Congresos de GKA, [GKA EDU 2020] Congreso Internacional de Educación y Aprendizaje

Tamaño de la fuente: 
Multicultural Education as Empathetic Connection to Migrants’ Adaptation
Ya-huei Wang, Hung-Chang Liao

Última modificación: 2019-12-11

Resumen


The study intended to apply Berry’s acculturation model to multicultural education and use the model as empathetic connection to enhance students’ intercultural competence to facilitate positive intercultural interactions with one another. According to Berry, in order to live successfully in two cultures, those migrating into a new country have a hard time in contact with the host group’s culture, always the dominant culture. Hence, in the process of acculturation, migrants may experience varieties of adaptation to a new culture: assimilation, separation, integration, or margination. In assimilation, migrants acquire the host culture while discard their own heritage culture. In separation, migrants reject receiving the host culture, insisting on retaining their own heritage culture. In integration, while acquiring the host culture, migrants may strive to reach a balance between the dominant host culture and heritage culture. In margination, migrants reject receiving the host culture but keep holding their own heritage culture. Through multicultural education, students may identify the four strategies in the acculturation process and further through case studies to examine what strategies or varieties migrants may use to resist or to accommodate themselves to a new culture. Hence, multicultural education may use as empathic connection to help students realize migrants’ hardship in adapting themselves to host cultures. Moreover, through empathizing the hard times migrants may suffer, students would increase their multicultural awareness to respect cultural diversity, thus enhancing their intercultural competence to facilitate positive intercultural interactions with one another.

Palabras clave


multicultural education, migrants, acculturation, empathetic connection