全球化与本土化视野下的比较教育研究范式之审视   总被引：5，自引：1，他引：5  

王春光  孙启林 《外国教育研究》2004,31(1):3-8

在全球化与本土化的引力和张力的作用下，在后现代主义理论的影响下，比较教育的研究受到了前所未有的挑战，其主要反响之一便是比较教育研究范式上的深刘变化。在此背景下，与传统的实证主义研究方法不同的质性研究范式和多元文化主义研究范式便应运而生。文章重点对这两种范式的内涵、外延及特点进行简要评介，以期对这两种范式作深入的认识和探讨。  相似文献   

Changing What Is Taught: Hearing the Voices of the Underrepresented   总被引：1，自引：0，他引：1  

Joyce Coleman Nichols 《Innovative Higher Education》2003,27(3):195-208

A major challenge facing institutions today is determining the role of multiculturalism in the curriculum. Institutions that decide to incorporate multicultural perspectives into the general education curriculum will face a long and complex process. In 1991, policy makers at Florida State University made the decision to require all students to take multicultural courses to fulfill general education requirements. This article provides insight into the challenges that institutional policy makers face as they seek to change the curriculum to include the voices of those previously underrepresented.  相似文献   

美国高校多元文化教育变革探源   总被引：1，自引：0，他引：1  

彭永春 《华东师范大学学报(哲学社会科学版)》2002,34(5):13-18,26

美国高校多元化教育变革以尊重各种文化固有的历史性、民族性和相对性为主旨，促使了美国在平等开放基础上构建出多元共容的新文化。平等承诺与现实境遇相悖引发的民权运动为其奠定了政治基础，教育机会 均等与贫富差距扩大的反差激发了少数族裔、贫困学生缩小差异的愿望，大学教育的异化和变革促使师生新思想、新观念成行，冲击美国主流文化的多元文化主义的兴趣和发展，倾向弱势群体的某些教育政策的实行等多种历史因素推动了多元文化教育变革的成功。  相似文献   

生活背后的力量——从我国的民族分类看多元文化的“和而不同”     

周宁  田保柱 《黑龙江教育学院学报》2011,30(10):121-125

当前,倡导文化多元化发展的呼声日趋高涨.鉴于此,结合库恩提出的文化不可通约理论,从民族分类的角度出发探讨如何消除心理偏见对“和而不同”的文化追求的不良影响,以期为我国多民族文化的发展问题做一些反思性的铺垫.  相似文献   

The vortex of multiculturalism in South Korea: a critical discourse analysis of the characterization of “multicultural children” in three newspapers     

Jaran Shin 《传播与批判/文化研究》2019,16(1):61-81

This study investigates how multicultural children have been portrayed by the Korean media, where the term is typically used to mean a child of an underprivileged Korean man and a female marriage migrant from a less industrialized neighboring country. Adopting the theoretical lens of critical discourse analysis, I examine news articles published from 2009 to 2013 in the Hankyoreh, the Hankook Ilbo, and the Chosun Ilbo: three daily newspapers representing a full range of progressive, moderate, and conservative political perspectives within society. Analysis reveals that multicultural children have been characterized as a marginalized group, as a threat to the future Korean society, or as global human resources. Given that these discourses are manifestations of underlying ideology, I also explore how these three discourses are conjoined with three competing ideologies in Korea; namely, democracy, nationalism, and neoliberalism. This study concludes by discussing how multiculturalism serves as a discursive framework through which democratic, nationalist, and neoliberal ideas gain their effectiveness.  相似文献   

International students’ perspectives of a diverse class on multiculturalism     

Emmanuel O. Acquah  Nancy L. Commins 《Journal of Further & Higher Education》2018,42(2):193-204

Studying in a foreign country, where one becomes a cultural outsider and where one lacks knowledge of and access to dominant cultural practices, can be a perfect context for challenging students’ values, beliefs, and attitudes, particularly when these experiences are coupled with coursework on diversity. This study explored international students’ perspectives of a diverse class on multiculturalism. Data from 45 students’ reflective journals, course evaluation, and focus group interviews were analysed to identify students’ significant learning experiences. The study provides support for the value of diverse cultural experiences in developing intercultural competence. In addition, the diversity among students contributed to their growing understanding of cultural diversity. The research findings contribute to the development of teacher preparation and enhancement of curricula and practice.  相似文献   

Identifying Best Practice Principles in Working with the Inupiat Eskimo: Building Trust and Beyond     

Evan?Sexton  Eleanore?Starr  Mary?FawcettEmail author 《International journal for the advancement of counseling》2005,27(4):513-522

The authors present an examination of established models on trust building issues in multicultural counseling and apply them with the Inupiat Eskimo population. Drawing on the cultural strengths of the Inupiat communities, counselors traverse challenging cultural barriers and develop positive working relationships with families and individual clients within the communities of Alaska. Cultural competence is discussed and guidelines for multicultural counseling are provided. The principles outlined in this paper, whilst developed in this instance in a particular location and cultural context, have relevance for other situations where counseling involving a minority is concerned. The overriding element is working at and maintaining trust, with this being the essential foundation upon which other counseling strategies are implemented.  相似文献   

全球化时代背景下多元文化教育的内涵与中国特色     

王熙 《全球教育展望》2012,(6):60-65

在很多西方国家,多元文化主义公共政策领域的重要话语,对教育领域的影响尤其深远,但这种理念也始终面临各种价值争议与实践困惑。所以,在借鉴西方经验的过程中,中国学者必须始终坚持批判与自省的立场,深入探讨多元文化教育的中国意义与中国问题。本文认为,多元文化主义的理论精髓在于强调文化的多样性、动态性与协商性,这一观点提示人们在追求公平与正义的道路上重新审视主流文化与非主流文化之间的关系。这种文化反思不仅为我国少数民族教育带来新的启示,也为中国社会现代化变革所带来的诸多问题开辟了更广阔、更深刻的理解角度。同时,多元文化主义还促使人们深入思考我国教育在西方文化帝国主义面前的立场与价值担当。  相似文献   

Editorial     

《Ethnography and Education》2013,8(1):1-2

This paper offers a case study of the evolution of what is believed to be the earliest UK longitudinal ethnography in the field of education—and discussion of some issues arising. As such, it is a contribution to the contemporary methodological development of qualitative longitudinal research. The Identity and Learning Programme tracked the learning, identity and pupil careers of two cohorts of children from very different socio-economic communities through their primary and secondary school years from age 4- to 16-years-old. Major challenges of sustaining this programme of work over 12 years are identified, with particular reference to aims and intentions, theoretical conceptualization, research strategy, sampling, data management, analysis and ethical foundations. The paper draws attention to underpinning considerations such as the lack of funding continuity, the struggle to understand holistic complexity and the primary significance of interpersonal relationships both within the research team and with the child, parent and teacher participants. The account shows how methodological principles and practical pragmatism were juggled as judgements were exercised to sustain and progress the study. The paper concludes by welcoming the growing interest and recent UK investments in qualitative longitudinal research in social science. Such work has enormous intrinsic worth, and also promises to add further value as a complement to quantitative cohort studies. A new era is in prospect!  相似文献   

Teachers’ emotional experiences of growing diversity and multiculturalism in schools and the prospects of an ethic of discomfort     

Michalinos Zembylas 《Teachers and Teaching》2013,19(6):703-716

This article analyzes the ways in which emotions are constituted and mobilized by teachers to respond to growing diversity and multiculturalism in schools. The analysis is based on a two‐year ethnographic study conducted in three Greek‐Cypriot primary schools that are ‘multicultural’. The following focus questions are addressed: (1) How do teachers’ emotional experiences of growing diversity and multiculturalism in schools form particular economies of effect?; and (2) What is the nature of these economies of affect and in what ways is it possible to form an ethic of discomfort as a space for constructive transformations in multicultural schools? An ethic of discomfort is theorised as an economy of affect that uses discomfort as a point of departure for individual and social transformation. The outcomes of this study show that teachers experience intense emotional ambivalence in their efforts to cope with growing diversity and multiculturalism in schools. It is argued, however, that the capabilities of teachers to cope with growing diversity and multiculturalism are enhanced, if an ethic of discomfort is constituted in multicultural schools. The implications of this study are discussed in relation to teaching and teacher education and suggest that constituting an ethic of discomfort offers opportunities to challenge structures of power, privilege, racism, and oppression.  相似文献