‘And what language do you speak at home?’ Ethnocentrism and cultural openness in teacher–parent interactions in disadvantaged and ethnically segregated schools     

Jean-Paul Payet  Fabien Deshayes 《Ethnography and Education》2019,14(3):344-359

ABSTRACT

This article, based on a deep ethnography in schools located in a disadvantaged multicultural context in Geneva (Switzerland), questions the way in which the local school system and teachers comprehend the cultural diversity of students and their parents. Oscillating between recognition and assimilation, teachers publicly adhere to discourses that emphasise cultural diversity, while limiting its expression, especially when a student encounters school difficulties. Teachers’ meetings with parents are significantly influenced by the majority perspective, leaving the parents with little place to express their own needs. Nonetheless, within the conversation, some parents are able to assert practices that differ from those promoted by the host society. Ultimately, it seems that, in the absence of a multicultural position, teachers are limited to adopting hybrid practices that create unease and are evidence of limited understanding of multiculturality.  相似文献   

Diversity in New Zealand early childhood education: challenges and opportunities     

Mary Jane Shuker  Sue Cherrington 《International Journal of Early Years Education》2016,24(2):172-187

The early childhood education (ECE) sector in New Zealand has long been recognised for the diversity of service types and range of organisations involved in delivering ECE. However, less attention has been paid to diversity within individual ECE services. This article draws on a national survey carried out as part of a larger project, The Diversity of Diversity in Early Childhood Education, focusing on teachers’ perceptions of challenges and successes encountered when working with children from diverse family backgrounds. Educators’ attitudes towards diversity clearly influence whether they perceive working with diverse children and families positively or as a challenge. We argue that possessing positive dispositions and attitudes that enable educators to truly welcome, acknowledge and embrace diversity, together with access to professional knowledge and support services, are critical. The implications of this for policy and practice are then considered.  相似文献   

Policy discourses and changing practice: Diversity and the university-college     

Adrienne?S?ChanEmail author 《Higher Education》2005,50(1):129-157

This study reports the results of research with respect to policy and diversity, as part of a larger case study of a Canadian university-college. The study details an examination of policy discourses as a vehicle for institutional change and provides insights into the everyday experiences of educators, their perspectives on policy and change, and the contested territory of diversity (i.e.,race, gender, class, disability,and sexual orientation) in an institution. The paper begins by considering the university-college and the context of the college and institute system in Canada. The paper briefly reviews state policy and the context that state public policy provides in principles of valuing diversity. Policy discourses were generated from the narratives of educators, from an institutional committee and from ‘outsiders’ to committee processes and to the institutional culture. Drawing from narrative auto/biographies (Gluck, S.B. and Patai, D., Women’s Words: the Feminist Practice of Oral History. London: Routledge, 1991; Stanley, L., The Auto/biographical I. Manchester: Manchester University Press, 1992; West, L., Beyond Fragments. London: Taylor and Francis, 1996), policy stories are presented which illuminate the contention surrounding policy, practice and institutional change. A discourse of fairness is discussed in relation to hiring practices and how the perception of fairness actually contributes to the practice of discrimination. Discursive power relations (Foucault, M., Power/Knowledge: Selected Interviews and Other Writings 1972–1977. London: Harvester Press, 1980; Smith, D., The Conceptual Practices of Power. Toronto: University of Toronto, 1990) are considered in interpreting these stories and reveal the complex, competing forces affecting individuals engaged in the change process. The paper concludes by identifying a number of factors that contribute to the hindrance and advancement of the goals of diversity within an educational institution.  相似文献   

Linguistic and Cultural Appropriations of an Immigrant Multilingual Literacy Teacher Educator     

Patriann Smith  S. Joel Warrican  Alex Kumi-Yeboah 《Studying Teacher Education》2016,12(1):88-112

This autoethnographic self-study describes my interpretations of multicultural awareness, with special attention to multilingual awareness (MLA), based on my interactions with 52 students in the context of two literacy courses over a period of one year. An autoethnographic self-study provided an avenue to harness my reflections on practice and to study the ways in which my practice reflected awareness of my role as an educator. Findings from my teaching videos, written responses to students, and student evaluations suggested that my communication patterns with students reflected certain elements of multicultural awareness, as displayed by my attention to individual predispositions, cultural practices and personal stereotypes. The findings also appeared to indicate that multicultural and MLA interacted to reflect facilitation and symbiosis. Facilitation seemed apparent in my awareness of differences among students’ cultures and my own as I monitored my linguistic processing. Symbiosis appeared to emanate from the recognition of how my response to individual predispositions facilitated my application of conversational strategies based on feedback. This, in turn, heightened my attention to stereotypical attitudes and behaviors. Implications for multicultural teacher education include the benefits of using autoethnographic self-study to scrutinize educators’ awareness in practice as they determine the impact of this awareness on their instructional roles in multicultural teacher education. By extension, the study suggests that autoethnographic self-study research can provide additional lenses through which to interrogate monolithic perceptions of diversity in multicultural teacher education.  相似文献   

The centrality of Aboriginal cultural workshops and experiential learning in a pre-service teacher education course: a regional Victorian University case study     

Sara L. Weuffen  Fred Cahir  Aunty Marjorie Pickford 《高等教育研究与发展》2017,36(4):838-851

This paper discusses a cross-cultural pedagogical approach, couched in a theory–practice nexus, used at a Victorian regional university to guide non-Indigenous pre-service teachers’ (PSTs) engagement with Aboriginal and Torres Strait Islander perspectives and cultures. We have drawn on qualitative and statistical data, and current issues in Australian and international literature, to explore the relevance and success suggested by data from this cross-cultural pedagogical approach, in particular the notion of teacher ethnicity in racialised spaces. In doing so, we have addressed recent sentiments about a lack of quantitative and qualitative research that explores inclusion of Aboriginal and Torres Strait Islander content and discussions of ways in which tertiary educators construct and influence teachings about Aboriginal and Torres Strait Islander cultures. It is anticipated that this paper will generate further dialogue and research-based evidence on ways in which other tertiary education providers may draw on cross-cultural theories to guide inclusion of Aboriginal and Torres Strait Islander content and perspectives in PST education courses.  相似文献   

我国大规模英语水平考试偏重选择题的倾向亟待纠正（三）   总被引：1，自引：0，他引：1  

孔德惠 《通化师范学院学报》2004,(4):24-27

过分依赖和使用选择题的效果颇显荒诞：在施考眼里。单纯通过客观测试所获得的分数并不能准确反映学习的实际外语水平；而对于参试来说，专门用于对付客观测试的应试能力于他们日后使用外语的实际情形也没有实际的帮助。意识到了问题的严重性，我们应该立即采取措施扭转应试教育的被动局面。笔认为，我们应该根据自身国情和发展需求建立有自己特色的外语评价体系，这是我国外语教育事业健康发展的需要。本第三部分就这一问题提出了几点具体建议。  相似文献   

Cross-Racial Interaction Among Undergraduates: Some Consequences, Causes, and Patterns   总被引：1，自引：0，他引：1  

Mitchell J. Chang  Alexander W. Astin  Dongbin Kim 《Research in higher education》2004,45(5):529-553

This study utilized a national longitudinal data set of college students to examine the educational relevance of cross-racial interaction and how campuses can best structure such opportunities. The general pattern of findings suggests that cross-racial interaction has positive effects on students' intellectual, social, and civic development. The results show that institutions could enhance such experiences by enrolling larger proportions of students of color and by offering students more opportunities to live and work part-time on campus. While these findings apply uniformly to white students, the frequency of cross-racial interaction does not always follow an expected path of steady gains for students of color as the student body becomes increasingly more diverse. Implications of the findings are discussed.  相似文献   

Pre-service teachers’ perceptions of self as inclusive educators     

Donna Tangen 《International Journal of Inclusive Education》2017,21(1):63-72

Teacher education institutions play a key role in preparing pre-service teachers to graduate as competent and confident inclusive educators. Seeking to understand pre-service teachers’ current perceptions of diversity and inclusion, and how they perceived themselves as future inclusive educators, this qualitative study employed inductive analysis to explore pre-service teachers’ self-perceptions as inclusive teachers, utilising the theory of possible selves. Forty-six (n?=?46) of 292 pre-service teachers enrolled in an inclusive education subject in a graduate entry teacher education programme in eastern Australia participated in this study. Findings revealed that pre-service teachers had developed good theoretical understanding of inclusive education through their coursework. However, their development of possible selves as inclusive educators was less well-defined in that they had difficulty extending their understandings of who they might be as inclusive teachers beyond their coursework samples. This difficulty in identifying their cultural selves beyond a stereotypical norm of who a ‘classroom teacher’ is indicates a need for more and extensive time for pre-service teachers to develop their professional identities as inclusive educators.  相似文献   

宏门冲蝶类多样性研究初报   总被引：8，自引：0，他引：8  

舒晓艳  汤成华 《怀化学院学报》2003,22(2):53-56

于 2 0 0 2年 9月 2 5～ 2 9日对湖南省通道县宏门冲蝶类多样性进行了初步研究 结果表明 :宏门冲蝶类群落物种丰富 在样地内共采集与记录蝴蝶 2 4 3号 ,隶属 7科 ,2 8属 ,2 6种 主要成分是 :粉蝶科 (黄粉蝶属 ) ,凤蝶科 (凤蝶属 ) ,蛱蝶科 (环蛱蝶属、眼蛱蝶属 ) ,眼蝶科 (眉眼蝶属、矍眼蝶属、黛眼蝶属 ) 各生境多样性指数、种类丰富度是沿溪农田 >山地灌丛 >森林  相似文献   

Short-Term Study-Abroad Experience in Ireland: An Exercise in Cross-Cultural Counseling     

Jill C. Jurgens  Garrett McAuliffe 《International journal for the advancement of counseling》2004,26(2):147-161

International exchanges or study-abroad experiences can have lifelong impacts on students from various disciplines. This article describes the integration of a short-term study-abroad program to Ireland into two socio-cultural courses. The experience also offers course credit for major requirements in two programs. Through this two-week travel experience students are brought into intensive contact with educators, scholars, and community activists in Ireland and Northern Ireland and weigh differences and similarities in the social issues and services among the three countries. While the course is aimed at students in the counseling field, it also appeals to students majoring in criminal justice, sociology, women's studies, international studies, and political science.  相似文献