Model for Improving the Framework of Multicultural Pedagogy in Russia and Germany

Abstract

This article analyzes the need for Russia and Germany to improve their models of multicultural pedagogy as well as the need to conduct comparative research and the role of that research in the development of multicultural pedagogy. This article underlines distinct steps necessary for conducting comparative research and discusses the need to change current perceptions towards the field of multicultural pedagogy, particularly perceptions based on cultural traditions and historical characteristics of educational systems. The authors propose a model for multicultural pedagogy that can be used during teacher training, with fundamental stages of this model presented in the article.

DOI: 10.5901/mjss.2015.v6n4s1p176