Section archive - Multiculturalism & Diversity
Page 6/23 229 items
“Advanced Classes? They’re Only for White Kids”: How One Kansas School Is Changing the Face of Honors and Advanced Placement Courses
This study focused on students enrolled in the advanced history classes. It aimed to obtain an accurate picture of minority student enrollment in advanced placement classes at Wichita High School East. The author was interested in developing a plan of action to close the achievement gap between White and non-White students. She determined that the initial action needed was to disseminate the data to teachers and administrators to increase their awareness of the high school’s current status. The results reveal that enrollment in advanced history classes by ninth graders increased. The positive results of this study were the enhanced teacher awareness, and the increased overall student enrollment in the advanced history classes.
Updated: Apr. 29, 2015
Analysing ‘Migrant’ Membership Frames through Education Policy Discourse: An Example of Restrictive ‘Integration’ Policy within Europe
This examination aims to deconstruct specific membership framing within Europe and boundary setting between inclusion and exclusion of certain groups in policy sectors such as education. Analysing discourse through understandings within language enables the author to see the way categories and frames are constructed and contribute to the signifying of membership. Bounded problematisations, in this case about ‘migrants’, framed by political orientations and discourses, require policy ‘solutions’. Actors then make sense of this policy and interpret ‘solutions’ in distinctive ways.
Updated: Apr. 14, 2015
This paper shows how young people in a Swedish upper-secondary school negotiate identities through social relations in a particular part of a school corridor that they call the ‘immigrant corner’. However, the ‘immigrant corner’ is not only a place where identifications are performed, it is also a place that gives rise to discussions and challenges of the school’s official integration policy. Thus, the place affects those who usually sit there as well as those who do not, and is therefore important for discussions on integration issues on a local, national, European and global level. With regard to place and space, the article outlines and applies the young people’s identity formations, as well as their discussions about integration issues with help from the concept of power geometry – that is, networks of social/power relations.
Updated: Apr. 14, 2015
“It’s not just Learning English, It’s Learning Other Cultures”: Belonging, Power, and Possibility in an Immigrant Contact Zone
This article is an ethnographic investigation of a multiethnic, multilingual classroom. It examines the ways in which immigrant students’ goals for community and belonging were mediated by their vibrant cultural and linguistic practices. Findings demonstrate how youth formed a community of practice through brokering acts, resource pooling, and linguistic play across national, cultural, and linguistic differences.
Updated: Apr. 13, 2015
Teachers’ Awareness of Their Diverse Classrooms: The Nature of Elementary Teachers’ Reflections on Their Science Teaching Practice
This article examines in-service elementary teachers’ reflections on their science teaching when working with diverse students. The findings provide an understanding of how these teachers examined their teaching and beliefs about their science teaching practice. Participants’ reflections indicated that knowledge of their students’ culture and backgrounds influenced their teaching practices and the focus of their reflections. The authors also found that the participants examined five themes of teaching: (1) navigating the school world, (2) managing the technical classroom, (3) negotiating barriers, (4) nurturing all students, and (5) understanding learning.
Updated: Mar. 25, 2015
This article examines white resistance to racial self-understanding. The author analyzes the relation between white racial identity development theory, appeals to racial discourses and themes, and the psychic need to defend against perceived threats to identity. The aim of the study is to develop a conceptual approach that can inform the thought and practice of antiracist educators who seek to develop effective instructional strategies for teaching white students about racial privilege.
Updated: Mar. 12, 2015
Inclusion, Integration or Perpetual Exclusion? A Critical Examination of the Decade of Roma Inclusion, 2005‑2015
The initiative 'Decade of Roma Inclusion, 2005‑2015' was planned in order to eliminate the marginalization and discrimination of Roma in the areas of housing, health care, employment and education. Each of the 12 European countries, which took part in this initiative, developed a Decade Action Plan. However, this initiative did not succeeded. This article critically examines why the Decade of Roma Inclusion has failed.
Updated: Feb. 16, 2015
This article aims to address the causes of school desegregation failure of the children study at Rome's schools. This article argues that the narrow desegregation aims prevents creation of comprehensive approaches sensitive to structural dimensions of segregation and discrimination. It builds on the policy design theory in order to capture the impact of discourse and policy content on the implementation outputs.
Updated: Feb. 16, 2015
The Consequences of Cumulative Discrimination: How Special Schooling Influences Employment and Wages of Roma in the Czech Republic
This paper looks at the role of special schooling in driving labour market inequalities between Roma and non-Roma in the Czech Republic. The authors find that the discriminatory streaming of Roma into special remedial schools for the mentally disabled influences both labour market outcomes and the level of educational attainment; the latter effect being particularly strong. Special school attendance explains a small part of Roma labour market discrimination as typically measured. However, its main impact is through lowering Roma educational attainment suggesting an additional discriminatory element in Roma and non-Roma labour market outcomes. Thus, the authors propose that labour market inequality should be understood as a complex outcome of cumulative discrimination.
Updated: Feb. 16, 2015
Multiculturalism in Teacher Education Institutes - The Relationship between Formulated Official Policies and Grassroots Initiatives
The current study examined the multicultural policies advocated and the actual practices in two teacher education colleges in Israel. The main findings reveal a gap between multicultural discourse and policies in two colleges, as manifested in the activity patterns of both teacher education colleges. Furthermore, the difference between the colleges in terms of multicultural discourse and practice is related to the difference in the colleges’ organizational structures and target populations. The authors recommend that there is room for grassroots developments. Finally, the authors recommend that every teacher-education institute in any multicultural country must include the topic of multiculturalism in the curricula.
Updated: Jan. 06, 2015