Współuczestnictwo rodziców i nauczycieli w realizacji założeń edukacji wielo- i międzykulturowej - (nie)możliwe rozwiązania

Abstract

: What has been undertaken in this study is the reflection on the impor-tant (but still insufficiently explored) collaboration between family and school in the context of extensive cultural diversification. It is emphasized that partner collaboration should enhance the unifying of the influences which contribute to shaping learners’ indispensable intercultural competences. Due to this, more sig-nificance is attributed to the nature of teachers and parents’ engagement in the implementation of the assumptions concerning multi – and intercultural education. As this issue is not much focused on in expert literature, an attempt was made to bring closer the types of their participation in the indicated educational field. This was done taking into account Volker Krumme’s concept of the types of parents and teachers’ participation in education. The participation considered here comprises both active (“parents get engaged themselves”, “teachers get engaged of their own will”) and passive (“parents are engaged by teachers”, “teachers nauczycieli are engaged by parents”) commitment of both sides in the implementation of multi – and intercultural education. It was also specified which types of engagement and due to which reasons could be undertaken more or less