Literary Education as a Place for Multicultural Dialogue

Paper deals with implementation of multicultural education topics to the literary education based on the common socializing and formative functions of both disciplines within the educational framework. Paper's core is formed by presentation of research that was focused on monitoring of present state and current possibilities of multicultural education realized through the work with artistic text during the literary education classes held at the upper stage of elementary schools, namely from the teacherś perspective. To reach the most accurate findings we chose quantitative method of questionnaire survey. During the research survey we tested five hypotheses that were vital for description of factors truly influencing form of the multicultural education (form of supportive curriculum, teacher's age, taught subjects, teacher's relationship to the subject etc.). Present form of multicultural dialogue during the work with artistic text was mapped through survey items.