Section archive - Multiculturalism & Diversity
Page 7/24 235 items
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
Teachers’ Perspectives on Environmental Education in Multicultural Contexts: Towards Culturally-Responsive Environmental Education
This article explores teachers’ perspectives on enacting environmental education (EE) in a multicultural context. In understanding teacher strategies in adapting EE to a multicultural context and teacher views on the obstacles encountered, the authors found that teacher strategies reflected aspects of progressive EE in extending beyond simple knowledge-awareness to emphasizing changes in behavior and nurturing of ownership. The findings revealed that challenges included value clashes, a lack of common lived experiences, and reconciling contradictory educational perspectives and political policies, which often placed teachers in paradoxical positions. The findings suggest moving toward practices of culturally-responsive environmental education (CrEE) that demand more than awareness but include interactive dialogue.
Updated: Nov. 10, 2014
This article aimed to examine both preservice teachers’ and teacher educators’ attitudes toward student diversity. Two array groups emerged: Students Are Students and Diversity Advocates. The authors find gaps in attitudes toward student diversity between the two array groups. These gaps indicate both consensual and divided attitudes toward student diversity.However, a major gap in attitudes toward student diversity between the two groups is similarity versus diversity: while one group highlights similarity among students, the other group appeals for the importance of acknowledging and addressing student diversity.
Updated: Sep. 16, 2014
This article provides a deeper understanding of critical mass, a concept that has become central in litigation efforts related to affirmative action admissions policies that seek to further the educational benefits of diversity. The authors demonstrate that the concept of critical mass requires an understanding of the conditions needed for meaningful interactions and participation among students, given the particular institutional context. To highlight this contextual definition of critical mass, they offer the term dynamic diversity and outline four main components of dynamic diversity that institutions can attend to.
Updated: Aug. 21, 2014
The author argues that enrollment of a diverse student body is but a pragmatic first step toward the broader social goal of inclusion. She also asks whether motives for campus diversification are aligned with pedagogic goals. She addresses this question by focusing on inclusion, namely, organizational strategies and practices that promote meaningful social and academic interactions among students who differ in their experiences, views, and traits.
Updated: Jun. 25, 2014