全球化、文化多样性与教育政策的国际新近理念——联合国教科文组织文化互动教育观评述  

Globalization,Cultural Diversity and a New Idea of Education Policy from the International Perspective:a Review of the intercultural education promoted by UNESCO

作　　者：常永才[1] 韩雪军[1] 

机构地区：[1]中央民族大学教育学院,北京100081

出　　处：《民族教育研究》2013年第5期5-12,共8页Journal of Research on Education for Ethnic Minorities

基　　金：国家社会科学基金教育学"十一.五"规划重点课题"主要国家民族教育政策的比较研究"(项目编号:ADA100008);国家社会科学基金教育学"十一.五"规划青年基金课题"生态文化环境与学业困难及其指导:民族地区农村初中生的学习人类学研究"(项目编号:CMA060256);中央民族大学自主科研项目"民汉族中学生涵化心理现状与民族团结教育革新的调查研究"(项目编号:31720100910KYZ39)

摘　　要：联合国教科文组织关于治理文化多样性的基本理念,近十年已经从较为重视"差异"的多元文化教育,转向更为强调基于尊重差异的"一体"的文化互动教育。后者主张通过教育使一个社会内不同族群间在相互尊重的基础上,实现文化间对话,建构新的共同文化认同,从而增强社会的凝聚力和创新力。该理念既与我国和合文化传统相通,也较为适合中华民族多元一体格局这一国情。UNESCO＇ idea of managing Cultural diversity has shifted from multicuhural education which emphasized cultural difference, to intercultural education which value social cohesion based upon the respect of difference in the recent decade. The latter emphasizes the existence and equitable interaction of diverse cultures and the possibility of generating shared cultural expressions through dialogue and mutual respect, so as to strengthen social cohesion and innovation. Intercultualism is close to China＇ s cultural tradition of harmonious, and can help with China＇ s ethnic pattern of unity within diversity, meet China＇ s needs of increasingly intercultural dialogue in the international community and in the ethnic areas within China.

关 键 词：文化多样性 文化互动 教育政策 社会整合 联合国教科文组织 

分 类 号：G750[文化科学—教育学]