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1.
Sheila Smith‐Hobson 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):10-18
How does one develop a writing‐tutoring course which will prepare students to tutor their college peers? What do students preparing as peer tutors in a college writing and learning centre need to know in order to tutor competently other students of multicultural, multiracial and multilinguistic backgrounds? 相似文献
2.
Francis Wardle 《Early Childhood Education Journal》1998,26(1):7-11
Early childhood programs have been in the forefront of implementing a multiracial curriculum. Early childhood educators need to extend these approaches to support and embrace multiracial and multiethnic children. These are children whose biological parents crossed traditional U.S. Census categories to have children. To meet the unique needs of these children and their families, early childhood educators need to engage in staff training, provide classroom materials, work closely with parents, and challenge the single race approach to multicultural education. 相似文献
3.
Marylou Ramsey 《International journal for the advancement of counseling》1996,19(3):277-291
Power is a central dynamic in multicultural encounters. Yet many people, especially counsellors, are reluctant to discuss their experiences with power and what it means to them. As a result, power remains an often unspoken, disturbing issue in multicultural counselling and counsellor education. This article addresses this silence by: a) clarifying the relationship between power and cultural racism; b) discussing what counsellors need to know about power; c) presenting an experiential powerlab that counsellor educators and trainers may use to explore various aspects of power; and d) suggesting a processing format, issues and supportive resources for debriefing this exercise. 相似文献
4.
刘延超 《广西师范大学学报(哲学社会科学版)》2012,48(2):55-59
身份认同是文化研究中的重要课题。新加坡由于受历史、地理、政治、经济等多方面的影响,形成了独特的多民族和多元文化的国家,因而新加坡的身份认同问题,在某种程度上来说,具有文化标本的意义。文学作品作为一种意识形态,反映的是特定时代的精神风貌和文化心态。新加坡英语文学作为新加坡的主流文学创作,深刻地反映了新加坡人在身份认同过程中所表现的族群认同与文化认同的双重困惑。 相似文献
5.
Birdie J. Bezanson Susan James 《International journal for the advancement of counseling》2007,29(3-4):159-171
For the past 40 years, the helping professions have attempted to address the uniqueness of therapeutic relationships that involve clients and counsellors of different cultures. Counselling psychology has been at the forefront in the cultural movement within the helping profession. Approaches utilized by multicultural counsellors can be classified into two basic stances: culture-general and culture-specific. This paper argues that an either/or perspective does not stand to benefit the profession; however, a framework that encompasses the best of both approaches provides the building blocks for a hermeneutic approach to multicultural counselling. The two stances are explained and each is critiqued. The false dichotomy that has evolved within the profession between these two stances is discussed and an argument for focusing research on multiethnic counselling relationships is given. Finally, an integrative approach that privileges hermeneutics is presented. 相似文献
6.
R. Santhiram 《Asia Pacific Journal of Education》1997,17(2):7-18
Education in a multiracial and multicultural society needs to reflect that kind of environment. In Malaysia, the curriculum is expected to play an important role in the formation of fundamental attitudes and images and in promoting national unity and integration. This paper examines the role of textbooks in addressing the above issues from the point of view of a minority community. An analysis of selected Lower Secondary School textbooks is carried out using quantitative content analysis and qualitative strategies. The paper concludes that some textbooks provide curriculum content appropriate for a multicultural society whereas others have concentrated heavily on majority race identity. Textbook writers should be made more sensitive to the nation-building intent through provision of and adherence to a set of guidelines. 相似文献
7.
Mary F. Lenox 《Early Childhood Education Journal》2000,28(2):97-103
Early childhood educators are challenged to introduce children to the world of their future, a world that is and will increasingly become multicultural and multiracial. Storytelling is a powerful tool to promote an understanding of self and others. Readers are informed of the selection criteria for identifying stories to tell to young children from the colorful tapestry of Asian American, African American, Hispanic, and Native American heritages. Key questions to ask and answer in selecting culturally sensitive stories are also discussed, including the elements of character development, prejudice reduction, authority and authorship, and language. A storyteller's sampler of selected stories for preschool and primary-age students is included in the annotated bibliography. Reference sources for educators on storytelling techniques and strengthening understanding of multicultural perspectives are also described. 相似文献
8.
Following an analysis of current responses to the ideologies of multicultural and anti‐racist education, the findings of a survey of student teachers’ perceptions of the role of the school in a multiracial society are presented. The survey suggests that prospective primary teachers may be more amenable towards contemporary policy initiatives in this sphere than their secondary colleagues. To account for this finding, reference is made to differences between the two groups in terms of occupational socialisation, identity and role. The implications of the study for initial teacher training institutions are discussed in the context of recommendations made in the Swann Report (1985). 相似文献
9.
Maxine Stephenson Helen Anderson Nane Rio Pam Millward 《Asia Pacific Journal of Education》2009,29(1):87-99
This study investigated student perceptions of the significance of having a teacher education programme located in a culturally and ethnically diverse community in New Zealand. Four successive student cohorts were interviewed each year of their teacher preparation, and also during their first year of employment. Students identified location as a major source of the programme's strength, both for pragmatic reasons, such as providing access to tertiary study, and for reasons of community dynamics. The students noted a sense of familiarity and community that was a source of unity and strength in shaping their engagement with the institution. They indicated also that the diverse student group was a rich resource in preparing them for teaching careers in diverse urban schools. The evidence presented in the study suggests that attention to location of teacher education programmes may be an important factor in addressing imperatives for teacher educators in today's increasingly multi-ethnic, multicultural, multiracial, multi-religious and multilingual classrooms. 相似文献
10.
Kogila MOODLEY 《Higher Education in Europe》1992,17(4):43-52
This analysis explores the implications of affirmative action, in its broadest sense, in the educational sphere of a unique multicultural and multiracial society ‐‐ South Africa. It looks at more conventional approaches such as positive discrimination and preferential hiring, on the one hand, and at the process of institutional transformation, on the other. Elsewhere, discussions of affirmative action commonly dwell on institutional access and on admission. Less qualified people, distinguishable on the basis of ascribed attributes such as race, are too often perceived as having been placed in positions for which they are unprepared. Examples of affirmative action procedures undertaken in South African tertiary institutions will . be examined. 相似文献
11.
Roy Moodley 《International journal for the advancement of counseling》1999,21(2):139-152
During the last two decades counselling in a multicultural context has been on the increase with more and more training programmes now including issues of race, culture and ethnicity. This has led to numerous approaches, for example transcultural, inter-cultural, cross-cultural, multicultural, Afro-centric, anti-racist and black feminist, which define counselling with minority groups. Although many of these approaches have a sound theoretical base, they nevertheless remain marginal in terms of convincing the minority communities of their value and effectiveness. This is clearly seen in the pre-mature termination and lack of participation by minorities in counselling and therapy. The chief criticism against counselling throughout this period is that, it has remained essentially, Eurocentric, ethnocentric and individualistic. Culture-sensitive counsellors and counselling within a "culture fit" model have been suggested as a way of making the process more appropriate to a diversity of cultures. Furthermore, this has led to some practitioners strongly advocating the inclusion of socio-economic and political constructs as part of a broader definition of multicultural counselling. For example, the issues of power and influence, cultural hegemony, racism and masculinities are becoming key schemas in cross cultural counselling practices. The challenge for multicultural counselling, in the next decade, would be to include traditional healing practices as part of its discourse, if it is to encourage the active participation of ethnicminorities. This paper is an attempt to explore some of these challenges and highlight some of the transformations that are taking place within multicultural counselling. Finally, through a discussion of a case vignette, the paper illustrates the need to accommodate traditional healing methods in counselling the culturally diverse client. 相似文献
12.
Beth Robinson Loretta J. Bradley C. Bret Hendricks 《International journal for the advancement of counseling》2000,22(2):131-141
Multicultural elements and issues are a vital part ofeffective counselling supervision. However,traditional counselling supervision has not provideda conceptual framework that integrates multiculturalissues. The purpose of this paper is to provide afour-step model for the development of multiculturallycompetent counsellors. The four-step model includes:(a) developing cultural awareness of the counsellingsupervisor; (b) exploring the cultural dynamics of thecounselling supervisory relationship; (c) examiningthe cultural assumptions of traditional counsellingtheories; and (d) integrating multicultural issuesinto existing models of supervision. 相似文献
13.
Despite the increasing interest in the experiences of multiracial individuals, as evidenced by the emergent body of literature and research related to multiracial experiences, we lack an understanding of methodological concerns related to research with multiracial individuals. Here, we seek to (1) investigate the applicability of theories of insider/outsider status to research conducted by and with multiracial individuals, (2) interrogate our own research experiences as multiracial scholars conducting research with multiracial students, and (3) identify implications from our analysis for other researchers. We conclude that understandings of methodological terms related to monoracial populations are limited in their applicability to research with multiracial individuals. Additionally, we conclude that navigating multiracial identities in research situations is a particularly complicated process aided less by a shared sense of identity or community between researcher and participants and more by experiences that stem from a similar need to engage in micronegotiations of racial and ethnic identities. 相似文献
14.
O. Bojuwoye 《International journal for the advancement of counseling》2001,23(1):31-50
Mental health care providers (especially clinical psychologists,psychotherapists and counsellors) are becoming increasingly aware of theneed for cultural knowledge in order to render appropriate services.These professionals are particularly being asked to take intoconsideration clients' cultural values (in terms of their ecological,historical and cultural contexts) in service delivery. This developmenthas led to the suggestion that mental health care practitioners shouldadopt multiple delivery systems or the integration of Western andnon-Western health care delivery approaches when providing services tomulticultural groups. Along this line, this article discusses a numberof virtues inherent in some non-Western healing or psychotherapeuticapproaches. Common elements in the principles of successful therapeuticapproaches (Western and non-Western) are highlighted. The endnotes ofthe paper address the issue of cross-cultural similarities and broadpatterns in suggesting that although concepts may differ, principles andexplanations may not. Therapy and counselling in multicultural societiesof the 21st Century may be expected to take the direction of anintegrated delivery system with the possibilities of sharing ideas andknowledge across cultures. 相似文献
15.
Anne M. Ober Darcy Haag Granello Malik S. Henfield 《Counselor Education & Supervision》2009,48(3):204-221
The Synergistic Model of Multicultural Supervision is an integration of 3 existing models to provide concrete and practical guidance for supervisors wishing to enhance supervisee multicultural competence in personally meaningful and developmentally appropriate ways. The model attends to both content and process within the supervisory session and promotes multicultural counselor competence through increasing cognitive complexity, self‐reflection, and structured interventions. 相似文献
16.
One of the key effects of globalisation is the extraordinary increase in migratory movements. Spain, a country traditionally accustomed to emigration, has seen a considerable rise in the influx of immigrant population, with notable demographic, social and cultural transformations. Particularly, since the early 90s, schools have been experiencing increasing ethnic diversity in their student enrolments. Especially, over the last 10 years, their presence has multiplied 10-fold, reaching 9.53% of the total student body. Thus, along with linguistic difference, class, gender or ability, the most characteristic feature of Spanish schools in recent years is their multicultural nature. For these reasons, it seems reasonable to focus on how Spanish schools, and particularly teachers, perceive and manage cultural diversity. This article reports on a multiple case design study concerning the teachers’ views on cultural diversity and the impact on daily practice in their classrooms. Participants included 16 teachers, with experience ranging from 2 to 20 years of teaching, from four Spanish secondary schools. Semi-structured in-depth interviews with the teachers from each school were chosen as the research method. Additionally, the principal and four immigrant student families from each school were also interviewed. Further information was obtained through a focus-group interview with the four school counsellors. Over a six-month period, all the interviews and complementary field work were carried out by a researcher in each school. While recognising the efforts to accommodate ethnic groups and immigrant populations, the results indicated that teachers perceive cultural diversity as a particular problem whose management is marginalised and excluded from the set of school activities and teaching practices. Teachers agree that the issue is one of adaptation, a problem to be solved by the students themselves with the support of school counsellors and other educational specialists. This way, neither school policies nor teaching practices assume the commitments arising from cultural diversity, so we cannot say that teachers incorporate it in their work, putting culturally relevant teaching into practice in their classrooms. While one of the benchmarks achieved in recent years is the presence of educational specialists in schools to address cultural diversity, the next step is to create the conditions to articulate a joint and collaborative effort between the teaching body and these professionals, bringing cultural diversity management closer to the classroom. Another pending challenge would be determining how we can best prepare teachers for organising and managing their culturally diverse classrooms. Teachers in these schools are doing their job without a professional knowledge base concerning multicultural education. Therefore, pre-service and in-service teacher education programmes should consider questions related to multicultural education and classroom management, which are absent or rarely taken into account in teacher training to date. 相似文献
17.
Research on multiracial individuals is often cross-sectional, obscuring the fluid nature of multiracial self-categorization across time. Pathways of racial self-identification are developed from a nationally representative sample of adolescents aged 14-18, measured again 5 years later. A significant proportion of multiracial adolescents change racial self-identification across time. Youth who ever report being multiracial are 4 times as likely to switch self-identification as to report consistent multiracial identities. Across this time, more multiracial adolescents either add a racial category (diversify) or subtract one (consolidate) than maintain consistent multiracial self-categorization. Exploratory multinomial analyses show few differences between these pathways on select psychological and social characteristics. Results lend quantitative support to qualitative studies indicating the fluidity of racial self-categorization. 相似文献
18.
In this article we discuss how clients who have immigrated to Canada and Canadian counsellors negotiate cross-cultural misunderstandings as opportunities to transcend reified assumptions about cultures. Cultural differences as well as discrepancies in translation need to be worked out for counsellors and clients to arrive at shared understandings useful for clients. Arriving at shared understandings requires conversational partners to recognize and overcome how cultural differences may influence personal interpretation of each other’s actions. Misunderstandings, in this sense, highlight affiliative or disaffiliative choices to speakers. We suggest that counsellors can benefit from inviting clients’ initiatives and preferences to inform how relationships develop. 相似文献
19.
赵晓雨 《南昌教育学院学报》2011,26(3):123-124,126
多元文化教育指平等对待来自不同文化群体的学生之间的差异,使所有学生得到平等教育机会的教育。在我国中小学实施多元文化教育,对中小学教师提出了新挑战,要求中小学教师成为多元文化教师,拥有多元文化知识,对不同文化持积极态度,熟练运用多元教学策略。在我国现行教师教育中,可通过增加多元文化教育课程,增加教学实习机会等途径,使未来教师经过学习、发展以及参与三个阶段,具备实施多元文化教育的能力,成为多元文化教师。 相似文献
20.
Atsuko Seto Suzanne Young Kent W. Becker Mark S. Kiselica 《Counselor Education & Supervision》2006,45(4):304-318
The authors investigated the effectiveness of the Triad Training Model (P. Pedersen, 1994a, 1994b, 2000a, 2000b) on influencing counselor empathy, intolerance for ambiguity, and multicultural competency by using a quasi‐experimental treatment group comparison design. No significant differences among the triad training group and two comparison groups were found. However, the changes in multicultural competency scores within the treatment group were found to be significant. Implications of the findings are discussed. 相似文献