Diversity Within Unity: Essential Principles For Teaching and Learning In a Multicultural Society.
Banks, J.A., Cookson, P., Gay, G., Hawley, W.D., Irvine, J.J., Nieto, S., Schofield, J.W., Stephan, W.G. (2001).
What do we know about education and diversity and how do we know it? This two-part question guided the Multicultural Education Consensus Panel that was sponsored by the Center for Multicultural Education at the University of Washington and the Common Destiny Alliance at the University of Maryland. …
Multicultural Education Connecting Theory to Practice
Cumming-McCann, A. (2003)
Multicultural education is more than just teaching about “heroes and holidays” (Lee et al., 1998). It goes beyond teaching tolerance of differences, and it is much deeper than studying or celebrating Black History Month in February. So, what is multicultural education? To answer the question, we must first understand the goals, definitions, and a predominant model of multicultural education (Banks, 1998). …
Multicultural education. International education studies
Derderian, A. (2010)
“If we knew what we were doing, it wouldn’t be called research, would it?” (Albert Einstein). In Diversity Issues in Special Education: Theory, Research, and Practice I will define the diversity perspectives within the context of research, then I will develop an understanding and understand theory as it is related to research, and inform personal stance on the merits of various traditions and their use in multicultural education. …
6 Ways to Implement a Real Multicultural Education in the Classroom
Lynch, M. (2015)
Multicultural education is a progressive approach for transforming education based on educational equality and social justice. …
Understanding multicultural education. Current Issues in education, 14(2), 1-11.
Ozturgut, O. (2011)
There are many views on the benefits and/or shortcomings of the multiculturalization of education. The question is not whether a multicultural education should be adopted but it is rather what we understand from multicultural education and how we are going to initiate such a reform within an educational system when we cannot even define ‘multicultural.’ …
Multicultural Education: Goals and Dimensions
UW College of Education (2012)
Multicultural education is an idea, an educational reform movement, and a process (Banks, 1997). As an idea, multicultural education seeks to create equal educational opportunities for all students, including those from different racial, ethnic, and social-class groups. …
A Multicultural Education Praxis: Integrating Past and Present, Living Theories, and Practice. International Journal of Multicultural Education, Vol. 20, No. 1, pp. 48-66.
Shannon-Baker, P. (2018)
In our current climate of heightened conservatism and criticism, multicultural education is as important as ever. This article argues for the need to reframe multicultural education as a praxis based on its social justice-oriented principles, values, and practices …
Work in Multicultural Environment. Problems of Psychology in the 21st Century, Volume 5, pp. 4-5.
Stoyanova, S. (2013)
Multicultural environment means diversity in terms of ethnicity, gender, religious, social belonging, etc. Multicultural environment retains workers from a variety of cultural backgrounds. …
Teaching Multicultural Students
(2020)
Culture is a broad term, and one that is not easily summed up. In her book Culture Learning: The Fifth Dimension on the Language Classroom, author Louise Damen defined culture as the “learned and shared human patterns or models for living; day-to-day living patterns [that] pervade all aspects of human social interaction. …
Multiculturalism and multicultural education: A case study of teacher candidates’ perceptions in Cogent Education, 3(1), 1-13.
Yılmaz, F. (2016)
In modern societies, it is expected of individuals to develop a positive attitude toward different cultures by protecting and living their cultures; and to take action as citizens of the global community by education. …
A Framework of Reference for Intercultural Competence. A 21st century Flemish Experiment in Capacity Building in Formal Education
Catteeuw, P. (2012)
Notwithstanding a growing interest in intercultural communication in the 21st century, mostprofessionals in the Low Countries (and elsewhere) have not been trained in this field duringtheir education. Many managers believe that experience is sufficient to bring an internationalassignment to a favourable conclusion, for instance an agreed contract. …
Why Intercultural Competence is essential – and How Schools and Businesses are Helping People Develop It.
Collier, L.
Intercultural, or cross-cultural, competence is a crucial skill-set in today’s global workplace, where employees are more likely to interact with co-workers, vendors or customers from different cultures and countries, and need to work productively with people who have been shaped by different values, beliefs and experiences. …
Intercultural competence for all Preparation for living in a heterogeneous world. Strasbourg Cedex: Council of Europe Pestalozzi Series, No. 2.
Huber, J. (2012) (Ed.)
Concern for mutual understanding, be it in terms of multicultural or intercultural understanding, competence or dialogue permeates the content and the everyday reality of our work at the Council of Europe. …
Intercultural competence, but what is it?
Uehlinger, C.
Diversity is on the rise in all fields and intercultural competence is becoming more and more of a buzz word. It is acknowledged widely that intercultural competence, briefly defined as the ability to communicate effectively and appropriately in intercultural situations, is an important requisite, even an indispensable key competence in today’s global and interdependent world. But what exactly is intercultural competence? Do we really know? …
Why Intercultural Competence?
Intercultural competence is defined in a number of ways* but generally, it is the ability to communicate and behave in appropriate ways with those who are culturally different—and to co-create shared spaces, teams, and organizations that are inclusive, effective, innovative, and satisfying. …
Three key components of intercultural learning
Abermann, G. (2019)
An international student may have been socialised in an environment where indirect communication is the norm, meaning that they find it difficult or even impossible to express their opinions openly and spontaneously in a brainstorming session or use direct feedback mechanisms such as Scrum. …
Intercultural Dialogue
Each person’s vision and references are based on a variety of elements, including their cultural background (systems of value, spiritual beliefs, traditions, etc.). …
Intercultural Learning and Cultural Diversity in education
ERASMUS TRAINING COURSES
We live in a society where migrations and the consequent encounter and clash among different cultures has become extremely relevant and shall be at the top of public stakeholders’ priorities.
One of the biggest challenges for teachers and the education system is to be equipped to face newly arrived students, who may have experienced great distress and confront obstacles in adjusting to a new cultural environment. …
Intercultural learning for pupils and teachers
In our increasingly multicultural society Intercultural Learning becomes more important every day. We need to provide students with relevant competences in order to be active in school and society. …
Intercultural learning 1
Rose, C.
There will have been points in most teachers’ careers when we have stopped to wonder “What am I actually doing?”. Sometimes, filling our students up with all the requisite grammar and vocabulary, and polishing their pronunciation and honing their communicative skills doesn’t actually seem to be helping them to achieve the wider goal of being able to genuinely communicate with and understand the real world outside the classroom at all. …
What is Intercultural Learning?
“Intercultural competence is the ability to behave and communicate in appropriate and and effective ways in intercultural situations, based on one’s attitudes, knowledge and skills.” …
Multicultural Education and the Emerging Paradigm: An Essay in Cultural Epistemology in The Urban Review, 30(1), 77-95.
Agada, J. (1998)
Multiculturalism is one of the trends shaping contemporary societies (Johnston and Parker, 1987; Kiplinger and Kiplinger, 1989; Naisbitt and Aburdeen, 1990). Race, ethnicity, gender, language, and so on, are among the features
which define multicultural societies. …
Intercultural Dialogue
Each person’s vision and references are based on a variety of elements, including their cultural background (systems of value, spiritual beliefs, traditions, etc.). …
Quantitative methods in multicultural education research in Banks, J. A., Mc Gee Banks, C. A. Handbook of research on multicultural education, Jossey Bass, 127-145.
Padilla, M. A. (2004)
Vision of Multicultural Islamic Education Paradigm in Indonesia in Journal of Humanities and Social Sciences, 3(11), 118-124.
Priatna, T., Muntaha, P. Z., Nurhamzah. (2019)
Islamic education in Indonesia has become a pillar of nationality. When the Proclamation has not been realized, Islamic education has become part of the dynamics of nationality. For this reason, this article specifically examines how Islamic education is in an effort to realize multicultural education as part of learning practices. …
Diversity and Multicultural Paradigm in Japan: The LLSC Analysis of Social Studies in Procedia - Social and Behavioral Sciences, 89, 607 – 611.
Seo, J, Y. (2013)
The purpose of this study is to examine the contents of Japanese social studies textbooks and to determine how the school subject of social studies has been taught in Japan in order to provide an LLSC: living (abr., L1), learning (abr., L2), school activities (abr., SA) and community life (abr., CL). …
Bringing everyone on the same journey revisiting inclusion in higher education, Studies in Higher Education, 44(8), 1475-1487.
Collins, A., Azmat, F., Rentschler, R. (2019)
This study investigates inclusion in higher education (HE), examining learning environments of students with physical disabilities (SWPD) and the challenges facing inclusive education, using an Australian university as a case study. Inclusivity in HE is increasingly recognised as fundamental for promoting ‘individuals’ educational careers, not only for their own benefit but also for the positive impact that integration has on society as a whole’ (Fuller et al. 2004; Matthews 2009; Redpath et al. 2013, 1334). …
From Access to Success: An Integrated Approach to Quality Higher Education Informed by Social Inclusion Theory and Practice. Higher Education Policy, 23, 123-147.
Gidleya , J. M., Hampson, G. P., Wheeler, L., Bereded-Samuelb, L. (2010)
Equitable access, success and quality in higher education are examined from a variety of ideological perspectives. Quality is positioned as a complex generic concept while access and success are identified as key concepts in the social inclusion domain, supplemented by the concept of participation. …
Quantitative methods in multicultural education research in Banks, J. A., Mc Gee Banks, C. A. Handbook of research on multicultural education, Jossey Bass, 127-145.
Padilla, M. A. (2004)
Attitudes towards inclusion in higher education in a Portuguese university, International Journal of Inclusive Education, 1-16.
Martins, M. H., Borges, M. L., Gonçalves, T. (2017)
Historically, students with disabilities have been seen as a ‘private matter’ to be dealt with by individuals and their families, rather than a public responsibility. According to the Salamanca Statement (UNESCO 1994), society has tendentially emphasised the limitations of individuals with disabilities rather than their potential. …
Shifting the blame in higher education - social inclusion and deficit discourses, Higher Education Research and Development, 35 (2), 322-336.
O'Shea, S. E., Lysaght, P., Roberts, J., Harwood, V. (2016)
In Australia, higher education institutions have experienced a fundamental shift over past decades as they have incorporated the principles of social inclusion and social justice. In this context, social inclusion is recognised as the provision of opportunities that will allow all individuals to feel valued and to participate fully as members of society (Australian Government, 2010). …
More Than a Checklist: Meaningful Indigenous Inclusion in Higher Education. Social inclusion, 4(1), 77-91.
Pidgeon, M. (2016)
Higher education has a responsibility to Indigenization, that is, to empower Indigenous self-determination, address decolonization, and reconcile systemic and societal inequalities between Indigenous and non Indigenous Canadians. …