ETHNOCENTRIC ELEMENTS IN PEDAGOGICAL SCIENCES

Abstract

Ethnocentrism, as the perception of one’s own culture as superior to others, represents a significant sociocultural phenomenon with profound implications for the educational process. This paper focuses on identifying and analyzing ethnocentric elements in pedagogical sciences and their impact on educational practice. The aim is to highlight the presence of ethnocentric content in curricula, textbooks, and teaching approaches, which often unconsciously contribute to the creation of cultural hierarchies and limited intercultural sensitivity among students.
The research was conducted through a qualitative analysis of relevant pedagogical literature and teaching materials, using descriptive and comparative methods. The results indicate that ethnocentric elements are most prominent in subjects within the fields of humanities and social sciences, where the national perspective tends to dominate over intercultural dialogue. Such educational models may lead to the development of narrow attitudes, stereotypes, and intolerance toward diversity.