Full Article: PDF
Scientific Object Identifier: http://s-o-i.org/1.1/TAS-11-151-7
DOI: https://dx.doi.org/10.15863/TAS.2025.11.151.7
Language: English
Citation: Alinder-Ismailova, E.O. (2025). From multicultural risk to intercultural resource: the educator's competencies for managing ethnocultural diversity. ISJ Theoretical & Applied Science, 11 (151), 37-41. Soi: https://s-o-i.org/1.1/TAS-11-151-7 Doi: https://dx.doi.org/10.15863/TAS.2025.11.151.7 |
Pages: 37-41
Published: 30.11.2025
Abstract: This article examines the crucial role of the educator in transforming ethnocultural diversity from a potential source of conflict (risk) into a valuable driver for development and social cohesion (resource) across all educational levels, from kindergarten to higher education. The paper first establishes a conceptual framework distinguishing between static multiculturalism and dynamic interculturalism. It then defines the educator's essential managerial competencies, which encompass cognitive knowledge, affective attitudes (savoir-etre), and behavioral skills necessary for promoting dialogue and social justice. We argue that effective management relies on applying innovative, sociocultural-constructivist technologies (e.g., Cooperative Learning) to foster constructive interdependence and expand learners’ cognitive schemas. Finally, the study proposes the Action Research Cycle as a robust methodological model for the empirical validation and continuous refinement of the educator's competencies, ensuring the sustainability and flexibility of the diversity management model in practice.
Key words: Ethnocultural Diversity, Intercultural Competence, Pedagogical Management, Action Research, Social Cohesion, Constructivism.
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