Културна различитост као део одрживог развоја и културно респонзивно поучавање

Дејан М. Ђорђић, Универзитет у Новом Саду, Педагошки факултет у Сомбору
Иновације у настави, XXXII, 2019/3, стр. 117–129

| PDF | | Extended summary PDF |
doi: 10.5937/inovacije1903117D

 

Резиме: Културна различитост је неминовност друштва у коме живимо, те је неопходно да друштво, и образовање као интегрални део друштва, дефинише свој однос према датим културним различитостима у ери глобализације. УНЕСКО је у својим публикацијама дефинисао очување културне различитости као саставни и неизоставни део одрживог развоја, а посебно се то истиче у Универзалној декларацији о културној разноликости из 2001. године и Конвенцији о заштити и промоцији разноликости културних израза из 2005. године. Образовање се види као кључни процес приликом којег могу да се преносе различите културне вредности, како националне, тако и универзалне. Како се повећава свесност о културним разликама и неопходности њиховог неговања, настају идеје културно респонзивне педагогије. Културно респонзивна педагогија полази од нужности очувања културне баштине и традиције, уз постизање максималних академских постигнућа. Она се не оријентише само на процес поучавања, него и на шире друштвене елементе који доводе до либерализације поучавања културно различитих ученика. Циљ рада је сагледавање значаја културне различитости кроз кључне документе и разматрање претпоставки културно респонзивне педагогије као одговора на културну различитост, чије одржање представља део одрживог развоја.

Кључне речи: културна различитост, одрживи развој, културно респонзивна педагогија, културно респонзивно поучавање.

 

Summary: As cultural diversity is a given of the society that we live in, and it is necessary that the society, and education as its integral part, defines its attitude towards cultural diversity in the age of globalization. In its publications, UNESCO defined the preservation of cultural diversity as an integral and indispensable part of sustainable development, and this is particularly emphasized in the 2001 Universal Declaration on Cultural Diversity and the 2005 Convention on the Protection and Promotion of the Diversity of Cultural Expression. Education is viewed as a key process in which different cultural values, both national and universal, can be conveyed. The concept of culturally responsive pedagogy is emerging with a growing awareness of cultural differences and the need to nurture them. The need for the preservation of cultural heritage and tradition along with a top academic achievement is the starting point of the culturally responsive pedagogy. It focuses not only on the teaching process, but also on broader social elements that lead to the liberalization of teaching culturally diverse students. The aim of the paper is to look at the importance of cultural diversity through key documents and to consider the assumptions of the culturally responsive pedagogy as a response to cultural diversity, given that sustaining cultural diversity is a part of sustainable development.

Кeywords: cultural diversity, sustainable development, culturally responsive pedagogy, culturally responsive teaching.

 

Литература

  • Aceves, T. C. & Orosco, M. J. (2014). Culturally Responsive Teaching (Document No. IC-2). Retrieved May 4, 2018. from www: http://ceedar.education.ufl.edu/tools/innovation-configurations/
  • Bašić, G. (2014). Vodič za kreiranje inkluzivnih kulturnih politika. Novi Pazar: DamaD.
  • Bonnett, M. (2016). Sustainability, nature, and education: A phenomenological exploration. Inovacije u nastavi. 29 (4), 1–15. Posećeno 3. 6. 2018. godine na: doi.org/10.5937/inovacije1604001b.
  • Bordat-Chauvin, E. (2016). Cultural Policies and Change: Mexico and Argentina after the Neoliberal Turn (1983–2012). Latin America Policy. 7 (1), 147–162.
  • Brundtland, G. H. (1987). Our Common Future − Call for Action. Environmental Conservation. 14 (4), 291–294.
  • Đorđević, J. (2009). Postkultura. Beograd: Clio.
  • Drexhage, J. & Murphy, D. (2010). Sustainable Development: From Brundtland to Rio 2012. New York: United Nations Headquarters.
  • Eštok, G. & Bzdilová, R. (2011). Globalization – An Old or a New Phenomenon? In: Drobík, T. (ed.). The Scale of Globalization. Think Globally, Act Locally, Change Individually in the 21st Century (43–48). Ostrava: University of Ostrava.
  • Fien, J. (2001). Education for Sustainability: Reorientating Australian schools for a sustainable future. Tela: Environment, Economy and Society. (8), 1–42.
  • Gay, G. (2000). Culturally Responsive Teaching: Theory, Research, & Practice. New York: Teachers College Press.
  • Gay, G. (2001). Preparing for Culturally Responsive Teaching. Journal of Teacher Education. 53 (2), 106–116. Retrieved June 5, 2018. from www: doi.org/10.1177/0022487104267587.
  • Gay, G. (2010). Culturally Responsive Teaching: Theory, Research, and Practice. New York: Teachers College Press.
  • Gay, G. (2013). Teaching To and Through Cultural Diversity. Curriculum Inquiry. 43 (1), 48–70. Retrieved June 5, 2018. from www: doi.org/10.1111/curi.12002.
  • Guèvremont, V. (2014). Integrating culture in sustainable development: Québec’s agenda 21, a model for the implementation of article 13. In: Hanania, L. R. (ed.). Cultural Diversity in International Law: The Effectiveness of the UNESCO Convention on the Protection and Promotion of the Diversity of Cultural Expressions (265–278). London: Routledge. Retrieved June 3, 2018. from www: doi.org/10.4324/9780203795842.
  • Hájek, O., Novosák, J. & Bednář, P. (2011). Local Agenda 21 and Culture: Lessons from the Czech Republic. Culture and Local Governance. 3 (2), 83–94.
  • Howard, T. C. (2012). Culturally Responsive Pedagogy. In: Banks, J. A. (ed.). Encyclopedia of Diversity in Education (550–557). Thousand Oaks: Sage. Retrieved June 6, 2018. from www: doi.org/10.1080/07303084.1994.10606999.
  • Jović, N. (2013). Kultura i globalizacija – suprotstavljena tumačenja. Godišnjak Fakulteta političkih nauka. 7 (9), 65–79.
  • Ketkaew, T. (2003). Cultural Diversity and Biodiversity for Sustainable Development. Nairobi: UNEP. Retrieved June 3, 2018. from www: doi.org/10.1016/j.aquaculture.2010.03.012.
  • Ladson-Billings, G. (1994). The Dreamkeepers: Successful Teachers for African-American Children. San Francisco: Jossey-Bass.
  • Ladson-Billings, G. (1995). Toward a Theory of Culturally Relevant Pedagogy. American Educational Research Journal. 32 (3), 465–491. Retrieved June 5, 2018. from www: doi.org/10.3102/00028312032003465.
  • Lončar, J. (2011). Obrazovanje za održivi razvoj na fakultetima društveno-humanističkih nauka. U: Pavlović, V. (ur.). Univerzitet i održivi razvoj (241–263). Beograd: Fakultet političkih nauka.
  • Macura-Milovanović, S., Gera, I. & Kovačević, M. (2010). Mapping Policies And Practices For The Preparation Of Teachers For Inclusive Education In Contexts Of Social And Cultural Diversity Serbia Country Report. Torrino: Deutsches Institut für Internationale Pädagogische Forschung.
  • Macura-Milovanović, S., Pantić, N. & Closs, A. (2012). The raionele for a wider concept of inclusive education for teacher education: A case study of Serbia. Prospects. 42 (1), 19–39.
  • Mićanović, M. (2011). Obrazovanje za održivi razvoj: Priručnik za osnovne i srednje škole. Zagreb: Agencija za odgoj i obrazovanje.
  • Nacionalna pripadnost: podaci po opštinama i gradovima (2012). Popis stanovništva, domaćinstava i stanova 2011. u Republici Srbiji. Beograd: Republički zavod za statistiku.
  • Pascual, J. (2007). Cultural policies, human development and institutional innovation: or why we need an Agenda 21 for culture. Expanding Cultures: Arts and Local Government Conference. 1–16.
  • Pascual, J. (2016). Agenda 21 for culture. In: Doyle, J. (ed.). Sustaining Cultural Development: Unified Systems and New Governance in Cultural Life (37–42). London: Routledge.
  • Pascual, J. & Dragojević, S. (2011). Vodič za učešće građana/ki u razvoju lokalnih kulturnih politika u evropskim gradovima. Kotor: Expedito.
  • Scherff, L. & Spector, K. (2011). Culturally relevant pedagogy. Lanham: Rowman & Littlefield Education.
  • Shor, I. (1992). Empowering Education: Critical Teaching for Social Change. Chicago: University of Chicago Press.
  • Sotshangane, N. (2002). What Impact Globalization has on Cultural Diversity? Alternatives: Turkish Journal of International Relations. 1 (4), 214–231.
  • Starc, J. (2016). Implementation of diversity management contents into the curricula of higher education institutions in Western Balkans countries. Inovacije u nastavi. 29 (4), 55–71. Retrieved June 3, 2018. from www: doi.org/10.5937/inovacije1604055s.
  • Statut AP Vojvodine (2014). Službeni list APV, br. 20.
  • Taylor, S. V. & Sobel, D. M. (2011). Culturally Responsive Pedagogy : Teaching Like Our Students’ Lives Matter. Bingley, UK: Emerald Group Publishing Limited.
  • UCLA (2010). Culture: Fourth Pillar of Sustainable Development. Mexico: United Cities and Local Governments.
  • UCLG (2004). Agenda 21 za kulturu. Barselona: Academica.
  • UNESCO (1982). Mexico City Declaration on Cultural Policies. World Conference on Cultural Policies. Retrieved October 1, 2018. from www: https://culturalrights.net/descargas/drets_culturals401.pdf.
  • UNESCO (1997). Educating for a Sustainable Future: A Transdisciplinary Vision for Concerted Action. Retrieved October 1, 2018. from www: http://www.unesco.org/education/tlsf/mods/theme_a/popups/mod01t05s01.html.
  • UNESCO (2002). Universal declaration on cultural diversity. Retrieved October 1, 2018. from www: https://www.ohchr.org/Documents/ProfessionalInterest/diversity.pdf.
  • UNESCO (2005). Convention on the Protection and Promotion of the Diversity of Cultural Expressions. Retrieved September 15, 2018. from www: http://portal.unesco.org/en/ev.php-URL_ID=31038&URL_DO=DO_TOPIC&URL_SECTION=201.html.
  • UNESCO (2009a). Investing in Cultural Diversity and Intercultural dialogue: Executive summary. UNESCO
  • World Report. Retrieved September 15, 2018. from www: http://www.unesco.pl/fileadmin/user_upload/pdf/Konwencje__deklaracje_raporty/Raport_o_Roznorodnosci_Kulturowej.pdf.
  • UNESCO (2009b). Investing in Cultural Diversity and Intercultural dialogue. UNESCO World Report. Retrieved September 20, 2018. from www: https://unesdoc.unesco.org/ark:/48223/pf0000185202.
  • United Nations (2005). United Nations Decade of Education for Sustainable Development (resolution 59/237). Retrieved June 6, 2018. from www: https://doi.org/10.1016/s0735-1097(13)05237-6.
  • Veinović, Z. (2015). Obrazovanje učitelja i održivi razvoj. U: Milinković, J., Trebješanin, B. (ur.). Implementacija inovacija u obrazovanju i vaspitanju − izazovi i dileme (579‒595). Beograd: Učiteljski fakultet.
  • Venkataraman, B. (2009). Education for Sustainable Development. Environment: Science and Policy for Sustainable Development. 51 (2), 8–10.
  • Villegas, a. M. & Lucas, T. (2002). Preparing Culturally Responsive Teachers: Rethinking the Curriculum. Journal of Teacher Education. 53 (1), 20–32. Retrieved June 5, 2018. from www: doi.org/10.1177/0022487102053001003.
  • Vujić, A. (2009). Pravo pripadnika nacionalih manjina na obrazovanje u Vojvodini od 1974. do 2004. godine. Pedagoška stvarnost. 55 (7–8), 700–712.
  • Wang, V. X. (2009). Handbook of Research on E-Learning Applications for Career and Technical Education: Technologies for Vocational Training. Hershey: IGI Global.
Language selection
Open Access Statement
345 Open access declaration can be found on this page

Information about copyright 345 Teaching Innovations are licensed with Creative Commons Attribution License (CC BY 4.0). Information about copyright can be found on this page.
Open Access Journal
345
Indexed by
345 This journal was approved on 2018-01-22 according to ERIH PLUS criteria for inclusion. Download current list of ERIH PLUS approved journals.
Indexed by
345 University of Belgrade, Teacher Education Faculty has entered into an electronic licensing relationship with EBSCO Information Services, the world's most prolific aggregator of full text journals, magazines and other sources. The full text of Teaching Innovations / Inovacije u nastavi is available now on EBSCO's international research databases.
Indexed by
345
Ethics statement
345 Publication ethics and publication malpractice statement can be found on this page.
Follow Teaching Innovations
345   345   345