Teacher training and multiculturalism in a transitional society

the case of the Slovak Republic

Tony Lawson, Kay Livingston, Erich Mistrik

    Research output: Contribution to journalArticle

    Abstract

    The authors explore a number of issues surrounding multicultural education in “societies in transition”, emerging from their experiences during a TEMPUS project that took place in the Slovak Republic. The TEMPUS project entailed the development of a multicultural education curriculum for teacher trainers, as a response to the conditions for entry into the European Union. The paper provides background information on the position of ethnic minorities in Slovakia, in particular the Hungarian and Roma population and the development of policies, especially in education, for combating racism. In examining the challenges to educators in developing a more open system than the command education of the recent past, issues such as the predominance of traditional pedagogies, multiculturalism and antiracism, the problems of “other isms” and of giving voice to minorities are considered.
    Original languageEnglish
    Pages (from-to)409-421
    Number of pages12
    JournalIntercultural Education
    Volume14
    Issue number4
    DOIs
    Publication statusPublished - 2003

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    transitional society
    intercultural education
    multicultural society
    teacher training
    anti-racism
    open system
    education curriculum
    gipsy
    Slovakia
    national minority
    racism
    education
    minority
    educator
    teacher
    society
    experience

    Cite this

    Teacher training and multiculturalism in a transitional society : the case of the Slovak Republic. / Lawson, Tony; Livingston, Kay; Mistrik, Erich.

    In: Intercultural Education, Vol. 14, No. 4, 2003, p. 409-421.

    Research output: Contribution to journalArticle

    Lawson, Tony ; Livingston, Kay ; Mistrik, Erich. / Teacher training and multiculturalism in a transitional society : the case of the Slovak Republic. In: Intercultural Education. 2003 ; Vol. 14, No. 4. pp. 409-421.
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