“多元文化教育”概念辨析——基于UNESCO相关文献的分析  

Analysis of the Concept of“Multicultural Education”——Based on UNESCO Related Literature

作　　者：向瑞 XIANG Rui(People's Education Press, Beijing 100089, China)

机构地区：[1]人民教育出版社课程教材研究所,北京100089

出　　处：《现代教育科学》2022年第4期1-5,共5页Modern Education Science

基　　金：全国教育科学“十三五”规划2018教育部青年课题“民族地区义务教育语文教科书统用的适切性研究”(项目编号:EMA180451)。

摘　　要：为进一步深入研究“多元文化教育”,有必要在不同语境下分析、对比“多元文化教育”与类似概念的联系与区别,消除基本概念的模糊性和易混淆性。本文在UNESCO相关文献的语境下,主要从目标群体、适用范围、治理重心等方面,对“多元文化教育”与UNESCO推行的“跨文化教育”“全纳教育”的概念进行了辨析。In order to further study multicultural education,it is necessary to analyze and compare the connections and differences between“multicultural education”and similar concepts in different contexts,so as to eliminate the fuzziness and confusion of basic concepts.In the context of UNESCO related literature,this paper mainly discriminates between the concepts of“multicultural education”and“intercultural education”and“inclusive education”promoted by UNESCO from the aspects of target groups,scope of application and focus of governance.

关 键 词：多元文化教育 跨文化教育 全纳教育 少数民族教育 UNESCO 

分 类 号：G40-01[文化科学—教育学原理]