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1.
This study examined preservice teachers' (N = 73) attitudes about and awareness of aspects of multicultural teaching and learning. Subjects provided background information and responded to 43 statements about multicultural education. Results indicate that most respondents are aware of many issues related to multicultural education and anticipate having culturally diverse students in their classrooms. While aware of the need to be able to work with students from diverse cultures, teacher education students are undecided as to just how well their teacher preparation has developed their abilities to teach children from cultural and religious backgrounds that differ from their own, or to communicate with children and families from diverse backgrounds. The authors recommend that teacher training programs address both theory and practice in multicultural education throughout the curriculum in a comprehensive, long-term manner, so that students can acquire the knowledge and confidence necessary to deal with multicultural issues in education with intelligence, professionalism, and understanding.  相似文献   

2.
This article examines issues involved in teaching culturally diverse students and questions current practice in multicultural teacher education. An alternative approach to preparing teachers for multicultural classrooms, illustrated by the Teachers for Alaska program at the University of Alaska Fairbanks, focuses prospective teachers on (a) attending to multicultural classroom and community contexts, (b) designing instruction to make connections between academic subject matter and diverse students' backgrounds, and (c) learning how to learn from students, communities, and practical experience. The authors argue that radical departures from traditional teacher education are possible and that breaks from standard practice are both desirable and effective in preparing teachers for multicultural classrooms.  相似文献   

3.
This study of 434 students enrolled at seven southern California community colleges investigated student learning experiences in courses with multicultural and diversity content. Student perceptions of (a) what was learned in courses with multicultural and diversity content, (b) feelings about themselves when learning these types of content, (c) the values learned, (d) the amount of learning achieved, (e) feelings about the teacher, and (f) desire for more courses with multicultural and diversity content were identified. Some research has demonstrated that community colleges are doing very little to provide multicultural educational experiences for students. However, to date, there have been no comprehensive studies of community college students' experiences with multicultural and diversity education. Results of this study indicated that community college students desire courses with multicultural and diversity content. Students' learning experiences are enriched when courses contain these types of content. Although women and members of minority groups are most desirous of multicultural and diversity content, White male students need the experiences. The values taught in these courses seem to enhance the understanding of differences. Although learning about gays and lesbians is problematic for some, students do want to learn more about diversity than what frequently is associated with ''culture.'' Along with multicultural content, information concerning gender, sexual orientation, ageism, classism, and disabilities should be infused into college curricula.  相似文献   

4.
The present study examined pre-service teachers’ knowledge of issues related to multiculturalism and diversity before and after taking a multicultural education course. Data from 38 degree students in an urban university in the southwest of Finland were analysed using a mixed method approach. The results indicate that pre-service teachers’ knowledge levels increased with respect to diversity and multicultural education after taking the course. In addition, pre-service teachers felt more competent and prepared to teach students with diverse backgrounds after the exposure. The implications of the findings for teacher education programmes and teacher educators are discussed.  相似文献   

5.
This study focused on preservice teachers’ perceptions of culturally responsive teaching using multicultural literature. They learned about diversity issues, multicultural literature, and culturally responsive teaching, worked on a multicultural literature project, developed hands-on literacy lessons, and taught them to elementary school students. Results showed that preservice teachers increased their awareness of culturally responsive teaching, professional knowledge about multicultural literature and culturally responsive teaching, and skills to teach diverse students and practice culturally responsive teaching.  相似文献   

6.
Many science educators, in the US and elsewhere, suppport the idea that all students should have fair and equal opportunities to become scientifically literate through authentic, real problem-based science education. However, this challenge requires teachers to find ways to help all students feel comfortable with, and connected to, science. Despite the general consensus around the ideal of science for all, science teacher education programmes have had little or no impact on preservice teachers' philosophies of teaching and learning, especially as it relates to serving underserved populations in science. In this paper, I explore community service-learning as one way of addressing the multicultural dimension of preservice education with the following three questions: In what ways does involving pre-service science teachers in community service-learning influence their views on multicultural science education, in theory and practice? What qualities of community service-learning make multicultural science education a realistic objective? How might service-learning be used to push our collective understanding of what an inclusive and liberatory multicultural science teaching practice could be? I explore these questions and propose further areas of research by using a case study involving service-learning from my own teaching-research with preservice students.  相似文献   

7.
This cross-sectional, repeated measures, quasi-experimental study evaluates changes in college students’ commitment toward, and confidence in, political participation, civic engagement, and multicultural activism. Our sample (n = 653) consisted of college students in a Midwestern university who participated in one of three social justice education course types (service learning, intergroup dialogue, or lecture-based diversity classes) or in an “introduction to psychology” course (the non-intervention group). After completion of a social justice education course, students reported an increase in political participation and multicultural activism, whereas students enrolled in the non-intervention group reported no changes in these measures. Service learning course participants started and ended their course with the highest reported levels of political participation, civic engagement, and multicultural activism but did not demonstrate an increase in any of the three outcomes. Intergroup dialogue participants demonstrated increases in all three outcomes, while participants of lecture-based classes focusing on social justice issues demonstrated increases in political participation and multicultural activism, but not civic engagement. Our findings suggest that participation in social justice education courses is associated with increases in political participation and multicultural activism.  相似文献   

8.
Abstract

This paper describes a classroom‐based research study designed to determine how students in an undergraduate multicultural education course experience difficult and emotional content about racism. Samples of students’ reflective writing were used as sources of data, and Janet Helms’ theory of racial identity development served as the framework for analysis. Findings suggest that coursework in multicultural education can influence white students’ racial identities. In addition, the experiences of one white student are highlighted as she grappled with issues of white privilege and multicultural teaching. This study illustrates how reflective writing in combination with teaching practices informed by psychological theory helped to expand students’ understanding of racism while facilitating the development of their racial identities.  相似文献   

9.
Now more than ever teachers and those in teacher training positions are being confronted with the prevalence of multicultural and multilingual classroom environments. Along with this presence, they also face international and national policies which call for effective and successful strategy building for coping with diverse settings. This appeal often manifests with an inability on the teacher＇s part to effectively facilitate these multicultural classrooms, as well as an inability on the students＇ part to interact and finally contribute to a larger national and global goal of intercultural cooperation. A growing body of research suggests that as those in the field of teaching and teacher education seek to improve classroom techniques, curricula, and teaching practice in the area of diversity they continue to face disparaging and almost disillusioning results. What were traditionally seen as venues in dealing with issues in multiculturalism and diversity through multicultural education have been left unanswered？ The purpose of this article thus seeks to explore the pedagogical concept of intercultural education as a way to suggest discourse of dealing with the challenges to diversity in the classroom.  相似文献   

10.
This article examines student teachers' discursive constructions of difference, cultural diversity and race as they write and talk about their cultures and identities in relation to teaching and learning in the first year of a Primary Teaching Degree in a regional Australian university.
The qualitative case study which informs this paper considered the discursive resources that students bring to teacher education from their past experiences and contact with cultural differences in communities, families and schools. It examined various discourses around cultural diversity that are available to them in the teacher education course and how their discursive practices are mediated and reconstructed in the particular university context. A major goal was to explore how universities in largely homogeneous settings might firstly work with the resources that students bring to teacher education and, secondly, assist students to consider the implications of cultural and linguistic diversity for teaching language and literacy.  相似文献   

11.
Although international students studying in New Zealand desire and expect contact with their domestic peers, the level of cross‐national interactions remains generally low. This paper describes an initiative to promote more and better intercultural understanding within a target group of students having similar needs and interests in a higher education setting. A research‐based teaching approach progressively increased student engagement with higher order cognitive skills and both topic and process were aligned in such a way that training opportunities in intercultural competence were explored while also providing a process that offered further training in intercultural competence. Enduring appreciation of cultural diversity issues was achieved via deep styles of teaching and learning that raised awareness, changed attitudes and behaviour and ultimately impacted classroom culture. Initiative design, evaluation and results are described and limitations noted. The findings should be of interest to teachers of multicultural students and to academics studying cultural diversity issues.  相似文献   

12.
Academics are facing significant challenges in preparing indigenous students for employment in the multicultural working environment of hospitality and tourism organisations. In dealing with the impact of the new skills and flexibilities demanded by increasing globalisation, the indigenous workforce needs to possess a multicultural perspective and the adaptive skills and mindsets to integrate more inclusively in diverse work settings. This article explores the nature of cultural diversity within the Irish hospitality and tourism workforce (in both Northern Ireland and the Republic of Ireland). An attempt is made to identify the challenges that hospitality and tourism educators face in implementing education for cultural diversity within the curriculum in order to prepare indigenous students (and indeed local industry staff) for employment within a multicultural workforce. The main themes analysed include: training requirements; educators’ requirements; programme content and learning outcomes; assessment methods; and methods of programme delivery.  相似文献   

13.
This study used empirical data to investigate College of Education faculty’s perceptions, beliefs, and commitment to diversity. A 44-item survey composed of Likert scale-type questions about characteristics, experiences, perspectives, and personal commitments to addressing diversity issues together with demographic questions, was administered to 116 COE faculty from four urban universities. A MANOVA where the independent variables were the demographic data and the dependent variables were five subscales (importance of diversity, training for pre-service teachers, college support, teaching diversity in courses, and issues of racial sensitivity) identified four statistically significant factors in faculty’s beliefs regarding the importance of diversity. The study found no support for a relationship between the faculty’s beliefs about the importance of teaching diversity and their teaching practices.Lynn A. Smolen is a Professor in the Department of Curricular and Instructional Studies, The University of Akron and has received her Ph.D. from the University of Florida. She teaches undergraduate and graduate courses in reading, ESL methods, and diversity issues. Her areas of interest in research are diversity issues, multicultural literature, and the reading development of culturally and linguistically diverse students. Susan Colville-Hall, is an Associate Professor in the Department of Curricular and Instructional Studies, The University of Akron and has received her Ph.D. from the Ohio State University. She teaches undergraduate and graduate courses on Diversity/Multicultural Education, Instructional and Management Practices and Techniques for Teaching Foreign Languages. Her research areas are foreign language acquisition, teacher education, and diversity issues. She is also involved in international education. Xin Liang is an Assistant professor in the Department of Educational Foundations and Leadership, The University of Akron and has received her Ph.D. from the University of North Dakota. She teaches research methods, statistics, classroom assessment and program evaluation. Her research interests are school effectiveness, research methods and evaluation. Suzanne Mac Donald is an Associate Professor in the Department of Educational Foundations and Leadership, The University of Akron and has received her Ed.D. from the University of Hawaii. Suzanne Mac Donald’s specialty is Social Foundations of Education with emphasis in Educational Anthropology. She teaches social foundations, diversity issues, and qualitative research. Her research interests currently focus on teacher education and its role in addressing urban and cultural/multicultural issues in schooling, and in the context of international knowledge dissemination of pedagogy.  相似文献   

14.
This study focuses on the structure and theoretical foundations of the book club for promoting multicultural understandings in science teacher education. The book club was defined as an informal, peer‐directed group discussion that met regularly to discuss an ethnographic, multicultural text regarding issues pertinent to science teaching and learning in urban classrooms. Twenty‐three preservice teachers (PSTs) enrolled in a 16‐week elementary science methods course at a large urban university participated in the study. From the qualitative analyses of PSTs' written reflections and researcher journal notes, five themes which emphasize Individual, Collaborative, and Collective learning are presented. These findings highlight how the book club structure and theoretical foundation fostered critical, reflective inquiry and served as a method for effecting ideological change which is needed in order to embrace issues of diversity in urban science education. Implications for science teacher education concerning the relevancy of pedagogical strategies, the use of multiple theoretical perspectives, and the book club as a strategy in teacher education and urban education are discussed. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 1041–1066, 2009  相似文献   

15.
This study documents our efforts to implement an ‘ethic of discomfort’ and a ‘pedagogy of discomfort’ in our undergraduate multicultural teacher education courses. Commitments to these moral imperatives inherently involve emotional work for teacher candidates and teacher educators. Such emotional work, particularly in academia, is often invisible and disincentivized. This study examines the following: (1) grappling with students’ emotional reactions that stem from discomfort, (2) engaging in public emotional discourses, (3) negotiating the political dimensions of teaching diverse students, and (4) remaining emotionally available to students as they work through these ideas in their own lives. The implications of this study address the types of preparation and support teacher educators need to facilitate the transformative potential of a pedagogy and an ethic of discomfort. While pre-service teacher education is considered a safe and productive learning space for students to be discomforted, questions are posed regarding the safety for pre-tenured teacher educators involved in this process. We offer a typology of emotional work from a teacher educator perspective in teaching multicultural education.  相似文献   

16.
In this article, I address multicultural issues surrounding literacy at the approach of the new millennium. I begin with a discussion of the roles of societal forces that positively and negatively impact multicultural education in homogeneous enclaves of U.S. society as well as in areas of great diversity. I then proceed through an analysis of current U.S. postures around several educational issues in light of these forces. Finally, I address issues of teacher education and conclude by contextualizing hopes and predictions for multicultural education for literacy in the climate of U.S. society as we approach a new millennium.  相似文献   

17.
This study explored how Korean pre-service teachers with international learning experiences in the United States negotiated their understanding of multiculturalism/multicultural education. The findings demonstrated that the participants’ position of a racial/linguistic minority in a foreign country and their teaching experiences in a culturally diverse setting helped them understand the importance of multicultural education. Nevertheless, participants continued to regard multiculturalism as a celebration of diversity, without considering their own racial privilege and the historical/socio-political underpinnings regarding racism in both countries. This study discusses implications for international teacher education and professional development that support critical and reflective learning for future teachers.  相似文献   

18.
The aim of the present study was to examine prospective early childhood educators' attitudes towards teaching multicultural classes using the planned behavior theoretical framework. One hundred and forty-eight undergraduate students voluntarily participated in the study. Participants were divided into two groups. The first group comprised students who attended courses on multicultural education, whereas the second group comprised students who did not attend those courses. A specifically designed questionnaire was administered to assess attitudes toward teaching multicultural classes, subjective norms, perceived behavioral control, and self-assessed knowledge. Results showed that the planned behavior model can be applied to the multicultural domain. Self-assessed knowledge significantly increased the predictability of the prospective students' intentions only for the first group (R 2 = .61). It was concluded that prospective early educators' participation in courses regarding cultural diversity facilitated their attitudes towards teaching children from various cultural backgrounds.  相似文献   

19.
Raihani 《Compare》2012,42(4):585-605
This article aims to report a single case study of how an Islamic boarding school (pesantren) in Yogyakarta, Indonesia, prepared students for a multicultural Indonesia. Despite negative portrayal by the Western media about increasing Islamic radicalism in some pesantren, many pesantren are in fact transforming into modern Islamic institutions, incorporating the teaching of democratic values and practices, endorsing civil society and community development, and inculcating cultural/religious diversity and tolerance in students. Using schoolyard and classroom ethnographies, along with in-depth interviews and focus group discussions (FGD) with teachers and students, the study found that classroom and non-classroom practices of the pesantren promote the development of multicultural education. Several subjects within both curriculum developed by the government and curriculum developed by pesantrens discuss a considerable number of issues that relate to cultural and religious diversity, tolerance, citizenship and democracy. The non-classroom practices of pesantren offer invaluable and intensive experiences for students to socialise with peers from different ethnic and cultural backgrounds. However, challenges remain for the kyai (the pesantren’s great leader) and other leaders, such as teachers’ lack of competency, unclear multicultural objectives in both the pesantren’s curricula and the pesantren’s traditions, and unequal relations among students and among teachers. These challenges must be overcome to further develop education for cultural diversity.  相似文献   

20.
Counseling International Students in Canadian Schools   总被引：1，自引：0，他引：1  
International students face many demands as they navigate the cross-cultural transition of living and learning in host countries such as Canada. The cultural diversity represented in this student population poses unique challenges for multicultural counseling. The ways that international students have been represented in the literature may contribute to barriers for effective counseling services. The discussion begins with a summary of the issues faced by international students when living and learning in a foreign country. Several limitations in the counseling literature about international students are addressed, including, the limitations of culture shock as a model of cross cultural transition, the lack of methodological diversity in research involving international students, a focus on group characteristics, and the continued emphasis on the problems experienced by international students. Suggestions for counselors are given to enhance their multicultural counseling competencies for working with international students.  相似文献   

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