ERIC Number: ED218389
Record Type: RIE
Publication Date: 1982
Reference Count: 0
The Education of Ethnic Subgroups in Contemporary Hungary.
Hungarian state policy affecting ethnic minorities (Slovaks, Germans, Croatians, Rumanians, Serbians, and other groups) has been greatly influenced by political and social developments in the country. The pluralist perspective that Hungary has maintained throughout most of its history dates back to King Istvan I's 11th century admonition that foreigners increase a country's strength. With the rise of modern nationalism in the mid-19th century, the multiethnic policy was temporarily abandoned in favor of assimilationist concerns. The recent return to pluralism largely resulted from Hungary's dependence on the support of its national minorities during the 1956 Hungarian revolution. Current policy, which sees minorities as links to neighboring socialist states, requires the acceptance of diversity and the rejection of forced assimilation of ethnic groups. This policy is supported by constitutional provisions and other legislation, and has been translated in education in the form of programs designed to integrate rather than assimilate national minorities. The abandonment of the "automatism" stance (the assumption that minority problems would be automatically overcome with the advent of a socialist regime) in favor of deliberate planning resulted in dramatic improvements in minority education, bilingual and minority language instruction, and other minority cultural and educational activities. Whether Hungary will continue to move toward multiculturalism will depend on the country's educational/cultural administrators. (Author/MJL)
Descriptors: Bilingualism, Continuing Education, Cultural Activities, Cultural Pluralism, Educational Opportunities, Educational Policy, Elementary Secondary Education, Ethnic Groups, Foreign Countries, Higher Education, Minority Groups, National Programs, Political Influences, Public Policy, Social Integration
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Note: One line of marginally legible print appears on page 7.