THEORETICAL FOUNDATIONS FOR THE IMPLEMENTATION OF A MULTICULTURAL APPROACH IN THE PROCESS OF STUDYING HISTORY BY STUDENTS OF GENERAL SECONDARY EDUCATION INSTITUTIONS

• Kateryna Popova

  PhDCandidate,Specialty 011 Educational, Pedagogical Sciences,Rivne State Universityfor the Humanities,History teacher at Rivne Lyceum-School No 19

  https://orcid.org/0000-0001-9060-0330

Abstract. The article analyzes the theoretical foundations of the multicultural approach in the process of studying history. The author emphasizes the need to study history in the context of multiculturalism, as it is actualized by the past of Ukraine, its European integration course, which necessitates the need to meet European standards, as well as the need to counter stereotypes and prejudices, forming the values of tolerance and multicultural competence in students.

Since there is no definition of “multicultural competence” in the regulatory framework of Ukraine, K. Popova formulates it. The article interprets it as an integral part of civic, social, and cultural key competencies. The author also presents her own vision of the interpretation of the concept of “multicultural approach” and talks about its social space.

К. Popova states that multicultural competence can be formed in history lessons by applying a multicultural approach, which means rejecting Eurocentrism and Ukrainocentrism, focusing on different socio-cultural institutions, cultures, ethnic communities, the interactions of different peoples, etc. The author takes the Law of Ukraine on Education (2017) and the State Standards of Basic Secondary Education as the basis for interpreting multicultural competence.

The article highlights the principles of implementing a multicultural approach. In particular, the author emphasizes the principles of systematic and consistent study of educational material, accessibility, emotionality, etc. The author defines them as key conditions for the formation of multicultural competence.  To form the latter, K. Popova draws attention to the role of the school textbook and the teacher. The school textbook is a guide for students in forming their knowledge of the Other.

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