respects and values students' cultural back- grounds, experiences and perspectives. There is also the prin- ciple of equity: James A. Banks advocates for educational prac- tices that address inequality and provide equal opportunities for all students, regardless of their cultural or ethnic back- ground [4]. S. Nieto proposes the principle of cultural relevance, where curriculum and teaching practices need to be mean- ingful and relevant to students' cultural identities and expe- riences [5]. The principle of social justice, she advocates for ethnocultural education to challenge and address social in- equalities, discrimination and oppression in schools and so- ciety [3]. G. Gay proposes the principle of cultural competence, where emphasises the importance of educators developing cul- tural competence in order to effectively engage with students from diverse backgrounds and create inclusive learning envi- ronments [6]. The principle of culturally responsive pedagogy promotes teaching practices that are relevant to students' cul- tural backgrounds, experiences and ways of knowing in order to enhance learning. The principles of ethnocultural education, as proposed by scholars such as James A. Banks, S. Nieto and G. Gay, empha- sise the significance of inclusivity, cultural relevance, social justice and cultural responsiveness in educational practice. In- corporating these principles can help create equitable and in- clusive learning environments that meet the diverse needs of students. Thus, ethno-cultural education is characterized by its inclu- sive and equitable approach to education. It values and incor- porates students' cultural backgrounds, promotes cross-cul- tural understanding, and addresses the unique needs of diverse learners. The content of ethno-cultural education encompasses var- ious areas, including multi-ethnic education, anti-racial educa- tion, and education for marginalized groups. Its objectives focus on developing intercultural adaptation skills, fostering cultural acceptance and respect, empowering students to make cultural choices, and promoting the harmo- nious development of social groups. Ethno-cultural education is closely intertwined with broader issues of social justice and aims to challenge systemic inequalities and promote equity in education. It recognizes that educational opportunities and outcomes should be acces- sible to all students, regardless of their cultural or ethnic back- grounds. By embracing these principles, ethno-cultural education contributes to creating inclusive learning environments that celebrate diversity and empower students to thrive in a mul- ticultural society. References: 1. Banks, J. A., Lynch J. Multicultural Education in Western Societies London: Holt, Rinehart and Winston. 1986. 209 p. 2. Lynch J. Multicultural Education in a Global Society London; New York: Falmer Press. 1986. 191 p. 3. Nieto, S., Bode, P. Affirming Diversity: The Sociopolitical Context of Multicultural Education (Sixth Edition). White Plains, NY: Longman Press. 2013. 450 p. 4. Banks, J. A. Cultural Diversity and Education: Foundations, Curriculum, and Teaching 2015 Routledge 366 p. https:// books. google. ru / books?id=KpxACwAAQBAJ&printsec=frontcover&hl=ru#v=onepage&q&f=false 5. Nieto, S. Finding Joy in Teaching Students of Diverse Backgrounds: Culturally Responsive and Socially Just Practices in U. S. Classrooms. Heinemann. Portsmouth, NH 2013. 179 p. 6. Gay, G. Culturally Responsive Teaching: Theory, Research, and Practice (2nd ed.). New York and London: Teachers Col- lege Press. 2010. 251 p. |