加拿大多元文化对教育的影响分析中英文.docx
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加拿大多元文化对教育的影响分析中英文
Abstract:
Multiculturaleducationrevealsthecognitiveawarenessofculturaldiversityandmultiplechoices,whichenablepeopletore-examinethemotivesandultimatedestinationofthemainstreamcultureeducation,andconsequentlycanfaceuptothelimitationsofeducation.
Throughreferringtosomeforeignwritings,multiculturalandmulticulturalism’sconceptsaredefined.Bycombinedwiththedescriptionofmulticulturaleducation’sconcept,emphaticallyelaborateditsbasicideas.Then,accordingtotherealofCanadaanditshistoricalprocess,thispaperanalysesthereasonsforCanada'smulticulturallearningandsummarizeCanada'smulticulturalpolicy.Finally,theanalysisthesamepointbetweentheCanadianmulticulturaleducationandChinesenationalculturaleducation,fromtheperspectivesonconfirmingmulticulturaleducationphilosophy,fosteringstudentsthecross-culturalskillsandstructuringculturalconnotationswithnationalculturalhistory,someinspirationscanbeexploredthatbringsfromtheCanadianmulticulturaleducationtoChinesenationaleducation.
Keywords:
Canada;multi-culture;multiculturaleducation;inspirations
IV.
中文摘要:
多元文化教育揭示了人们对文化多样性与文化多元选择的认知，使人们重新审视主流文化教育的动机与归宿，从而正视教育的局限性。
本文引用多本国外著作对多元文化、多元文化主义的概念进行了界定，并对多元文化教育概念的发展进行了描述，对其概念进行了界定。
着重阐述了多元文化教育的基本理念，其中双语教育是前提，课程设置是关键，教育方法是根本。
结合加拿大的现实发展与历史进程，分析了加拿大多元文化学习的原因，并描述了学校及家庭里的多元文化学习、总结了加拿大多元文化的政策和教育。
最后，分析了拿大多元文化教育与我国民族文化教育的相同点，并从确定多元文化教育理念、培养学生的跨文化交往能力、按照本民族的文化历史构造民族教育的文化内涵等角度探讨了加拿大多元文化教育对我国民族教育的启示。
关键词:
加拿大；多元文化；多元文化教育；启示
1.Induction
1.1.Relatednotions
1.1.1.Multi-cultureandmulticulturalism
Nationalcultureisonefactorofmulti-culturecomposition,thesymbolofnationstateandthemainfeaturetocertifycountry’sownindependentidentity.Itoriginatedfromaspecificethnicgeography,environmentandlong-termsocialpractice.Asanationalco-preciousspiritualwealth,nationalculturenotonlytoshapethenation'slifestyle,butalsotoconstructthespecificationofthevalueofthenation,isthefundamentalsourceofnationalcommunitycohesion.
Inthe“MulticulturalCitizenship:
ALiberalTheoryofMinorityRights”,WillKymlickabelievedthatculturalprovidesthepossibilityforcitizenstochooseameaningfullife.Asamulti-ethnicnation-state,Canadashouldproceedfromfreedomandrespecttheculturalrightsofcitizens,inclusive“Nationalcitizenship”and“Thinidentity”tointegrateethnicnation-state.Nation-statenothavetocreateaunifiednationalculture,butonlytoensurethatallethnicgroupshavetheopportunitytomaintainadifferentculture,sothatitcanensurethatmembersofallethnicandculturalidentitygainequalprotection.Duetothedifferentsituationofdifferentculturalgroups,trulyequaltreatmentoftheseminorityculturesistogiveunequaltreatment.
Canadianmigrationtidecauseddiversenationalculturalintegration,andmadeCanadiancultureemergedapatternofmulticultural.Accordingtotheexplanationof“multi-culture”fromthe“CanadianEncyclopedia”whicheditedbyJames·H·Marsh,generally,therearethreemeanings:
First,itreferstoaracialorculturalheterogeneitycharacteristicsofthesociety;Second,itwastheperceptionoftheconceptofequalityandrespectbetweenethnicorculturalgroups;Third,itwasthepoliciesthatCanadianfederalandprovincialgovernmentimplementedsince1971.
Hallconsideredthatthe"multi-cultural"and"multiculturalism"segmentisausefulapproachin“UnsettledMulticulturalism”.Hethought,multiculturalasanadjectivedescribedthecoexistenceofmanyculturesinthesocialcommunity,andattemptedtoestablishacommonlife,butitalsocanretaintheoriginalidentitysocialcharacteristics.While,"Multiculturalism"tendstorefertothosestrategiesandpoliciesforgovernanceormanagementdifferencesinamulticulturalsociety,itisapoliticalideology.
Althoughscholarsdisagree,eachhasfocusedparticularityon,butallactivelyagreesthecoremeaningofmulticulturalismthatrespectfordifferences,givingfullrightstominorities,implementingdifferentiatedpolitics,andadvocatingtherealdemocracy,inordertorealizethecoexistenceofmultiple.
1.1.2.Multiculturaleducation
Sincethedateofsubmission,Multiculturaleducationasaconceptattractedtheattentionofthemulti-ethniccountries.Manycountries,fromdifferentangles,indifferentwaystodefinemulticulturaleducation,althoughhavediversestatement,butgenerallytheyhavethesamemeaning.Severalrepresentativetheoriesaresummarizedasfollows:
JamesLych,theBritishmulticulturaleducationist,consideredthatmulticulturaleducationisanreformmovementinordertomeettheneedsofthevariousminoritygroupsorindividualsinthecultureconsciousnessandself-evaluation.Itspurposeistohelpallthedifferentculturesoftheethnicgroupstolearnhowtoliveharmoniouslyinmulticulturalsocietyactively,thentomaintaintheequilibriumofeducationalachievementamongpopulations,andbasedonthepromotionofmutualrespectandtolerancetoconsiderallnationaldifferences.
InJapan,themorerepresentativetypicalopinionthoughtthat,so-called"multiculturaleducation"istoprovideequaleducationopportunitiesfortheyoungpeopleofdiverseculturalandethnicbackgrounds,especiallythosechildrenoftheethnicminoritiesandimmigrantsinpoorsituation.Itistheimplementaryeducationonthebasisofrespectfortheirnationanditsculturalidentity.
Americanmulticulturaleducator,CJamesA·Banksconsideredthat,multiculturaleducationgenerallyrefersinthemulti-ethniccountry,inordertoprotectingtheholdersofawidevarietyofethnicandculturalbackground,inparticulartheirchildrenabletoenjoyequalopportunitiesineducationandtheirnationalcultureanditsuniquecharacteristicsachieverespect.What’smore,Banksbelievedthatthefundamentalgoalofmulticulturaleducationis:
"madegroupsbelongingtodifferentcultural,ethnic,socialclass,canlearntomaintainrelationssoastoachievepeaceandco-ordinationbetweensymbiotic.However,multiculturaleducationisnotjustaconceptorslogan.Tobecomeoperableeducationactivity,practicaleducationreformmustbeputforward.
Theearly1980s,Gollnick（fromUSA）integratedmanyscholarspointofviewandputforwardthemulticulturaleducationhaveto:
promoteculturaldiversityoffeaturesandvalue;promotetheconceptofhumanrightsandrespectforsocialjusticeandequalityofopportunitybetweenindividuals;sothateveryonehastheopportunitytochooselife;promotethesocialbecomejusticeandequalityofopportunityforallmankind;promoteequaldistributionofpowerbetweenthedifferentraces.Inourcountry,multiculturaleducationisknownasamulti-ethnicculturaleducationorminorityeducation,mainlyfromtheperspectiveofculturalbackgroundtostudynationaleducationissues.
Sincethe1990s,scholars’understandingofmulticulturaleducationtendtobeconsistent,comprehensiveup,itcanberoughlylikethisexpression:
multiculturaleducationshouldenableallstudents（notonlyminoritystudents）knownandunderstandthevariousculturesinthecommunity,includingstudentsowncountry'sculture,aswellasauniversalnationalmainstreamculturesharedbyallethnicgroups.whileregardlessofgender,race,religion,language,socialeconomicstatus.Multiculturaleducationmusthelpstudentsacquiretheknowledge,skillsandattitudeneededtosurviveinthenationalmainstreamculture,butalsohelpstodeveloptheabilityofstudentsinthenationalsubculturesandotherminoritysubculturessurvivalneeds.Throughmulticulturaleducationcourses,studentscanknowthesocialinjusticeanditscauses,andcanimprovetheirabilitytoadapttodifferentculturalbackgroundsarethegoalsofmulticulturaleducation.Inshort,multiculturaleducationisa“differentculturaleducation”,whichtreatsrespectdifferentculturesasthestartingpoint,basedoneverygroup’sequality,thenpromotedthemutualunderstandingbetweendifferentculturalgroupswithtargets,planstoimplementaco-equal.
1.2.Thetheoreticalbasisofthemulticulturaleducation
多元文化教育是当代国际流行趋势之一。
它揭示了人们对文化多样性与文化多元选择的认知，它是在世界一体化格局中，人们对于保持各自文化的特性，所做出的积极努力的一种结果。
维持多样性，尊重差异，各民族有权利积极参与社会各方面的活动，而不必放弃自己独特的认同，是多元文化论倡导的主旨，也是多元文化教育得以产生、发展的理论基点。
Multiculturaleducationisoneofthecontemporaryinternationaltrends.Itrevealspeople’sawarenessonculturaldiversityanddiverseselectionsofculture.What’smore,itisaresultthathumanmadepositiveefforttomaintaintheirownculturalcharacteristicsInthepatternofworldintegration.Maintaindiversity,respectfordifferences,eachnationhastherighttoactivelyparticipateinsocialactivities,withouthavingtogiveuptheirownuniqueidentity,abovefouraspectsaremulticulturalismadvocatedkeynote
多元文化教育思想的理论基础主要由美国的社会民族理论中的文化多元主义理论;文化人类学中的文化传承理论与文化相对主义理论；心理学中的社会学习理论;教育学中的教育机会均等理论所组成。
Multiculturaleducationisoneofthecontemporaryinternationaltrends.Itrevealsadiverseselectionofculturaldiversityandawareness,itisaresultinthepatternofworldintegration,Maintaindiversity,respectfordifferences,eachnationhastherighttoactivelyparticipateinsocialactivities,withouthavingtogiveuptheirownuniqueidentity,
tomaintaintheirownculturalcharacteristics,madepositiveefforts.Maintaindiversity,respectfordifferences,eachnationhastherighttoactivelyparticipateinsocialactivities,withouthavingtogiveuptheirownuniqueidentity,multiculturalismadvocatedkeynote,multiculturaleducationistoproduce,thedevelopmentofthetheoreticalbasispoints.
TheoreticalBasisofmulticulturaleducationbythetheoryofmulticult
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