| Abstract [eng] |
The meanings of interculturality attributed by Lithuanian comprehensive education pupils (of the 10th–12th forms) and preconditions for development of interculturality in the context of cultural transformation are the research object. Scientific problematic questions of the research: How do pupils’ experiences reflect (self-)development of interculturality, orientations to cultural transformations? What learning environments do influence (self-)development of interculturality of pupils? What contexts do limit/ stimulate (self-)development of interculturality? What theoretical interpretational model could enact (self-)development of interculturality in comprehensive education schools? The Dissertation hypotheses: interculturality conditions cultural transformations by changing traditional values, rituals; in the gender aspect, involvement of pupils into activities stimulating interculturality is more active in the group of girls; (self-)development of interculturality proceeds fragmentarily, more intensively in a non-formal environment, while focusing on self-development, personality growth. Practical significance of the research: on the ground of theoretical insights, a generalised situation of intercultural education in Lithuanian comprehensive education schools is presented; it allows viewing pupils’ experiences in the aspect of manifestation of interculturality in educational practice; the research results enable drawing an assumption concerning the demand for the change of Lithuanian education policy; for this purpose, the model of (self-)development of interculturality has been designed, naming the changing goals of education, striving for stimulation of the culture of a dialogue, diversity of attitudes in multicultural society and assurance of equal opportunities for education for all; the research results reveal restrictions of (self-)development of interculturality in Lithuanian comprehensive education schools, where interculturality is not practiced in daily teaching activities; on the ground of the research results, the conclusions and recommendations for creators of education strategies, scientists, school managers and pedagogues have been formulated. |
