Multicultural attitudes of prospective teachers: The influence of multicultural ideology and national pride     

《Int J Intercult Relat》2021

Attitudes toward multiculturalism in educational contexts – i.e., multicultural attitudes – are desirable qualities for good teaching practices. Unfortunately, little is known about the antecedents of prospective teachers’ multicultural attitudes. Before this backdrop, we argue that prospective teachers’ multicultural ideology, national pride, and intergroup contact are related to their multicultural attitudes. Studying these relationships can offer valuable insights for initial teacher education programs. We assessed prospective teachers’ (n = 72) multicultural attitudes (adapted version of the Teachers’ Multicultural Attitude Survey), multicultural ideology (Multicultural Ideology Scale), national pride (single item from large scale studies) and intergroup contact (experiences in multicultural classrooms and intergroup friendship). Results showed that higher multicultural ideology and lower national pride were related to more positive multicultural attitudes. We found no such relation for intergroup contact. Based on these new insights into prospective teachers’ multicultural attitudes, we argue that initial teacher education programs should reinforce and develop prospective teachers’ multicultural ideology and consider the role of national pride.  相似文献   

Examining pre-service teachers’ color-blind racial ideology,emotion regulation,and inflexibility with stigmatizing thoughts about race     

《Contemporary educational psychology》2020

In this study, we examined the relationship between 159 predominately White pre-service teachers’ color-blind racial attitudes, emotion regulation, and psychological inflexibility with stigmatizing thoughts about race. Results indicated strong relationships between color-blind racial ideology and psychological inflexibility with stigmatizing thoughts about race. Specifically, emotion regulation difficulties (suppression strategies) served as a mediator between color-blind racial ideology (unawareness of racial privilege) and psychological inflexibility with stigmatizing thoughts about race. In addition, emotion regulation difficulties (lack of emotional clarity) served as a moderator between color-blind racial ideology (blatant racial issues) and psychological inflexibility with stigmatizing thoughts about race. Similarly, emotion regulation difficulties (impulse control difficulties) served as a moderator between color-blind racial ideology (institutional discrimination) and psychological inflexibility with stigmatizing thoughts about race. The study’s overall findings highlight pre-service teachers’ difficulties with regulating their emotions in racial situations as well as how this difficulty in turn influences their ability to change negative thoughts regarding other racial groups. The study has implications for how pre-service teachers regulate racial emotions in the classroom as well as how they may potentially interact with racially diverse students.  相似文献   

语言学习风格研究和大学英语教师、教材与教法   总被引：1，自引：0，他引：1  

王洪渊 《安阳工学院学报》2005,(5):129-131

对学习者个体差异的研究,成了当代外语教学研究的重要课题.而语言学习风格是学习者个体差异的一项重要内容.研究语言学习风格及其同语言教学的关系,在全球化语境下,对大学英语教师、教材与教法具有指导和实践意义.  相似文献   

做好高校宣传思想工作的几点思考     

张小娟 《安阳工学院学报》2005,(2):51-53

高校必须科学把握新形势下宣传思想工作的特点和规律,及时调整宣传内容、方法、形式、及分寸尺度、时机火候等,增强宣传思想工作的针对性、实效性和吸引力、感染力,这才是做好高校宣传思想工作的有效途径.  相似文献   

Resisting English: Excavating English Ideologies of Young Boys through Chutkule at an Indian Orphanage     

Usree Bhattacharya 《Journal of Language, Identity & Education》2017,16(6):349-364

The prevailing scholarship on Indians’ beliefs about English has, with few exceptions, largely failed to capture ideological resistance. Given the supremacy of English within the hierarchically ordered and unequal linguistic landscape in India, this study intervenes within this limited area of research. This investigation excavates ideologies of resistance to English through chutkule, a humorous folk genre, narrated by young boys at an anathashram (orphanage) in suburban New Delhi. The theoretical lens of language ideology is employed to unpack latent issues of resistance and erasure within the chutkule, and emergent ideological tensions are interpreted in the context of educational equity. In addition to locating beliefs about language in a previously unresearched genre, this study adds to the limited scholarship on Indians’ ideological resistance to English. Further, because these notions are mined through the boys’ chutkule at the anathashram, this investigation illuminates previously neglected discourses from India’s socioeconomic margins.  相似文献   

论嵇康《声无哀乐论》的"和"美学思想   总被引：1，自引：0，他引：1  

赵国乾 《南阳师范学院学报》2006,5(11):48-51

以“和”为美是嵇康《声无哀乐论》美学思想的核心。“和”在哲学的层面是指宇宙自然的和谐统一,它体现了宇宙生成的法则和规律。音乐代表了这种和谐统一,“和”美是音乐追求的最高理想。嵇康以“和”论乐,认为音乐的本体是与时代政治和人的情感无关的自然之和；在音乐与情感的关系上,认为音乐与情感并无必然的联系,而是一种对应关系；音乐除了移风易俗的教化功能外,还具有“导养神气,宣和情志”的娱乐功能。  相似文献   

高校“两课”教学存在的问题及对策     

王汝秀 《黑龙江教育学院学报》2005,24(4):146-147

高校“两课”是对青年学生进行社会主义意识形态教育的主渠道和主阵地,“两课”教学应重视灌输理论,探索有效的教学方法。  相似文献   

试论思想政治理论课与马克思主义理论学科的关系——兼析认识与实践中的几种偏误   总被引：2，自引：0，他引：2  

张雷声 《教学与研究》2006,2(10):5-11

在思想政治理论课建设与马克思主义理论学科建设中,对二者关系的认识和实践存在着一些偏误,如把马克思主义理论学科的形成看作仅由思想政治理论课改革所为、把思想政治理论课建设等同于马克思主义理论学科建设、把思想政治理论课依托的学科仅限于马克思主义理论学科、把马克思主义理论五个二级学科与思想政治理论课课程一一相对应,等等。分析这些偏误,在于进一步正确认识思想政治理论课与马克思主义理论学科之间的关系,既要使课程建设区分于学科建设,也要把课程建设融入学科建设,更要把课程建设提到学科建设的高度,以提高思想政治理论课的教学实效,促进马克思主义理论学科的建设和发展。  相似文献   

论传统消费伦理思想在近代的变迁     

李自茂 《赣南师范学院学报》2007,28(1):97-101

在中国古代,“崇俭黜奢”成为消费伦理思想的主流,这种消费伦理思想适合于以农耕为主的生产力发展水平,它起到保障封建社会秩序稳定与自然经济体制持续运行的作用。而在近代中国社会向前发展的过程中,随着资本主义生产关系的产生与发展,传统的消费伦理思想逐步发生变迁,“黜奢崇俭”受到猛烈攻击,经济主体获得前所未有的消费自由。消费伦理思想在近代的变迁是与近代中国资本主义经济发展同步并行的,具有历史进步性。  相似文献   

冷战前期的美国高等教育政治化初探     

於荣 《教育与考试》2007,(1)

冷战前期,美国高等教育成为美国政府用于冷战的工具,高等教育具有明显的政治化特征。美国高等教育的政治化是建立在工具主义哲学、美国宪法所规定的“弹性条款”和美国成为帝国主义强国等基础之上的。美国高等教育的政治化在自然科学研究、社会科学研究、高等教育民主化和教育输出等方面表现尤为突出。美国高等教育政治化反映了高等教育为美国国家利益服务的实质。  相似文献