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1.
Nancy P. Gallavan 《Multicultural Perspectives》2013,15(3):23-26
Teachers frequently ask their students various types of geographic questions. The questions may be relevant to academic content and the learning process or they may be pertinent to students' personal lives. All geographic questions and conversations yield ideal opportunities for teachers to convey powerful multicultural perspectives integrated within the context of their curriculum and daily teaching practices. Many teachers are not aware of the meaningful learning experiences that they can create for their students by empowering their geographic questions with multicultural perspectives. Nor are they aware of the powerful role modeling they share with their young learners. These conclusions were some of the outcomes compiled by a group of 25 graduate students, all practicing kindergarten through 12th grade teachers, enrolled in a multicultural education course. They examined the links between various geographic questions that teachers ask their students and the multicultural perspectives that teachers model and reinforce with their students that communicate powerful messages for valuing cultural diversity. This article shares the results of their exploration and gives five suggestions for teachers to integrate into their effective instructional practices. 相似文献
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This article presents evidence for the need for intercultural education in multicultural societies. Pupils who are culturally different from the majority need it to learn to function effectively in their own culture as well as in the majority culture. Since an important objective of education is to prepare individuals to function effectively in their environment, all children in multicultural societies could profit from exposure to effective intercultural education. Our research with American teachers and their Latin American or Hispanic pupils suggests that teachers also need to learn about the patterns of perceptions, values, and behaviors of culturally different pupils. Objections to intercultural education are listed and refuted. Advantages and disadvantages of three new approaches to intercultural education are discussed. Special attention is given to the attributional approach, an informational approach which is particularly well suited for use in educational settings. Research bearing on the effectiveness of this approach is presented. 相似文献
3.
Christa S. Bialka 《Multicultural Perspectives》2017,19(3):172-177
In a 2007 issue of Multicultural Perspectives, Johnson and Nieto highlighted the need for more deliberate, robust, and balanced conversations regarding disability, especially within the context of multicultural education. Although researchers echo the importance of disability-based discussions and related curriculum, disability programming at the elementary and secondary levels is often sporadic or non-existent. This article melds Banks' (2004) five dimensions of multicultural education with disability-based constructs in order to provide a set of tools for fortifying teachers' knowledge base regarding disability and considering how disability can become a more integral part of the multicultural classroom. 相似文献
4.
Tricia Gallagher-Geurtsen 《Multicultural Perspectives》2013,15(1):40-44
Awareness of privilege and the unearned power that it brings those who have it is a crucial aspect of becoming a multicultural educator. For some time White and male privilege has been a topic of discussion among educators and people concerned about social justice. All aspects of privilege need to be understood and articulated in order to continue our work to provide equitable educational opportunities for all. This article focuses on Standard native English speaker's linguistic privilege and how educators can increases their awareness of it in order to more equitably educate students learning English. 相似文献
5.
This qualitative study systematically documents pre-service teachers' responses to a writing prompt asking them to name a personal “unearned” privilege on an end-of-term final assessment. Findings suggest that typical White/European heritage pre-service teachers can name privileges that have advantaged their own lives, even after one 14-week critical multicultural education course. Categories reveal patterns in participants' responses about their own privilege that are traditionally attended to in critical multicultural education curriculum, such as White privilege. However, student responses show that students are most comfortable talking about inherited privileges related to social class and race is named at a lower rate. Other responses show a range of privileges that students can draw on when they reflect on the structured nature of privilege in society. Overall, our findings suggest that when opportunities are created for students to grapple with complex, personal, emotional concepts, the vast majority of students are willing and able to perform this type of reflection and analysis. This work begins a discussion of what kinds of social privilege are more easily discussed in a high stakes assessment after experiences in critical multicultural education. Our findings provide nuanced understandings of how typical pre-service teachers name their own personal unearned privileges and deconstruct their experiences of privilege. Our findings suggest that attention to privileges associated with social class could provide powerful entry into examinations of other personal privileges in critical multicultural education. 相似文献
6.
Natalia Fernández 《Multicultural Perspectives》2016,18(3):153-158
When multicultural educators and archivists collaborate to design projects that engage students with multicultural history through archival research, students can learn in-depth research skills with primary source documents, creatively share their knowledge, and, on a broader level, engage with their local community history. The projects shared in this article serve as examples of how partnerships between multicultural educators and archivists can occur, the types of projects that can be developed and how they are implemented, and students' responses to their work. The three student projects, including a display, a history guidebook, and an oral history project, are intended to offer a variety of ideas to inspire multicultural educators to reach out to their local archivists to develop archival research projects of their own. And, to promote effective and fruitful partnerships, also included are lessons learned as well as tips for successful collaborations between multicultural educators and archivists. 相似文献
7.
《Multicultural Perspectives》2013,15(4):11-16
The number of multiracial and multiethnic children in our nation's schools continues to increase. This population is challenging our schools-and our schools' multicultural efforts-to be truly inclusive. This requires schools to examine what historically has been a single-race approach to diversity: curriculum materials, curriculum content, celebrations and holidays, student organizations, and teacher training. Schools, multicultural programs within schools, and teacher preparation courses must find ways to support and celebrate multiracial and multiethnic children, their families, and their histories. 相似文献
8.
Tracey Kumar 《Multicultural Perspectives》2018,20(2):111-116
Given changes in the U.S. school-age population, it is crucial that colleges of education prepare teacher candidates to work effectively with students from diverse backgrounds. Because diversity constitutes such a small portion of the curriculum in many teacher education programs, it is crucial that teacher educators find creative ways to incorporate diversity into the courses they teach. In this article a teacher educator at a predominantly White institution in the American Southeast describes how she introduces culturally relevant pedagogy and connects it to the content, activities, and assessments included in the remainder of a course. 相似文献
9.
Kristin Luther 《Multicultural Perspectives》2013,15(4):211-216
Middle school classrooms can be fertile ground for positively impacting students' cultural and racial assumptions and understanding, given an effective multicultural curriculum and school structure. This article presents a narrative of the author's contrasting experiences teaching a text with racial themes. Applicable literature provides a framework for explaining the students' differing levels of receptivity towards the text. Three particular areas of study provide the framework for explaining student response: a school's approach to multicultural literature; school structure, in particular, tracking; and theories of racial identity development. In addition, the author challenges adults involved in the educational system to implement truly multicultural approaches to learning, despite the potential discomfort or unpopularity of such change. 相似文献
10.
Michael Dornoo 《Multicultural Perspectives》2015,17(2):81-86
Students learn through connections when understanding is enhanced by a more holistic view of the content. When mathematics is presented from diverse perspectives, students with diverse backgrounds, expectations, histories, and experiences benefit greatly. In this article the author addresses the need to teach mathematics with cultural competency that meets the needs of all diverse learners. 相似文献
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Intercultural communication research rarely addresses the perspective of international students, who face challenges as they leave family, move to a foreign place in the US, pursue a degree, and study in a foreign language. Considering these students’ perspectives, US universities, which house large numbers of international students, should consider how they can help these students better adapt to US academic life. To address these challenges, we invited international students at a 4-year tier-one state university to interview, and we qualitatively analyzed their responses to identify how universities can help international students. Our participants noted that US students can befriend them, respect them in the classroom, and learn about other cultures to be more welcoming. Faculty have the most to do to improve international students’ success in the classroom; faculty can grade consistently, communicate outside the classroom, allow time for students to ask questions, help students adapt to US classrooms, speak slowly and eliminate idioms from examples, explain course objectives per industry, share interests and personal information, effectively use class time (particularly final examination weeks), and learn about cultures to better meet students’ needs. Additional research can diversify international students’ needs per their classification (graduate versus undergraduate), home culture, and expectations. 相似文献
13.
Sara L. Young 《Multicultural Perspectives》2013,15(4):13-19
This article examines a sample of educational source materials meant to be used to foster the inclusion of Arab American components in multicultural curriculum. Even though the materials examined can be thought of as good sources (in that they did not provide outright biased misinformation), the authors identify three general areas of concern: (a) conflating, (b) essentializing, and (c) normalizing. Conclusions and recommendations include the need for more focused source material on limited subject areas, focused curriculum development on particular cultural groups, and the use of multicultural materials to promote cultural self-reflection rather than emphasizing the objectification of other groups. Although the focus of this article is on Arab American source materials, our findings can be generalized to source materials on other cultural and ethnic groups. 相似文献
14.
A critically transformative education continues to be at the center of Tucson Unified School District's (TUSD) equity and academic excellence mission. Through the use of the Social Transformation paradigm and the lesson learned from the implementation of the Critically Compassionate Intellectualism Model, TUSD once again created a cutting edge transformative, cultural, ethnic, multicultural, equity-based curricula that seeks to stimulate the blossoming intellectual capacities of our students. It presents the opportunity to build foundations and structures of collective and individual agency. Along the lines of agency, it promotes what is called barriorganic intellectualism and the nurturing of gardens of intellectualism (jardines del intelectualismo) that provide opportunities for both the academic and personal transformation of our students. 相似文献
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When Multicultural Education Is Not Enough 总被引：1，自引：0，他引：1
Wayne Au 《Multicultural Perspectives》2017,19(3):147-150
In the face of rising white nationalism, multicultural education is simply not enough. In addition to suggestions for curriculum and instruction, in this article the author suggests that teachers, parents, administrators, and students need to be organizing to push back against this tide of racism, sexism, and xenophobia and find ways to concretely support their students and communities. 相似文献
17.
《Multicultural Perspectives》2013,15(4):46-48
U.S. classrooms reflect the diversity of a nation in the midst of transformation. These issues of student diversity force educators and policymakers to explore and more importantly address the needs of a changing population. A key person in the school to help facilitate positive interactions between diverse students, parents, and faculty is the school counselor. Sometimes referred to as change agents, counselors are in the position to affect attitude through changing awareness, providing necessary knowledge and skills, and enhancing opportunities that foster respect for cultural differences. This article discusses the current literature on culture and diversity and the need for classroom cultural congruity. In addition, discourse on school counselors' role in promoting respect for diversity is advocated with a school-based social justice intervention strategy. 相似文献
18.
Jill Ewing Flynn 《Multicultural Perspectives》2017,19(4):207-214
This study explores the long-term effects of critical multicultural pedagogy on seven adolescents. Four years later, participants continued to demonstrate awareness of privilege and racism, yet few were actively engaged in antiracist work. Participants also expressed disillusionment and lamented the lack of productive discussions of critical multicultural issues in high school. This research speaks to the need to empower students to participate in critical multicultural work for the long term. 相似文献
19.
Gail Hughes-Wiener 《Int J Intercult Relat》1986,10(4)
Since no amount of specific cultural information can prepare sojourners for every eventuality, orientation participants would benefit from “learning how to learn” about intercultural interaction. This paper discusses how to set goals, design curricula, and organize instruction for orientation programs wishing to teach participants to “learn how to learn.” An adaptation of Kolb's “Learning Cycle” is suggested as a format to assist program planning. The author would like to thank Judith Martin and R. Michael Paige for their suggestions on a draft of this paper. 相似文献
20.
Jane C. Owen 《Multicultural Perspectives》2013,15(3):60-63
The journey toward becoming a multicultural person is not easy and is never finished. As an educational administrator in a tri-cultural state, I felt comfortable that I was proficient in dealing with diversity. Only when I began a doctoral program at a major Texas university was my naivety exposed. I quickly learned that experience in working with diverse populations and the ability to relate effectively to people of different ethnic backgrounds were vastly different. The two years I spent deeply immersed in a multiculturally rich cohort of doctoral students changed me. My eyes were opened to injustices that I had never before seen as I vicariously experienced life through the eyes of the “other.” Today, I am a professor at a regional university. My experiences, focused through the lens of theory, are the basis for the message to my students. I have traveled the road before and can now point the way toward a broader definition of acceptance and tolerance. 相似文献