THE ROLE OF THE PEDAGOGUE IN THE INTERCULTURAL TRANSFORMATION OF THE SCHOOL

Abstract

Interculturalism as a global tendency opens a platform for diverse pedagogical approaches aimed at incorporating diverse intercultural elements into the educational process. A series of modern perceptions of intercultural education highlight the need to promote a cross- curricular approach as a reflection of the holistic promotion of a system of values, such as: respect, understanding, tolerance, solidarity, empathy, helping, promoting all kinds of otherness. Intercultural initiatives in schools should contribute to strengthening natural, spontaneous, frequent interaction between cultural, social, linguistic, religious, ethnic differences, which will result in multidirectional networking of the same. In conditions when multicultural school contexts are predominantly encountered, the question arises about the role of pedagogues as visionaries and leaders of intercultural transformation. Through qualitative research, the steps and activities of this complex process led by school pedagogues in three school contexts, i.e. two primary municipal schools in urban areas (Skopje, Tetovo) and one rural primary school (Konche municipality) were followed. The school pedagogues in the three educational institutions have been involved in implementing a range of activities to support intercultural values for more than five academic years. Through analysis of rich pedagogical documentation, participatory observation, semi- structured interviews, the following aspects were followed:
• categories of support and activities implemented by pedagogues during planning, implementation
and evaluation of intercultural initiatives,
• the influence of pedagogues on the teaching staff in the process of personal and professional transformation,
as a prerequisite for intercultural education and education,
• dynamics of intercultural transformation and overcoming barriers in the school environments.
The results unequivocally emphasize and highlight the crucial role of pedagogues in maintaining a long-term, systematic and planned orientation towards intercultural efforts. The transformation of program goals into the components of the school’s mission and vision, i.e., into the ethos of the school, is recognized as the ultimate benefit.