| The conception of multicultural education just referred to the cultures of different nations and races when it was proposed preliminarily. Even it was merely concerned with a certain esteem towards the culture of minority, and it wanted to actualize the equality of the basic rights of human beings. The conception of culture developed in all directions without the restraint of terrains and nations, so the scope of multicultural conception changed accordingly. In so doing, the reform of the object of multicultural education was remodeled resultingly. The current multicultural education indicates a kind of education which can facilitate the progress of the educatees physically and mentally, and promote the cultural development of the humankind ultimately by means of ensuring the equality of receiving education evenly to every educatee on the basis of respecting the cultural diversity of educatees in spite of different sexual identities, races, nations, religions, languages, societal economic statuses, communities.The multicultural education possesses a long and plenty developmental process historically due to the centuries-old history of the multicultural phenomenon. The multicultural education was in a budding situation 20th century ago, which came into being spontaneously on the basis of maintaining the gerentocratic interests of their own, and its characteristics were chaos and the bachelordom of cultural diffusion; the multicultural education shaped during the period from the beginning of 20th century to 1980s, in which it developed in the direction of sequence and conventionality, and the importance was attached to the theories and practices of multicultural education as its value was presented gradually in the political and economic areas all over the world; and it progressed towards the institutional development 1980s later and extended deeply towards all fields in society as its researches advanced further as a result of its implemental and noumenal values were embodied to... |
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