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1.
This study investigated preservice teachers’ beliefs and attitudes about teaching culturally and linguistically diverse students when progressing through specially designed courses. Data were collected using the Teacher Multicultural Attitude Survey and semi-structured interviews. Analyses indicated that preservice teachers who received more multicultural preparation held more positive attitudes and based their attitudes more on academic preparation than on personal experiences. Preservice teachers who completed the multicultural course and English for speakers of other languages field placement had a more in-depth understanding of how to help culturally and linguistically diverse students.  相似文献   

2.
Nurit Dvir  Dor Harari 《Compare》2015,45(4):568-588
This paper focuses on children of refugees and migrant workers from 48 countries who study together in one multicultural school in the city of Tel Aviv, Israel. The context of our study is the current ethos of globalisation and within it the phenomenon of vast migrations and creation of intercultural social realities. The aims of the study were to illustrate the principles, practices and dilemmas that form the very basis of the school culture, to let the special or ‘foreign’ voices of the children and the teaching staff be heard, and to identify the educational qualities that are responsible for the school’s success. In our research we employed both the method of qualitative case study and the philosophical interpretive discourse. On the basis of our observations, interviews and text analyses of the school’s educational manifesto, we suggested the following pedagogical virtues as the key factors responsible for the school’s extraordinary achievements: (1) a firm commitment to a humanist and multicultural stance; (2) a progressive and pragmatic dialectic approach regarding students’ empowerment, via social integration and academic success as well as via multicultural pedagogy; and (3) a dialectic pedagogical approach that stresses therapeutic-individualised teaching as well as challenging students to attain high academic standards.  相似文献   

3.
Abstract

Effective social work practice with diverse populations requires the successful incorporation of multicultural knowledge, awareness, and skills.As a result, there is a pressing need for innovative and evidencebased teaching strategies and methods that provide social work students with these key multicultural tools. This paper describes one such teachingmodel and presents the findings of an exploratory study to empirically evaluate its effectiveness with undergraduate social work students (N =23) enrolled in a multicultural social work course. Based on pre-and post-test composite scores, the findings suggest that this new model of multicultural instruction and assignments increases students' multicultural awareness andknowledge.  相似文献   

4.
In this paper, the authors analyze their experiences in using storytelling about teaching to prepare second-career teacher candidates. Cases of two program participants are developed to show how personal experiences, rather than multicultural program ideals, became instantiated as guides for teaching practice. The authors show how prospective teachers developed a speech community in which they clarified their individual paths to school success and attempted to transport these understandings to instructing students of color who were struggling in school. For analyses, the authors draw on ideas about how people work in differing social groups with particular discourses that support group cohesiveness and ideals. Implications for teacher education using narrative as a vehicle for critical reflection are presented.  相似文献   

5.
This prospective, longitudinal study showed that an intense educational program significantly improved academic performance in underserved students who were selected solely for their desire to participate in the program and their parents' willingness to support them. Mean performance in six representative components of the Woodcock-Johnson Tests of Achievement–Revised improved at a rate that substantially exceeded one year for each year in the program. During three years of attendance, performance levels increased from below to more than two years above grade level.  相似文献   

6.
This qualitative study examines how a group of social studies teachers working in a suburban middle school with a predominantly affluent and white student body conceptualize multicultural and global education. The data reveals that several of the teachers experienced difficulties conceptualizing multicultural and global education, used them interchangeably, and did not articulate their importance to their students. In addition to interviews with teachers, classroom observations were conducted to see how they addressed multicultural and global education in class. The outcomes of this study indicate that pre-service and in-service teacher education should pay attention to delineating the distinct purposes of multicultural and global education and how these concepts can be infused into a social studies curriculum.  相似文献   

7.
This study describes the lived experience of Kevin, a young child with physical disabilities who is placed in an inclusive classroom, a classroom where children with and without disabilities are educated together, with extra support provided for the child with disabilities. Children with disabilities who are placed in inclusive early childhood settings tend to be rejected or neglected more than their typically developing peers and are involved more with the adults in the classroom than with their peers. Kevin’s experiences are framed in the context of the current emphasis on inclusive practices. The study documents that adult assistance and curriculum activities both play an important role in either facilitating or constraining social interaction with peers. When the assigned assistant functions as the child’s playmate and mostly chooses table activities, both of these seem to limit opportunities for social interaction with peers. This study also documents that, without the assistant present, the child makes independent choices such as where and with whom to play. The dramatic play area serves as a conduit for meaningful verbal and nonverbal communication with peers. At the same time, Kevin’s strong desire to play in this area seems to be the impetus for physical development—he walks alone for the very first time. Suggestions are given for teacher facilitation of dramatic play.  相似文献   

8.
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   

9.
This study explores the perceptions and practices of multicultural education among Ethiopian secondary teacher education program officials, teacher educators and prospective teachers. To that end, data were collected from secondary teacher education program officials, teacher educators and student teachers using questionnaire and interview. The data were analyzed by employing mixed methodologies. The study revealed that while Ethiopian secondary teacher education program officials and teacher educators have awareness about multicultural education, the prospective teachers’ awareness was found to be very low. Furthermore, there are inadequate practices of multicultural education in the secondary teacher education institutions. Suggestions which may enhance the implementation of multicultural education in the secondary teacher education program of the country and beyond are discussed in the article.  相似文献   

10.
聚焦陕西省的工读生,并以西安市普通中学生作为参照组,认为陕西省工读生受教育目的集中,但对教育的认知度和愿望以及接受道德、社会常识和法律法规教育的水平低于普通生。作者认为,办好工读教育需要党和政府的高度重视,需要全社会的支持和积极参与;工读学校要两条腿走路,将行为矫治与义务教育相结合。  相似文献   

11.
This two-year mixed-method case study examined if and how a teacher preparation program can change preservice teachers' motivation to teach culturally and linguistically diverse learners. Survey data from Master of Arts in Teaching (MAT) candidates demonstrated statistically significant changes in MATs' self-confidence for teaching diverse learners, their self-efficacy for culturally responsive pedagogy (CRP), their perception of the value of multicultural teaching, and in their interest in teaching diverse learners. Interview and focus group data identified explicit instruction on CRP, diverse practicum opportunities, and an emphasis on culturally-oriented self-inquiry as factors that enhanced teachers’ desire to teach diverse students.  相似文献   

12.
As a result of rapid demographic changes in our society, more children from diverse racial/cultural backgrounds join our early childhood classrooms. The majority of early childhood teachers, on the other hand, are middle-class and of European-decent. This paper provides early childhood teachers with both theoretical and practical understandings about multicultural responsiveness, in order to understand and promote social competence of young children from diverse backgrounds. To accomplish this end, readers will be guided to consider actual classroom based examples and questions throughout the paper. First, the concept of social competence will be revisited from sociocultural perspectives. Next, we discuss advocacy for social competence of diverse children through the main themes of multicultural awareness, knowledge, and skills. Finally, we recommend several strategies to support teachers’ professional growth and development for multicultural responsiveness.  相似文献   

13.
This study appraises the particular challenges that minor asylum-seeking migrants who are in the 16–18 age category confront when pursuing their studies in a vocational college in Malta, a central Mediterranean island which is the smallest EU member state. The study explores how they exercise resilience in their desire to forge a future for themselves and traces their passage from Africa to Malta and their prospective aspirations to eventually settle elsewhere. It also explores how they integrate their lives as college students with these aspirations and how they see this as contributing to their lifelong education and ongoing processes of personal growth.  相似文献   

14.
This article describes a year‐long professional development project that brought together a group of high school English teachers around multicultural literature they would be teaching to their students. The teachers all taught together in a culturally and economically diverse high school context in the USA. One objective of the project was to enable the teacher participants to explore their discourse patterns around the literature to discern their own subject positions with regard to one another and to the texts studied. In addition, the teachers together analyzed their own classroom discourse to determine how those subject positions carried over into their teaching, how they essentially taught who they were. Discussions of multicultural literature and teachers’ talk around that literature, accompanied by close interrogation of classroom practice, enabled the teachers to discern what (and who) they privileged in their teaching practice. These realizations led one of the two teachers highlighted to readily change her pedagogy and curriculum to better support the learning and empowerment of all students.  相似文献   

15.
Australia has a long and sometimes turbulent relationship with the migrant Other. This paper examines a component of this relationship via the window of contemporary multicultural policy. The paper begins with an analysis of the political and social conditions that enabled a national and bipartisan policy of multiculturalism to emerge as formalised federal policy during the late 1960s and early 1970s. The paper re-problematises the influences that helped shape Australia's articulation of race and ethnicity and argues that multiculturalism, within a post-September 11 environment, can no longer be framed solely within its traditional framework of social justice. The paper positions education for sustainable development (ESD) as an emerging discursive field that provides educators with an alternative road map for critiquing Australia's fluid relationship with the migrant Other. By linking the tenets of multiculturalism with ESD, this paper suggests pre-service teacher educators are presented with a productive, and at the same time politically palatable, means for regaining pedagogical traction for a semi-dormant agenda of social inclusion.  相似文献   

16.
Drawing on a multi‐year qualitative study of immigrant and non‐immigrant youth storytelling, I describe youth's imaginative labour as they constructed and moved into one another's worlds. I argue that although multicultural literature is vital for affirming and expanding youth perspectives on their own and others' worlds, the publishing industry lags behind the immediate needs of immigrant youth to be understood and heard as fully human. Storytelling, in the form of co‐narration, creates an imaginative space of uncertainty and playfulness for inviting possible futures into mutual awareness and interpretation. Using two storytelling episodes as illustrations and drawing on contemporary sociocultural and decolonizing theories, I outline four ways future‐oriented teaching and research may be realized: (1) rename the world, by considering ‘what if’, (2) reframe narratives of damage so that narratives of desire may be foregrounded, (3) contribute to a more just and equal world rather than merely participate in existing practices and (4) reclaim childhoods for freedom and exploration, especially in our relations with Black and Brown youth who are perceived in adult terms much earlier than their White peers. I argue, overall, that we must understand and develop a contemporary theory of imagination in order to meet the challenges of future‐oriented literacy teaching and research.  相似文献   

17.
Staffing shortages has been a consistent problem for Australian rural schools. This paper addresses the rural staffing shortage by exploring the motivations and barriers faced by pre-service teachers in an Australian metropolitan university as they explore the prospect of teaching in a rural school. The paper examines two research ideas prevalent in the research literature. Firstly, that introducing pre-service teachers to rural placement experiences enhances their desire to seek teaching positions in rural schools. Secondly, that pre-service teachers from regional or rural backgrounds are more likely to seek teaching jobs in rural settings than their metropolitan counterparts. We draw on data from a longitudinal qualitative study with pre-service teachers in a metropolitan university that were interviewed before, during and after their rural placement. We found that while the second idea stands the test, the first idea, undertaking a rural placement, is not a guarantee to redressing the staffing shortage.  相似文献   

18.
The main goal of multicultural education is to transform the structural factors in the educational system in order to redress inequalities and inequities for historically underprivileged populations (Banks 1997). This article addresses theories and practices that frame multicultural education in teaching and learning contexts. How do teachers interpret the purpose of multicultural education? I suggest that educators are more likely to interpret multicultural education using the functionalist meta-theoretical framework (Burell and Morgan 1979) and the positivistic epistemology (Turner 2006). Ironically this kind of interpretation subverts the original goals of multicultural education as a transformative movement. The process of transforming curriculum and instruction in learning contexts encounters what I would call a “double jeopardy.” On one hand, curriculum processes run into political impediments that are often pervasive, complex, and invisible, whereas on the other hand they encounter a positivistic epistemology that reduces complex phenomena to simplistic, neutral, objective, and universal standards. I make a case for a radical humanist paradigm that privileges the investigation of social and political relations of power and places critical consciousness at the center of educational structures and pedagogy. I attempt to make critical consciousness visible and to show how it can be employed to change schooling opportunities and the lives of those who fall in the “Other” category of social theory.  相似文献   

19.
In our increasingly interconnected global society, learning to think about ourselves in a border context, making crossings and connections, reflecting on our position and power, and articulating a vision of social justice are necessary civic skills. Developing educational border crossers who have moved beyond stereotyping and the tourist's gaze to have a sensibility for social justice can enrich public life and stimulate the deepest forms of civic engagement. This study examines a teacher education program's nascent efforts to develop multicultural competencies, specifically border pedagogy, in future teachers.  相似文献   

20.
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   

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