An Anthropological Study Of Multicultural Teaching In Northern Ireland

The EU's cultural interactive education policy and the introdu ction of the Northern Ireland Integrated Education Policy all reflect the importance of countries in properly solving multicultural educat ion and teaching issues and have jointly indicated the direction of f uture education research,namely a sustainable cultural interactive ed ucation method based on the equal exchange of cultures of all ethn ic groups.It replaces the original multicultural education,and the re quirement is not limited to respect and understanding of the culture s of various ethnic groups,and aims to cultivate a dynamic concept of cultural interaction that encourages exchange and cooperation be tween different ethnic cultures.This study,based on Bailey's assimilation theory,Fei's the patt ern of diversity in unity of the Chinese nation,multicultural educati on theory,used the field survey method of anthropology to analyze NI's multicultural teaching.It selected the Forge Integrated Primary School in Belfast,Northern Ireland,and carried out a two-month s urvey,combined with the Intercultural Education Policy and NI's In tegrated Education Policy,and a comparative analysis of our multi-e thnic cultural teaching.This study summarized two conclusions:The multi-cultural teac hing in NI is mainly reflected in the diversity of its students' cultur al background,teaching courses,teaching methods and after-school activities.It sets up a multicultural course and always focusing on t he cultural interaction concept;the teaching method used the symbo lic perspective of the cultural symbols of anthropology and conveye d the national culture with the help of symbols;the activities focus ed on the individual psychological level of students.Both the multi-ethnic cultural teaching in China and the multi-cultural teaching in NI have the consensus of cultural diversity and the concept of cul tural interaction.The teaching of multi-ethnic culture in China shoul d draw on and set up multi-ethnic cultural courses on the basis of paying attention to the overall view of culture;at the same time,it should construct students' national cultural interactions and cultivate two-way mutually beneficial exchanges and exchanges models;fina lly,China should use integrated education methods and maintain nat ional unity education.Needless to say,this study provides an international perspective by analyzing the Intercultural Education Policy and the Integrated Education Policy,it helps to play the characteristics of comparative education;by using the field survey method of educational anthrop ology ensures the reliability of the data and the participation of the research;on the basis of summarizing the multicultural teaching in NI,through comparison and analysis with the actual national condi tions of China,it also provides reference for the teaching of multi-ethnic culture in China.