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1.
Reviews     
Introduction: Despite government support of culturally appropriate sex and relationships education (SRE), young people's access to information is limited and sexual health needs are not being met, particularly among youth from black and minority ethnic groups. Joint‐working between health, education, voluntary sectors and parents has been heralded as key in redressing inequalities in sexual health outcomes and access to information. Our study focuses on SRE provision for young Muslim Bangladeshis, highlighting the complexities involved in streamlining SRE messages.

Objective: To explore stakeholder views about SRE and ways to improve SRE delivery.

Design: Sixteen semi‐structured interviews were conducted in 2005 with stakeholders from schools, National Health Service, and parent and voluntary sector bodies in a London borough.

Results: Two key factors enhancing Bangladeshi youth's risk of infection and unwanted pregnancy were identified: inadequate parental understanding about sexual health and limited parent‐delivered SRE; and patchy provision of culturally appropriate, school‐based SRE. Factors affecting SRE provision included culturally rooted perceptions of sex/sexuality and limited participation of stakeholders, (religious leaders, parents), in developing and delivering SRE.

Conclusions: This study highlights the importance of widespread community engagement, underlining that joint‐working, and the development and delivery of culturally appropriate and consistent SRE, necessitates communication and collaboration among stakeholders in young people's health and well‐being.  相似文献   

2.
ABSTRACT

To inform a larger research programme on informal teaching and learning in everyday settings in Aotearoa New Zealand, two parallel pilot studies were conducted to determine an appropriate method for capturing the everyday learning of culturally and socio-economically diverse children. The studies took place during the six-week holiday break between school years. In one, three Māori children participated, in the other three Tongan children. This paper discusses the unanticipated issues that arose as a result of the ‘ethic of cultural responsiveness’ that the research team developed during the course of the research. These included: the insights made visible by culturally informed interpretation of unremarkable everyday activities; the effects on family dynamics of the research; and responsibilities to participants. It is argued that for Māori and Tongan children culture and family are central to everyday learning and therefore the research process and interpretation of data must be culturally informed.  相似文献   

3.
ABSTRACT

There has been strong advocacy for teacher educators to be culturally responsive in their teaching, but less attention has been focused on the process and journey of becoming more culturally responsive. In this self-study, two teacher educators enrolled in a year-long, foundation-level Māori language course to learn the indigenous language of their country. Putting themselves into roles as students in a bicultural context was a powerful way to learn about Māoritanga and culturally responsive pedagogy, which they then applied in their own teaching. Data were generated through regular reflective journal entries, with significant moments being identified, discussed, and shared with their critical friend. Discussion highlighted that interactions in a bicultural context generated a great deal more than rudimentary language skills. By incorporating aspects of their experiences into their teaching, Dawn and Alan were able to examine the rationale for their actions as an important commitment to modelling culturally appropriate pedagogy for their students. They acknowledge that their status will always be as “other” but they have respectfully navigated paths to ensure that they practice in ways that are sensitive and appropriate to their rich bicultural context.  相似文献   

4.

This article, via the use of ethnographic research methods, suggests that critical theory and critical pedagogy can fruitfully redirect the attention from the predominant rhetoric on oppression to the developmental, cognitive, and academic needs of immigrant, low-income, and culturally different children. The Vygotskian approach is advocated to stress the need for the creation of linguistically and culturally appropriate learning environments that link the social and cognitive processes which constitute the basis for genuine empowerment in schoolchildren. The use of concrete examples will illustrate the major points of the article.  相似文献   

5.
Abstract

Although journal outlets are beginning to put forth explicit criteria that define authorship, studies have also found that there are nonetheless components of authorship philosophies that remain interactional and culturally defined among members of particular scientific communities. In line with other scientific fields, authorship practices and philosophies are central to publishing in criminology. By drawing from a set of 40 interviews with elite scholars in the field, this paper investigates authorship philosophies prominent in criminology. This paper contributes to knowledge on criminological research practices in two ways. First, this paper contributes to the scant literature on authorship in criminology by investigating cultural definitions of what constitutes authorship right and order. Second, this paper contrasts widespread notions of scientific literate practices as being universal and instead builds on a body of work suggesting that literate practices in scientific communities are culturally defined.  相似文献   

6.
Abstract

In today's heterogeneous classrooms, one-method-fitsall- students behavior management approaches are ineffective and often harmful. To succeed with all of their students, teachers should determine whether students have emotional disorders, conduct/behavior disorders, robust male-typical behavior patterns, culturally influenced behavior, learning problems or disabilities and so on, and select and implement behavior management techniques that are particularly appropriate for each group.  相似文献   

7.
This article reports on the development of a new culturally sensitive approach to collecting group discussion data in the Pacific: veivosaki-yaga. The new approach was developed during a project on Technical and Vocational Education (TVET) in multicultural Fiji. One challenge was to gain understanding from villages of parental attitudes towards TVET. While focus groups proved to answer the purpose for Indian Fijian parents, they were deemed culturally inappropriate for Indigenous Fijian parents. As a ‘de-colonising’ Pacific methodology, veivosaki-yaga was judged to offer a culturally appropriate framework. Arising from strategic communication conventions in Indigenous Fijian culture, veivosaki-yaga means ‘worthwhile discussion’ – of serious topics. It differs from the now well-known Pacific methodology approach of talanoa, which is based on much more informal and free-flowing discussion. This paper does not engage the findings of the original project as such, but seeks to convey the value of a culturally appropriate methodological approach devised therein. It contributes to the currently evolving literature on Pacific methodologies in the field of qualitative educational research.  相似文献   

8.
ABSTRACT

Studies have found that statistics anxiety among female and minority graduate students is higher than that of their Caucasian counterparts. Both gender and culturally sensitive approaches to teaching statistics need to be developed to reduce student anxiety, especially in graduate programs that are dominated by women and minorities. The current study presents data on pre- and post-course statistics among female African American MSW students enrolled in a gender and culturally sensitive statistics course. A series of t-tests revealed that students had significantly lower levels of anxiety about statistics after the course. Implications for integrating gender and culturally sensitive approaches into the curriculum are discussed, and recommendations for future research are provided.  相似文献   

9.
Abstract

This paper examines the justification for a culturally responsive educational initiative to raise the educational underachievement of Māori students in New Zealand. The initiative is justified by claims that the recognition in the classroom of a student’s cultural identity will lead to the student’s educational achievement. Using an account of a small study of teachers and their beliefs regarding New Zealand’s culturally responsive educational policy Kia Eke Panuku, we argue that such a claim is not established and it is the development of an epistemic identity which is more likely to be the means for Māori to attain educational success.  相似文献   

10.

A longitudinal study of Indonesian postgraduate students studying in an Australian university indicates that in terms of change the students clustered into three main groups: Transformers, Strategists and Conservers. Transformers (25% of the group) reported having undergone significant change in the way that they viewed the world and their learning compared with when they started. Strategists (approximately 50%) realised that there were certain skills and attitudes required of them if they were to be successful in their new learning environment. These students also reported that they were aware of the need to revert to other, more culturally appropriate, ways of interacting on their return home. Conservers (approximately 25%) reported that they were keen to increase their knowledge and skill, but at the same time they did not want to change who they were and the way they viewed the world. The characteristics of each of these clusters of students and the critical factors are reported.  相似文献   

11.
ABSTRACT

The challenges faced by learner-centred education (LCE) reforms in developing countries may be partly explained by their failure to engage with the culturally shaped beliefs in which teachers’ practice is rooted. Drawing from a mixed methods study of 60 government primary teachers in India, this research points to cultural tensions faced by LCE reforms in India. Although India’s own Constitutional values and pedagogical reform movements support LCE’s ideals, many teachers’ beliefs are shaped by dominant ideologies that contradict LCE’s assumptions. Imposing a predetermined, ‘Western’ model of LCE practice will inevitably face challenges if not supported by teachers’ underlying beliefs – and in fact contradicts LCE’s own ideals of empowering teacher agency. Instead, the paper argues for pedagogical reforms to focus less on a predesigned model of learner-centred practice and more on its underlying beliefs: by seeking to instil culturally relevant learning-centred beliefs, and involving teachers themselves in determining what learning-centred practice might look like within their context.  相似文献   

12.
ABSTRACT

This paper uses ethnographic action research to explore how the objectives of the Australian Curriculum Intercultural Understanding can be achieved in a culturally diverse Year 5/6 (ages 10–12) primary school class in Melbourne. It examines whether a history unit on migration, that uses a structured historical inquiry approach, encourages culturally diverse students to develop a more critical and reflexive understanding of multiculturalism. Using Banks’ multicultural framework and Bath’s approach to ethnographic action research, I argue that the oral history component of a Year 5/6 history unit supported students to develop their Intercultural Understanding. I suggest that ethnographic action research is an effective approach for investigating the implementation of new teaching initiatives.  相似文献   

13.
Background: Students’ daily-life experiences may render favorable effects on the students’ affective domain like interest, enthusiasm, motivation, joy, curiosity, awareness, and eagerness to learn science as not commonly found in the classroom environment. However, no rigorous research has been reported on those aspects in Mainland China despite many recent studies done in various Western countries.

Purpose: This paper aims to report and compare the science-related experiences of ninth-graders from two places (in Urumqi City of Xinjiang province and Shanghai) in China through a large-scale survey of their junior secondary three students.

Sample: The sample consists of 4115 students in Urumqi City (from 28 schools) and Shanghai (from 25 schools).

Design and methods: This study adopted a Likert scale questionnaire instrument, as translated from the international Relevance Of Science Education (ROSE) Project. From a confirmatory factor analysis of the data, we identify and focus on six factors which are directly correlated with students’ science-related experiences outside school environment in Xinjiang and Shanghai and employ relevant factor scores to compare the gender, regional, and socioeconomic effects.

Results: As revealed by the t-test, gender and regional differences were statistically significant in affecting (1) students’ outdoor living experience, (2) hands-on experience of transportation, and (3) their daily-life experience with do-it-yourself tools and models. In all three aspects, boys and Xinjiang students possessed richer experiences than girls and Shanghai students, respectively.

Conclusions: Based on ANOVA tests, Shanghai students’ out-of-school science-related experiences were more often significantly affected by various socioeconomic variables (including their parents’ education and occupation and their family income) than Xinjiang students. From cross-regional comparison, Chinese students had much fewer science-related experiences than those of Greek and Finnish students. The limitations and educational implications of the present study are also discussed.  相似文献   

14.
ABSTRACT

Although action research has been widely recognized as an appropriate methodology for promoting the democratization of knowledge, it is not always conducted from an emancipatory and transformative paradigm. Using AR in a technical way, renders it no more than a researcher-driven, problem-solving heuristic that perpetuates the intellectual colonization of local knowledge. This begs the question: how can action researchers work in ways that are contextually and culturally relevant, and generate knowledge that enables people to take control of improving their own lives as they see fit? This paper presents a thematic analysis of the narrative reports from seven participatory workshops held around the world for the purpose of dialoging around this and related questions. Findings indicate that, generally, action researchers are indeed facing challenges on many personal, institutional and epistemic levels as they endeavor to promote knowledge derived from the principles of authentic participation and dialogue with those whom it is intended to benefit. However, the analysis also reveals creative responses of practitioners to these challenges. In keeping with the special issue theme, we offer this analysis as a starting point for further discussion around how we can mobilize knowledge for equitable social progress.  相似文献   

15.
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16.
Abstract

This study explored early childhood teachers’ views relating to culture and play by collecting information from them on cultural differences and parental perceptions of play, culturally appropriate play (CAP) practices and barriers in its implementation. The participants of the study were 14 early childhood educators working in long day care (LDC) or out, of, school, hours care (OOSH) settings located in Sydney, Australia. Children in the selected centers represented various cultural and linguistic backgrounds.

Teachers in the present study reported noticeable differences in the play of children of diverse cultural backgrounds. However, they believed that the differences in children's play were attributable to the children's proficiency in English language and gender rather than to their culture. The teachers reported they had limited or no information on the children's cultural patterns of play at home. The lack of information on cultural patterns of play, perhaps, has led to difficulties in understanding the cultural origins of play or in accommodating cultural differences into programming. The results highlight the need for educators to have greater knowledge of the cultural bases of play to enable them to provide, in partnership with parents, culturally appropriate play experiences for children.  相似文献   

17.
Abstract

This paper summarises the results of an investigation of Solomon Islands secondary school students’ interpretations of three concepts: vision, animals and burning. Internal comparisons among the three areas and external comparisons with findings reported from other societies are made. While some support is given to the idea that children from different cultures may develop similar conceptions, this support is qualified and is shown to be dependent on the type of phenomenon investigated. The degree to which there is immediate personal experience of phenomena may be important, as may the presence or absence of culturally supported explanations. The commonly reported resistance of children's conceptions to school science teaching is also shown not to be universally true. The article ends with a plea for caution in the cross‐cultural extrapolation of research into children's conceptions.  相似文献   

18.
Abstract

This paper contrasts the emphasis on planning in universities when funding from the state was stable and resources followed student numbers, with the emphasis on strategic management when state funding is declining and universities are of necessity much more market orientated. Planning processes could work well when universities had a predictable future, but are less appropriate when the climate is turbulent. The paper suggests that the following are the key words for successful universities in the new environment, competitiveness, opportunism, income generation and cost reduction, relevance, excellence and reputation. It goes on to argue that this framework of key characteristics demands a new approach to strategic management in universities requiring universities to take a holistic view of their activities, to coordinate institutional strengths so that they reinforce one another and to create machinery whereby academic, financial and physical planning strategy is decided on an integrated basis.  相似文献   

19.

Two major premises are developed in this discussion. One is that many students of color are disproportionately assigned to special education because educators lack knowledge about or appreciation for their cultural values and socialization, and how these affect learning behaviors. The other premise is that the educational quality of students of color in both special and regular education can be improved significantly by using instructional programs and practices that reflect their cultural heritages, experiences, and perspectives. Several components of this ''culturally responsive teaching'' are explained, along with some research findings about its effects on student achievement. These include critical cultural consciousness of teachers; culturally pluralistic classroom climates; diverse communities of learners; and multicultural curriculum and instruction. The author concludes that without culturally responsive teaching education can never be the best it should be for students who are not part of the majority and mainstream of schools and society.  相似文献   

20.
ABSTRACT

This article offers a new model, the Ako Conceptual Framework (ACF), as a theoretical proposition to add to the critical discourse and development of culturally and linguistically responsive pedagogies within the Asia-Pacific region and beyond. By drawing on the socio-cultural theory and the concept of Zone of Proximal Development, the ACF conceptualises the intersection of culture and pedagogy using a Tongan epistemology. The ACF positions the vā (a space that is relational which enables authentic relationships to be established, nurtured and maintained) and tauhi vaha`a/vā (a responsibility that teachers, schools, educational leaders and practitioners have to establish, nurture and maintain authentic relationships) as the fundamental concepts in the development of culturally and linguistically responsive pedagogies. It is theorised that by recognising Tongan strengths-based principles, values and educational concepts, the taumu`a `oe ako (the purpose for teaching and learning), founga ako (the concepts of teaching), and feinga ako (the concepts of learning) can be aligned. Thereby, recognising and acknowledging the various knowledge systems that the students from culturally and linguistically diverse (CALD) backgrounds arrive at school with. The concepts and implications of the ACF are discussed in this article.  相似文献   

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