Section archive - Multiculturalism & Diversity
Page 5/23 229 items
Behind the Scenes of a Unique Initiative for the Program, 'Preparing former Ethiopians for Teaching'
This article describes a unique initiative in Israel for preparing former immigrants from Ethiopia to become teachers. The author, who initiated this program in her college, describes the challenges she faced. The author outlines that this program is based on merging of two streams of education for multiculturalism: particularistic education at first and pluralistic education later on.
Updated: Apr. 14, 2016
Helping the Marginalised or Supporting the Elite? Affirmative Action as a Tool for Increasing Access to Higher Education for Ethnic Roma
This article aims to test the statement that affirmative action fails to target the most marginalised members of a disadvantaged group, and instead it supports the group’s most affluent members whose socio-economic position may be comparable to that of the mainstream population. It examines this statement on the case of ethnic Roma in higher education, based on the socio-economic data on Roma students collected by Roma Education Fund. The findings reveal that although Roma students come from better-off environments than the mainstream Roma communities, at the same time they come from more disadvantaged socio-economic backgrounds compared to the mainstream students, and even to the mainstream population.
Updated: Mar. 29, 2016
An Educational and Treatment Model of an Alternative to Detention for Unaccompanied Minors from Africa in Israel: The Placement of Adolescents from Eritrea and Sudan, in Residential Schools
Most of the young refugees crossing the border to Israel lack any documents. The first stage after being caught by law enforcement agencies is placement in immigrant detention centers. One of the challenges of societies and countries that are committed to the values of safeguarding human rights is to find alternatives to the detention of unaccompanied minors. The experience described herein is a rather successful model practiced in Israel whereby unaccompanied adolescents (age 14-17) are placed in residential schools called 'youth villages' as an alternative to detention.
Updated: Feb. 07, 2016
This study of an Asian female prospective teacher describes a language minority student's ways of enacting critical literacy in a teacher preparation program in the United States. It discusses how she exerted her agency despite her perceived marginalization as a non-native English speaker. The findings demonstrate how she resisted the identity imposed as a “slow learner” by an instructor while simultaneously challenging the tenets of critical literacy.
Updated: Nov. 23, 2015
The Cultural Responsiveness of Teacher Candidates towards Roma Pupils in Serbia and Slovenia – Case Studies
This study seeks to determine how differences in the Slovenian and Serbian contexts are reflected in differences in the initial cultural responsiveness of student teachers with regard to Roma minority pupils and their parents in the two countries. The results indicate that most student teachers in both groups favoured educating Roma pupils in regular schools and were aware of discrimination against Roma pupils in the education system. In addition, the results indicate that most of the student teachers agreed with the forms of cooperation that are most common in elementary schools, for example, parent meetings and individual meetings with parents. Finally, the results also indicate that the majority of student teachers from both groups would enrol Roma pupils in their class if they were charged with making this decision.
Updated: Nov. 18, 2015
Undergraduate Latina/o Students: A Systematic Review of Research Identifying Factors Contributing to Academic Success Outcomes
This article describes a systematic review, which was conducted to produce an up-to-date and comprehensive summary of qualitative and quantitative evidence specific to the factors related to undergraduate Latina/o student academic success outcomes during college. The article concludes with specific recommendations including the use of additional methods, frameworks and perspectives that we hope will be useful in advancing this line of work.
Updated: Aug. 16, 2015
The goal of this article is to report a preliminary work on student-centered teacher preparation to promote school success among culturally and linguistically diverse learners. The authors believe that teacher education programs need to be very purposeful in their approach to multicultural literacy teacher education. Drawing upon Vygotskian perspective on learning, they chose two cases from the beginning of their teacher education program and during student teaching, which often marks the end of teacher education program.
Updated: Aug. 03, 2015
In this article, the authors analyzed the experiences of a cohort of predominantly White pre-service social studies teachers discussing race and Whiteness in relation to education. The authors highlighted three tensions for teacher educators to consider when engaging pre-service teachers in discussions about race privilege, including recognizing the unfamiliar nature of structural thinking, appreciating the limitations of personal experience, and acknowledging the challenges of structural considerations within individual classrooms.
Updated: Jul. 07, 2015
Popular Visual Images and the (Mis)Reading of Black Male Youth: A Case for Racial Literacy in Urban Preservice Teacher Education
The authors argue for the development of racial literacy in preservice teacher education programs as a pedagogical method to mitigate the misreading of Black male students in teacher candidates’ fieldwork experiences and subsequently in their future classrooms. Their argument operates from the premise that in a time when diversity, multiculturalism, and inclusion are more widely recognized than ever before, the notion of race, and popular education films that depict race, still influence how teacher candidates view Black male students, and race remains a predictor for how these students experience school.
Updated: Jul. 05, 2015
This paper reports on a critical constructivist study of racial identity and performance among 13 Black, traditional-age students enrolled at three different colleges, two historically Black and one predominantly White. The findings highlight (1) the role of internal community pressure, (2) the ways in which racial performance dominated the students’ discussions of their racial identities, and (3) the intersection of internalized racism and sexism.
Updated: Apr. 30, 2015