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1.
《Teaching and Teacher Education》2005,21(7):863-873
Australia, like the United States (US) and the United Kingdom (UK), continues to experience a mismatch between the cultural backgrounds and socio-economic class of teachers and those of the students they work with. This article reports on a study that explored how a group of Australian teacher-education students understand their own ethnic and socio-economic class identities and how they work with students of ethnic and class backgrounds different from their own. Analysis of data from interviews and focus groups with the student-teachers is presented to highlight how they make sense of difference and how they take up the challenges of teaching for diversity. The paper raises issues and concerns regarding how diversity and difference might be addressed in teacher education. 相似文献
2.
School Belonging,Ethnic Identity,and Psychological Adjustment Among Ethnic Minority College Students
This study considers how the psychological adjustment of ethnic minority college students may be linked to a sense of school belonging and ethnic identity, two constructs related to individuals feeling like they belong to a larger group. Using self-reports from 311 undergraduates from ethnic minority backgrounds, school belonging was found to be negatively associated with depressive symptoms, and positively associated with perceived self-worth, scholastic competence, and social acceptance, while ethnic identity was only found to be positively associated with self-worth. Furthermore, the interaction between ethnic identity and school belonging was significantly associated with self-worth, suggesting that in the absence of a sense of belonging at school, stronger ethnic identity was linked to higher self-worth. College students reported the lowest levels of self-worth when they were neither connected to their college nor connected to their ethnic group. 相似文献
3.
加强少数民族大学生的国家认同,对于维护多民族国家的统一与社会稳定发展至关重要。通过调查西南民族大学少数民族大学生的国家认同状况,发现少数民族大学生普遍具有较强的国家认同感,但由于受各种因素的影响,他们的国家认同在一定程度上仍面临着被弱化的挑战。为此,需通过历史教育进一步增强少数民族大学生的国家认同感,维系国家的凝聚力。 相似文献
4.
María Fernández-Mellizo José Saturnino Martínez-García 《International Studies in Sociology of Education》2017,26(3):267-287
School failure is substantive in Spain. The percentage of students that do not achieve the compulsory education diploma is around 20%. School failure is higher for students from lower socio-economic backgrounds. Students who ‘fail’ cannot continue to post-compulsory education and, sooner or later, they have to leave formal education. The evolution of school failure in Spain follows a U-shaped curve that decreases from the seventies and rises from the end of the past century. This article explores the evolution of the impact of students’ socio-economic backgrounds on school failure from the seventies onwards and tests whether this impact increased at the end of last century. Using logit models of estimation to control for socio-demographic factors, we demonstrate that students from higher socio-economic backgrounds show fewer fluctuations in school failure than students from lower socio-economic backgrounds. We also provide evidence in support of an increase in the impact of socio-economic background on school failure from the end of the past century, thereby increasing differences by social origin of students. Our paper is consistent with previous literature showing that the impact of socio-economic background on school failure from the seventies onwards is declining. Nevertheless, we show an increase in this impact from the late nineties not described before. We offer a possible explanation for this upward trend in the shape of change in the institutional structure of the education system, although labour market incentives may also have played a role. 相似文献
5.
Learning Environment, Interaction, Sense of Belonging and Study Success in Ethnically Diverse Student Groups 总被引：1，自引：0，他引：1
Marieke Meeuwisse Sabine E. Severiens Marise Ph. Born 《Research in higher education》2010,51(6):528-545
The purpose of this paper was to investigate a model for describing the relationships between the extent to which learning
environments are activating and students’ interaction with teachers and peers, sense of belonging, and study success. It was
tested whether this model holds true for both ethnic minority students and ethnic majority students. A total of 523 students
from four different universities completed a questionnaire. Structural equation modeling (Amos) was used to test the model.
The model that best describes the relationships in the group of ethnic minority students (N = 145) was shown to be different than the model that best fits the group of majority students (N = 378). Ethnic minority students appeared to feel at home in their educational program if they had a good formal relationship
with teachers and fellow students. Ethnic minority students’ sense of belonging to the institution nevertheless did not contribute
to their study progress. On the other hand, in majority students, informal relationships with fellow students were what led
to a sense of belonging. In these students, the sense of belonging did further academic progress. 相似文献
6.
We use individual-level administrative data to examine the extent and potential explanations for the relatively poorer academic performance of three ethnic minority groups in their first year of study at a New Zealand university. Substantial differences in course completion rates and letter grades are found for Māori, Pasifika, and Asian students relative to their European counterparts. These large and significant gaps persist in the face of alternative definitions of ethnicity and sample restrictions. We use regression analysis and formal decomposition techniques to test whether differences in other personal characteristics, high school backgrounds, and university enrollment patterns might account for these ethnic disparities in early academic achievement. We estimate that no more than one quarter of the relatively poorer performance of Māori and Pasifika students would be eliminated if they had the same relevant observable factors of European students. Substantial unexplained ethnic differences in early academic performance at university raise concerns about appropriate policies to close ethnic gaps in academic achievement at university. 相似文献
7.
Teachers who attended unitary rural schools in northwestern Spain were asked to relate their early school experiences in the form of a personal reflective and analytical narrative. Our analysis of these narratives revealed some strikingly difficult conditions; nevertheless, students tended to relate these hardships with a strong sense of nostalgia, focussing on the sense of community that they experienced. These results shed some light on the relevance of personal relations and the broader social and physical environment to the school ethos, and provides practice and design implications for urban as well as rural schooling contexts. 相似文献
8.
The Australian government has set ambitious targets for increased higher-education participation of people from low socioeconomic backgrounds. There is, thus, a pressing need to explore how best to empower these students with what they require to progress and succeed at university. The paper draws on a literature review and qualitative data from a national study in which 89 students from low socioeconomic backgrounds and 26 staff were interviewed. The paper argues that demystifying academic culture and discourses for these students is a key step institutions and staff can take in assisting students from low socioeconomic backgrounds to progress and succeed at university. A recurring theme to emerge from both the literature and interviews with students and staff was that teaching the discourse empowers and enables students to learn, has a positive impact on their sense of belonging and ultimately helps them succeed in higher education. 相似文献
9.
Hanan A. Alexander 《课程研究杂志》2013,45(2):231-245
This article presents findings of small‐scale in‐depth qualitative research into the perspectives on history amongst adolescent children of minority ethnic backgrounds living in inner‐cities in England. The research aimed to elicit, first, the narratives of British history that children from minority ethnic backgrounds hold; and, second, the relationship between the history children learn from home and that learned at school. In addressing these research questions, this paper contributes to wider discourses of what history should be taught in contemporary multi‐ethnic settings, as well as how teachers in classrooms can navigate the tensions between history and memory cultures. Although the research was conducted in the English context, the issues it raises are pertinent elsewhere. 相似文献
10.
Miranda Christou 《British Journal of Sociology of Education》2007,28(6):709-722
This paper examines arguments about the teaching of history in Cyprus, especially as they relate to the cultivation of patriotism. I point out how the narratives of ‘sacred history’ and ‘dangerous memories’ are discursive elements of a pedagogy that aims at maintaining patriotism by preventing subjective and divisive personal memories from eroding a cohesive national narrative. Along with other linguistic strategies (‘passions of the past’), these discourses allow an idealization of history and a rejection of subjective, personal memory. I argue that this contributes to viewing history as a distant entity and not as a field of action, something that ultimately works against the purported goal of sustaining patriotism. 相似文献
11.
W. James Jacob 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,52(1-2):149-169
A topic of growing concern in Chinese higher education to policy-makers, scholars, and future student applicants is social justice. With the trend toward increasing enrollments in China’s higher-education institutions, issues of equity and access have begun to surface, especially as they relate to China’s minority population of over 100 million persons. The present contribution offers an overview of the regional boundaries of China, both geographic and historical. It then looks at the development of urbanicity in connection with higher education. Third, it describes the recent history of the gender gap in education both in general and in higher education in particular. Fourth, it examines the ethnic boundaries that exist in higher education. The final section analyzes related findings drawn from interviews and questionnaires administered to faculty members, administrators, and students at ten sample universities. 相似文献
12.
贵州的地域环境独特,在传统地域文化背景下,地域色彩成为贵州少数民族乡土小说一种稳态的审美价值判断标准。在城市化进程中,乡土文学呈现多元并存的形态,地域风土人情依然是贵州少数民族乡土小说的审美追求。纵观贵州当代少数民族乡土小说的发展历史,地域意识审美一直贯穿始终,从一元化的乡土审美走向多元统一的乡土审美是贵州少数民族乡土小说地域意识审关流向的趋势。 相似文献
13.
吐蕃时期(公元6世纪至9世纪)是藏族历史上的一个重要阶段.在当时,族群的认同感得到加强,藏族得到了壮大.对吐蕃时期的研究在整个藏学研究领域中有举足轻重的地位.只有加强对吐蕃时期的全面研究,我们才能更好地解读西藏的过去.文章就近二十年来有关吐蕃时期的研究成果进行回顾,在对整体状况研究的基础上,分析其特点,探讨其研究的不足及改进办法. 相似文献
14.
Bethany Mulimbi 《课程研究杂志》2018,50(3):364-386
This article examines nation state policies that have prioritized toleration of diversity over recognition through comparative case studies of three junior secondary schools in Botswana. Through data collected in observations, focus groups, interviews and participatory action research, we demonstrate how the schools, which varied in the ethnic composition of their students, teachers and surrounding communities, responded differently to the reality of their multicultural student bodies. Two followed national policies closely, while the third crafted school-level policies adapted to its student population, yet tightly constricted by national policies and curriculum. In all three schools, students of ethnic minority backgrounds experienced varying degrees of shame, discrimination and a sense of exclusion from the nation and found little recourse to discuss and address these experiences within the structures of their schools. We argue that schools could better develop students’ capacity for equal citizenship were they supported by national education policies and curriculum to recognize the cultural, historical and linguistic diversity of Botswana’s ethnic minorities explicitly in schools. 相似文献
15.
Peter Foster 《International Studies in Sociology of Education》2013,23(1):89-103
ABSTRACT This paper considers claims that students from minority ethnic backgrounds are treated less favourably than their white peers in schools because their teachers make negative, ethnocentric judgements of their behaviour. The paper challenges the empirical basis of these claims and the implicit model of good practice on which they are based. It goes on to examine some of the implications for teacher practice of this discussion. The aim is to try to clarify the meaning of equality of treatment in schools, a right we expect all citizens to enjoy, and to examine the way this principle should be operationalised by teachers in multi‐ethnic schools. 相似文献
16.
This study explores teachers' personal practical knowledge and curricular-instructional gatekeeping as they relate to the teaching of contemporary controversial public issues in Taiwan (e.g., national identity, sovereignty, and ethnic issues). Using a case study design, this study documents how six social studies teachers make curricular decisions about teaching controversial public issues by making use of their personal practical knowledge. Findings illuminate that personal practical knowledge plays a role in teacher's curricular-instructional gate keeping in socially divisive contexts. In sum, this study, refracted through the national context of Taiwan, helps us understand the relationship between a teacher's own imaginative worldview, their sense of personal and professional identity, and their classroom teaching practices. 相似文献
17.
This paper explores the Competency Tripod model and flow diagrams as two resources for enabling students' metacognition in the chemistry laboratory. It focuses on four selected students' statements in interviews, questionnaires and their performance in practical reports, examinations and tests. These students were from diverse backgrounds and all were successful in the sense that they passed the course. All four students were found to engage in metacognitive practices, all found flow diagrams extremely useful, all understood the Competency Tripod model but only two found it useful. Possible reasons for this are explored. 相似文献
18.
Teaching is a highly personal endeavor shaped by ‘funds of knowledge’ and beliefs about teaching, learning, and students. This case study examines how one Asian immigrant teacher’s personal expectations and beliefs influenced his expectations of students and the teaching and instructional strategies he employed. His expectations of students’ behavior and their failure to conform to his expectations influenced him to utilize more traditional, didactic instructional practices and responses to classroom management dilemmas. It is generally assumed that immigrant and minority students will benefit from exposure to teachers from similar backgrounds, and that ethnically diverse teachers can better prepare minority students for the multicultural workplace and global economy. This study focuses on the role a teacher’s background and experiences play in development of their beliefs about teaching and learning, their expectations of students, and the instructional decisions they make regarding teaching and learning. This study suggests that teachers draw on their personal histories and cultural understandings to create classroom practices which are molded by microcosms of personal ‘funds of knowledge’ and beliefs about teaching and learning. In contrast to conventional wisdom and unquestioned myths, this study emphasizes the importance of knowing that teachers’ cultural backgrounds do not necessarily qualify them to provide the most appropriate instructional environment for students from similar cultural backgrounds. This study suggests that all teachers need to learn to recognize and negotiate the unique social elements culturally diverse students bring to the classroom. 相似文献
19.
孙书磊 《河南师范大学学报(哲学社会科学版)》2005,32(5):136-139
受中国传统诗学发愤著书说的影响，中国古代文人创作历史剧时有着强烈的情感倾向：抒发作者科场蹭蹬、知己难遇、去位巷处的忧愤之情。情感支配创作心态，进而表现为历史剧创作中题材选择的现实写照性与主旨表达的自喻性、补偿性。文人创作的历史剧不仅展示了历史剧作品所描写的既往历史，也反映了文人剧作者身处其中的当代史以及文人剧作者个人的命运史。 相似文献
20.
Grace Sarra 《International Journal of Inclusive Education》2013,17(6):611-625
Cherbourg State School is approximately 300 km northwest of Brisbane. It is situated in an Aboriginal community at Cherbourg with approximately 250 students. At the Cherbourg State School, the aim was to generate good academic outcomes for all students from kindergarten to Year 7 and to nurture a strong and positive sense of what it means to be Aboriginal in today’s society. In this paper, I will discuss modernism and postmodernism in indigenous studies and how this has impacted on the design and development of the Indigenous Studies Programme at the Cherbourg State School. The programme was designed to provide students with the opportunity to learn about the history of Indigenous people from Indigenous voices and provide an understanding of the impact of invasion and the consequences on the lives of Indigenous people, in the past and present. The stories from the elders and members of their own community provided knowledge that allowed students to challenge Aboriginal identity by taking on existing perceptions so that they could be better processed and understood. 相似文献