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Dialogue with the pupils: the basic quality of an interculturally sensitive school

Ana Širanović ; Odsjek za pedagogiju Filozofskog fakulteta Sveučilišta u Zagrebu

Puni tekst: hrvatski pdf 215 Kb

str. 191-201

preuzimanja: 1.292


Puni tekst: engleski pdf 106 Kb

str. 202-202

preuzimanja: 225


Puni tekst: njemački pdf 120 Kb

str. 203-203

preuzimanja: 196



Th e postmodern perspective fi nds that everything around us, including our own self, is an image (and not an objectively accessible reality), a construction created by an (inter)action of diff erent socio-historical conditions, such as religious beliefs, scientifi c developments and dominant public discourses. However, although this view denies the existence of absolute truth and makes an objective view of reality relative, it does not imply that social constructs such as race are not very real in their infl uence on a society. A necessity for an intercultural approach to common living and social cohesion has therefore been globally recognised, an approach that has oft en been defi ned as an entirely new conception of the humane relationship between people. Th at new relationship is primarily characterised by a true dialogue between cultures and between the different. All educational factors, and schools in particular, show a signifi cant transformational potential in this approach. A school looking after the best interest of its pupils, giving particular attention to the most vulnerable and potentially threatened, a school positively valuing differences, dialogue and exchange between cultures, is an interculturally sensitive school. Th is paper briefly addresses the specifi cities of such a school and proceeds to argue that a dialogue characterised by the acceptance of the child’s opinions, views and experiences as an equal and by a demand for a re-construction of knowledge is the fundamental quality of such a school. The final section of the paper poses the question of the child as an oppressed diff erent person and the implications of that question for education.

Ključne riječi

interculturally sensitive school, dialogue, participation of children, child as different

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