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Culturally relevant education represents a wide collection of pedagogies of opposition to social injustice and holds a commitment to collective empowerment and social justice. By using culturally relevant education as a framework, we make the case to include religious diversity as a part of culturally relevant education intentionally. We believe that by opening the dialogue to include religious diversity, we are working together as educators to promote social justice in schools that benefits all children regardless of their religious backgrounds. We synthesize successful examples of culturally relevant education in connection to religion. Further, we argue for teacher educators to incorporate discussion of religious diversity as part of multicultural and social justice teacher education. 相似文献
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Global citizenship education: mainstreaming the curriculum? 总被引：1，自引：0，他引：1
Tasneem Ibrahim Corresponding author 《Cambridge Journal of Education》2005,35(2):177-194
There has been a resurgence of interest in global education in the UK as global issues are included within the requirements of citizenship education in national curricula. This paper examines the significance attached to global citizenship through Citizenship as a statutory subject at Key Stages 3 and 4 within the National Curriculum for England. Drawing on a web‐based project funded by the UK Department for International Development, the paper analyses a number of secondary school texts designed to support teachers and students in incorporating global perspectives into citizenship education. It seeks to answer the question: in what ways is global citizenship being mainstreamed? It suggests that NGOs and commercial publishers have different but complementary approaches to resources for global citizenship and that there is a strong case for greater collaboration between the two sectors. 相似文献
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Students with autism often are placed in general education classrooms, indicating general education teachers should be prepared to meet these students' needs. This survey study of teacher education students examined differences in educational training, beliefs about autism, and competence working with students with autism, according to college level and major area of study. Results showed that teacher education students held accurate beliefs about most aspects of autism, but they demonstrated misconceptions about special, gifted abilities. Secondary teacher education students were less likely to demonstrate accurate beliefs about the social emotional features of autism over the course of their training. General education teachers reported a lack of competence working with students with autism and believed additional training was needed. Findings suggested ongoing preservice training is needed to foster accurate beliefs about autism and competence working with students with autism. 相似文献
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Shiva Krishna Katkam Liza Rajasekhar Fathima S. D. Tasneem Vijay Kumar Kutala 《Indian journal of clinical biochemistry : IJCB》2021,36(1):59
Systemic lupus erythematosus (SLE) is an inflammatory autoimmune disease which is characterized by dysregulation of various cytokines propagating the inflammatory processes that is responsible for tissue damage. Tumor necrosis factor alpha (TNF-α) is one of the most important immunoregulatory cytokines that has been implicated in the different autoimmune diseases including SLE. Two hundred and two patients with SLE and 318 controls were included in the study. The TNF-α gene promoter region (from − 250 to − 1000 base pairs) was analyzed by direct Sanger’s DNA sequencing method to find promoter variants associated with South Indian SLE patients. We have analyzed six TNF-α genetic polymorphisms including, − 863C/A (rs1800630), − 857C/T (rs1799724), − 806C/T (rs4248158), − 646G/A (rs4248160), − 572A/C (rs4248161) and − 308G/A (rs1800629) in both SLE patients and controls. We did not find association of TNF-α gene promoter SNPs with SLE patients. However, the − 863A (rs1800630) allele showed association with lupus nephritis phenotype in patients with SLE (OR: 1.62, 95%CI 1.04–2.53, P = 0.034). We found serum TNF-α level was significantly elevated in SLE cases as compared to control and found no association with any of the polymorphisms. The haplotype analysis revealed a significant protective association between the wild TNF-α alleles at positions − 863C, − 857C, − 806C, − 646G, − 572A and − 308G (CCCGAG) haplotype with lupus nephritis phenotype (OR 0.53, 95% CI 0.35–0.82, P = 0.004). Additionally, the TNF-α − 863 C/A (rs1800630) polymorphism and HLA-DRB1*07 haplotype showed significant differences between SLE patients and controls (OR 4.79, 95% CI 1.73–13.29, P = 0.0009). In conclusion, TNF-α − 863A allele (rs1800630) polymorphism is associated with increased risk of nephritis in South Indian SLE patients. We also found an interaction between HLA-DRB1*07 allele with TNF-α − 863 C/A promoter polymorphism giving supportive evidence for the tight linkage disequilibrium between TNF-α promoter SNPs and MHC class II DRB1 alleles. 相似文献
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