Critical Multicultural Citizenship Education among Black Immigrant Youth: Factors and Challenges

Kumi–Yeboah, Alex; Smith, Patriann

doi:10.18251/ijme.v18i1.1079

Cited by 18 publications

(14 citation statements)

References 41 publications

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“…Classroom activities such as collaboration in the preparation of inquiry project tasks, the democratic classroom-making of students is an important part of the process of cultivating the values of multicultural education. In line with the results of the research [10] explains, the implementation of multicultural education pays attention to class discussions, inquiry-based learning, social media and technology, activities outside of education, culture, social, and different languages.…”

Section: B Implementation Of Multicultural Education In Schoolssupporting

confidence: 55%

Transformation of Multicultural Education Management in Primary School

Nurcholis¹,

Soedjarwo²,

Mudjito³

2018

Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018)

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Transformation of multicultural education management must be considered in schools and countries. Because the conditions of different ethnic, religions, languages and cultures have potential wealth as well as problems that will arise because of it. The problems associated with this assessment relate to the functions of multicultural education management, the focus is: (1) school vision, mission, and values are transformed into multicultural education planning (2) implementation of multicultural education (3) evaluation of multicultural education. To answer three problems, the researcher uses secondary data from researchers thesis with the qualitative approach with case study design. Research findings and discussion of this journal can be concluded that: (1) vision, mission, and multicultural values are transformed into school program planning, event programs, and classroom programs. (2) Implementation based on planning with multicultural values as the spirit. (3) evaluation is divided into two evaluations management and learning, both based on democratic principles.

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Section: B Implementation Of Multicultural Education In Schoolssupporting

confidence: 55%

Transformation of Multicultural Education Management in Primary School

Nurcholis¹,

Soedjarwo²,

Mudjito³

2018

Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018)

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“…Critical global citizenship education is explained by Kumi-Yeboah and Smith (2016) as including a critical reflection and consciousness by students of their situation, going over, if need be, to transformative action.…”

Section: Global Citizenship Education: Typologymentioning

confidence: 99%

Deliberating ways in which diversity in skills capacity of schools violates learners’ rights: Possible solutions

Plessis¹,

Küng²

2019

NWU Education and Human Rights in Diversity Series

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“…For example, many migrant learners struggle to understand word genders (female, male, neutral) and verb aspects (perfective and imperfective) (Gabdulhakov and Khisamova, 2012). Kumi-Yeboah and Smith (2016) are studying the issue of cultural and language adaptation. They have identified which factors influence the formation of intercultural competencies in migrant children.…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

“…Moreover, they have developed a special course for teachers preparing them to work with migrant children. Kumi-Yeboah and Smith (2016) propose organizing the educational process by placing a lot of stress on cultural and language differences because it promotes critical multicultural education of children.…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

Developing the Methodology for Effective Teaching of the Russian Language to Migrant Muslim Children

Kamalova

Zakirova

2017

EURASIA J MATH SCI T

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The necessity of this study was determined by the importance of the issue of migrant children's language adaptation. Migrant children are arriving in Russia having no knowledge of the Russian language but at the same time schools and other educational organizations are not prepared to cater to these children -there is a lack of tested methodologies that are evidence-based and effective in teaching Russian as a second language to migrant children. This study was aimed at (1) examining the process of migrant children's language adaptation in the context of primary school education and (2) developing an effective communicative methodology for teaching Russian to migrant Muslim children and helping them adapt. The main research method used in this project was a pedagogical experiment that followed observing-reporting, formative and control stages. We also used statistical analysis and expert evaluations. 152 primary school migrant children took part in our research project. The teaching methodology was designed with respect to positive language transfer (positive crosslinguistic influence) and linguistic interference (negative cross-linguistic influence). The main distinguishing feature of the developed methodology is that it is based on the model that uses three languages in the educational process -going from the native language of children (Uzbek) to Tatar and then transitioning to Russian. Our findings confirmed the effectiveness of the developed methodology as its use helped children significantly improve their Russian with some of them achieving the level B1 in a relatively short period of time. Parents, primary school teachers and other educators might find this article interesting and useful.

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Critical Multicultural Citizenship Education among Black Immigrant Youth: Factors and Challenges

Cited by 18 publications

References 41 publications

Transformation of Multicultural Education Management in Primary School

Transformation of Multicultural Education Management in Primary School

Deliberating ways in which diversity in skills capacity of schools violates learners’ rights: Possible solutions

Developing the Methodology for Effective Teaching of the Russian Language to Migrant Muslim Children

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