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1.
Ming‐Tak Hue 《Educational studies》2010,36(4):357-369
Many Hong Kong schools are concerned about the growing number of ethnic minority students. How they are supported and how the diversity of their pastoral needs is fulfilled become critical. This article examines teachers’, students’ and parents’ narratives of the cross‐cultural experience of ethnic minority students from India, Pakistan, Philippines, Nepal and Thailand, and the diversity of those students’ pastoral needs. The qualitative data were collected from interviews, through which the constructs of 32 teachers and 32 students from three secondary schools were explored. Four groups of focus‐group interviews were conducted, in which 15 parents were involved. This article argues that to implement the ethos of caring, it is not only necessary for the school to promote the intercultural sensitivity of all practitioners, but equally important to develop a connected school system where ethnic minority students and parents can be consistently supported in the subsystems of classroom, school and home. 相似文献
2.
Catalina Sau Man Ng Wenyu Chai Hung Kit Fok Sing Pui Chan Ho Cheong Lam 《Journal of Early Childhood Teacher Education》2020,41(3):284-305
ABSTRACT Teaching Chinese to second language learners is a challenge for preschool teachers in Hong Kong so effective teacher professional development programmes are urgently needed to enhance their knowledge and skills. An Integrative Model Teacher Professional Development Programme which incorporates three theoretical underpinnings (i.e., culturally responsive teaching, meaningful and pleasurable learning, and effective teaching of Chinese as a second language) is designed to equip preschool teachers with knowledge, skills, and awareness in teaching Chinese to ethnic minority students. Through qualitative interviews with 15 in-service preschool teachers who joined the Programme, teachers’ perceptions and changes in three theoretical areas of teaching Chinese to ethnic minority students were explored. Particularly, teachers increased their awareness of ethnic minority cultures, developed empathy with ethnic minority children and their families, gained knowledge of implementing culturally responsive teaching and meaningful and pleasurable learning of Chinese. The role of teacher sharing in effective professional development was highlighted. 相似文献
3.
《Teaching and Teacher Education》2002,18(4):447-467
The study investigated the relationship of teacher and student ethnic background to their perceptions of teacher interpersonal behaviour. It is theoretically linked to research on multicultural education and teacher interpersonal communication styles. Perceptions of 27 Asian-American and Hispanic-American teachers and their students in culturally diverse high schools were gathered by means of questionnaires and structured interviews. Teachers had more favourable perceptions of their own behaviour than their students did. Student and teacher ethnic background had a small but significant impact on students’ perceptions of their teachers. Interview data provided some evidence that concepts studied in relation to the cultural dimensions of communication, such as respect from students, closeness, and identification of students with their teachers, are helpful in explaining the relationship between ethnic background and perceptions of students and teachers. The results merit further research into the effects of culture on perceptions and provide recommendations for improvements in culturally responsive education. 相似文献
4.
《师资教育杂志》2012,38(4):359-376
In many countries, there is a growing need for teacher awareness and sensitivity to cultural differences, what is often called culturally responsive teaching. This is why teacher education institutions are making significant efforts to require student teachers to enrol in courses that focus on understanding, tolerance and acceptance of differences in others. Determining beliefs of student teachers towards the diversity of pupils at the onset of their studies is critical for providing teacher education that more efficiently challenges implicit beliefs and biases. The main objective in this paper is therefore to determine the initial beliefs of student teachers concerning the Roma population, Europe’s largest ethnic minority. Research was conducted at the Faculty of Education at the University of Ljubljana in Slovenia and the Teacher Training Faculty at the University of Belgrade in Serbia. The results of the study suggest that most student teachers are in favour of schooling Roma pupils in regular schools; however, most of them would not like to have them in their classes. Most student teachers are aware of the discrimination against Roma pupils in schools; however, they are not ready to engage in closer interactions with Roma families. The implications of these findings for teacher education programmes are subsequently discussed. 相似文献
5.
Prior research has indicated that both mainstream (e.g., positive classroom behavior management) and culturally responsive teaching practices (e.g., cultural socialization in the classroom and promoting parent involvement), as well as teacher-student ethnic match, are associated with greater academic achievement for students of color. The purpose of this study was to examine teacher-student ethnic match and culturally responsive teaching self-efficacy as predictors of self-reported teaching practices used with Latinx students. The present study used a sample of 236 teachers (38.6% Spanish-speaking Latinx) of Latinx students in New York City public schools. We found that bilingual Latinx teachers reported using more effective mainstream and culturally responsive teaching practices compared to non-Latinx teachers (who did not speak Spanish). Using structural equation modeling, we found support for a model in which greater reported use of effective teaching practices by bilingual Latinx teachers is mediated by their greater culturally responsive teaching self-efficacy. Taken together, the findings suggest that greater confidence with culturally responsive teaching among Spanish-speaking Latinx teachers contributes to improved classroom environments for Latinx students. 相似文献
6.
The enactment of the revised School Places Allocation Systems at the compulsory stage in 2004 had the aim of desegregating Hong Kong's non-Chinese linguistic minority (NCLM) students by including them into ethnic Chinese-dominated mainstream primary and secondary schools. Because of the presumed cause-consequence relationship between “desegregated” school participation and academic achievement, in specific second language Chinese (CSL) acquisition, the challenges that such students face in participating in mainstream education and learning Chinese, no doubt, deserve to be examined. This qualitative study conducted in-depth interviews with 18 secondary students of South Asian/Southeast Asian minority backgrounds enrolled in mainstream schools. Drawing on both cultural and institutional paradigms of explanation for educational achievement, we argue that the reasons inhibiting the minority students' academic involvement are not simply their linguistic challenges but also the institutional constraints in the mainstream education system unique to this population. This study calls for a shift in school desegregation arrangement from one focusing narrowly on physical desegregation to a more comprehensive set of policies that embrace the institutional factors including teacher expectation, resource availability, and bilingual support, crucial to reduce racial differences in achievement. 相似文献
7.
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
8.
As classrooms have increasingly become diverse and complex, developing culturally responsive pedagogies is a professional imperative for teachers. However, considerable international research suggests that meeting the needs of diverse pupil cohorts is challenging for many teachers. In this article, we highlight how curriculum and teaching practices reflect hegemonic values and cultural practices, and can potentially marginalise minority ethnic students. We draw on data from a study conducted in a culturally diverse lower secondary school in Austria where mandatory swimming classes are a source of tension between Muslim female students and their teachers. Our analysis of the intersection of student resistance and teacher authority raises issues of power, compliance and the construction of cultural difference as problematic. We suggest that scenario-based learning and in particular, the analysis of examples of student resistance and teacher response may facilitate teachers’ reflexivity about the values and beliefs that underpin their practice. 相似文献
9.
Presently, there are a growing number of ethnic minority students in the primary schools in northwest England. Through sociocultural theory, this paper examines student and parent perspectives of their experiences in the schools. Using a qualitative methodology, including observation, in-depth interviews, and field notes this case study focused on children of ethnic minority parents from a primary school in the northwest of England. Specifically, this study investigates the perspectives of ethnic minority students and their parents while identifying the pedagogical knowledge and strategies already being used by teachers and schools who work with ethnic minority students. Foundational to this research is the belief that ethnic minority families and teachers need to make concerted, intentional efforts to engage in and acquire appropriate knowledge for building effective, communicative relationships in order to benefit student achievement. 相似文献
10.
We investigated the effects of stereotypical expectations regarding cultural diversity on teachers’ feelings of burnout, stress, and self-efficacy beliefs. With an experimental design, we confronted teachers with fictitious schools that were either high or low in cultural diversity and assessed the teachers’ feelings of burnout and self-efficacy beliefs (Study 1) and their stress with respect to culturally responsive teaching and locus of control (Study 2). Teachers who were confronted with a highly culturally diverse school showed higher feelings of burnout and stress and lower self-efficacy than teachers presented with a school low in cultural diversity. School composition affected teachers from primary and secondary schools differently. The consequences of holding stereotypical beliefs about highly culturally diverse schools are discussed. 相似文献
11.
Understanding the construction of belonging, and how unbelonging might be troubled, is critical work. For schools in many parts of the world one of the many challenges of globalisation is the task of teaching with, and for, ethnic and cultural diversity. This paper examines the exclusionary practices of teaching that construct ethnic and religious minority students in states of unbelonging. These practices are due, in part, to teachers’ failure to really know their students. Alongside this argument, discourses of belonging in rural schools that speak to possibilities for everyday place-sharing for ethnic and religious minority students are examined. Simple and common moments of mutual recognition and understanding speak to the possibilities for belonging that are opened up in everyday relations of knowing. The implications of these ideas for teachers and teacher education in what is framed as a ‘pedagogy of belonging’ are considered. 相似文献
12.
One of the key effects of globalisation is the extraordinary increase in migratory movements. Spain, a country traditionally accustomed to emigration, has seen a considerable rise in the influx of immigrant population, with notable demographic, social and cultural transformations. Particularly, since the early 90s, schools have been experiencing increasing ethnic diversity in their student enrolments. Especially, over the last 10 years, their presence has multiplied 10-fold, reaching 9.53% of the total student body. Thus, along with linguistic difference, class, gender or ability, the most characteristic feature of Spanish schools in recent years is their multicultural nature. For these reasons, it seems reasonable to focus on how Spanish schools, and particularly teachers, perceive and manage cultural diversity. This article reports on a multiple case design study concerning the teachers’ views on cultural diversity and the impact on daily practice in their classrooms. Participants included 16 teachers, with experience ranging from 2 to 20 years of teaching, from four Spanish secondary schools. Semi-structured in-depth interviews with the teachers from each school were chosen as the research method. Additionally, the principal and four immigrant student families from each school were also interviewed. Further information was obtained through a focus-group interview with the four school counsellors. Over a six-month period, all the interviews and complementary field work were carried out by a researcher in each school. While recognising the efforts to accommodate ethnic groups and immigrant populations, the results indicated that teachers perceive cultural diversity as a particular problem whose management is marginalised and excluded from the set of school activities and teaching practices. Teachers agree that the issue is one of adaptation, a problem to be solved by the students themselves with the support of school counsellors and other educational specialists. This way, neither school policies nor teaching practices assume the commitments arising from cultural diversity, so we cannot say that teachers incorporate it in their work, putting culturally relevant teaching into practice in their classrooms. While one of the benchmarks achieved in recent years is the presence of educational specialists in schools to address cultural diversity, the next step is to create the conditions to articulate a joint and collaborative effort between the teaching body and these professionals, bringing cultural diversity management closer to the classroom. Another pending challenge would be determining how we can best prepare teachers for organising and managing their culturally diverse classrooms. Teachers in these schools are doing their job without a professional knowledge base concerning multicultural education. Therefore, pre-service and in-service teacher education programmes should consider questions related to multicultural education and classroom management, which are absent or rarely taken into account in teacher training to date. 相似文献
13.
Mingyue Gu 《Journal of Language, Identity & Education》2018,17(1):1-15
This article reports on a qualitative study investigating a group of novice ESL teachers’ teaching experiences with ethnic minority students in secondary schools in Hong Kong. It finds that, while teachers argue that society has not been tolerant enough of ethnic minorities, they nonetheless believe that ethnic minorities should comply with societal expectations in order to gain respect and more opportunities. In passing judgement on ethnic minority students’ learning style and life attitudes, and in urging that they be changed, the teachers have, perhaps unconsciously, perpetuated and reified underlying societal stereotypes. It is found that the accented English spoken by ethnic minority students has been devalued and delegitimized, which may disempower them in educational settings and prevent them from expressing and defending their ideas. Implications for education pre-service and novice ESL teachers working with ethnically diverse students are discussed. 相似文献
14.
The ethnic diversity within schools is a major challenge for education in most European countries. The diversity of cultural
backgrounds of students and parents leads to new transitions, enables new forms of participation, and demands the creation
of new concepts, values and practices. Processes of mediation have a vital place in the required developments. The contributions
to this issue study the relationship between learning and social mediation on three levels: (1) the mediating role of cultural
tools, in particular language and the curriculum, (2) the role of peers and teachers in the appropriation of cultural tools
by minority students, and (3) the mediating role of social representations in the shaping of students’ identities at school. 相似文献
15.
Frieda Parker Tonya Gau Bartell Jodie D. Novak 《Journal of Mathematics Teacher Education》2017,20(4):385-407
Research advances in teaching, learning, curriculum, and assessment have not changed the continued underperformance of marginalized students in mathematics education. Culturally responsive teaching is a means of addressing the needs of these students. It is sometimes challenging, however, to convince secondary mathematics teachers about the importance of culture in mathematics education. To contribute to what is known about supporting secondary mathematics teachers in developing a culturally responsive teaching practice, we studied the impacts of a graduate course called Culture in the Mathematics Classroom on 13 teachers enrolled in the course. The course was designed to guide secondary mathematics teachers in understanding and growing their capacity to enact culturally responsive teaching in their classrooms. The purpose of our research was to explore how teachers’ perceptions changed as a result of their engagement in the class with respect to understanding the role of culture in knowing and being responsive to their students. Specifically, we examined how each of the four course projects seemed to individually and collectively influence teachers’ thinking. Overall, teachers appeared to expand their cultural awareness and dispositions for cultural responsiveness that would support them in knowing and supporting their students in the manner of a culturally responsive teacher. Teachers did not, however, develop some more “advanced” understandings related to power and privilege in society. This study provides researchers and mathematics teacher educators with a potential analytic framework for understanding teacher change with respect to culturally responsive teaching. 相似文献
16.
Culturally Responsive,Transformative Pedagogy in the Transnational Era: Critical Perspectives 总被引：1，自引：0，他引：1
Sujin Kim Alina Slapac 《Educational Studies A Journal of the American Educational Studies Association》2015,51(1):17-27
This article addresses challenges of multicultural education in the context of increasing transnational mobility and growing diversity in schools, and suggests ways to convert these challenges into new resources in education. We start with a brief overview of the contemporary transnationalism and new understanding of space and culture (Levitt & Glick-Schiller, 2004), and how they pose special challenges in multicultural pedagogy. Specifically, we examine the misleading conceptualizations and practices of culture and identity in multicultural education (Hoffman, 1996). Then, we redefine the culturally responsive, transformative pedagogy with focuses on its multidimensional and empowering aspects. Multiliteracy practices (New London Group, 1996) of students from culturally and linguistically diverse families are acknowledged as a new pathway to allow a wider range of learning opportunities, transform the interactive patterns between students and teachers, and empower students to critically reflect on, and share their identities. 相似文献
17.
This ethnographic case study explored the benefits associated with culturally responsive art learning experience in a Chinese rural town in the process of urbanisation. The case of this study, Fuchong Art Education Programme (FAEP), provided culturally relevant art activities for primary and secondary rural students who cannot access enriched art programmes in schools. Art studio learning, a summer art camp, an art exhibition, neighbourhood sketching, online teaching, student home visits and teacher meetings were documented and examined over an eight-month period of fieldwork. Semi-structured interviews with the participating students, their teachers and parents and the programme coordinator were conducted to elicit the participants’ perspectives on the FAEP experience, the benefits of participation and the challenges involved in implementing a culturally responsive art programme. The emerging themes included artistic, personal, social and external benefits, which were examined in relation to previous research on the intrinsic and instrumental benefits of art learning and a local understanding of the value of community art engagement in the lives of rural people. The implications offer guidance for promoting culturally responsive art learning in rural settings. 相似文献
18.
Christina Hajisoteriou Christiana Karousiou 《School Effectiveness & School Improvement》2018,29(1):91-112
Contemporary phenomena, including modernization, globalization, and migration, have altered the sociopolitical and cultural conditions of schooling. Schools are called upon to respond to such change through improvement efforts fostering intercultural education. To this end, this research examines school actors’ perceptions of the successful components of school improvement in culturally diverse schools. For the purposes of this research, we used the Cypriot education system as our case study to carry out observations and interviews with head teachers, teachers, immigrant and native students, and their parents. In identifying the inputs for the improvement of culturally diverse schools, as perceived by school actors, various components emerged, including listening to student voice, socioemotional and culturally responsive teaching, and increased parental involvement. Arguably, these contributing factors bear implications for school-based leadership, building successful professional communities, and enhancing intercultural competence in schools. 相似文献
19.
Implicit and explicit attitudes play crucial roles in teachers’ judgments and behavior and might be part of the reason for the varying school performances of ethnic minority compared with ethnic majority students but also of female compared with male students. In this study, we investigated 80 female and 80 male German secondary school teachers’ implicit and explicit attitudes toward female and male Turkish students, expecting more favorable attitudes toward same-gender students. However, implicit and explicit attitudes toward male and female students were independent of teachers’ gender. An IAT revealed more negative implicit attitudes toward female than male ethnic minority students, while teachers explicitly favored female ethnic minority students. Results are discussed in terms of culturally divergent social norms and gender. 相似文献
20.
This article explores how ethnic minority students in Hong Kong secondary schools discursively construct their identities in relation to culture, heritage, and social discourse. It finds that the ethnic minority students negotiate their identities within multiple positioning from parents, school, and the broader social discourse on minority languages and cultures. It also finds that they construct contradictory language ideologies when attempting to legitimate their heritage languages and to illegitimate the status of Chinese in the social context. The findings indicate that the participants tend to establish an essentialized cultural difference between their heritage culture and host culture. It argues that fixed and stereotyped views towards language practices and culture may lead to antagonistic relations between the ethnic minority students and locals, and become obstacles to their socialization and integration into the mainstream community. The implications for establishing a flexible and relational view on cultural differences and language use are explored. 相似文献