Multicultural Education of Children and Adolescents

Manning, M. Lee; Baruth, Leroy G.; Lee, G. Lea

doi:10.4324/9781315186542

Cited by 56 publications

(38 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The teachers tend to diminish their in luence on the students (Kusá, 2012). One of the objectives of their further education should be, among others, to show them some successful examples of multicultural education in foreign countries that will prove to them that they can actually in luence their students and that multicultural education can be effective (DomNwachukwu, 2010;Manning & Baruth, 2009).…”

Section: Resultsmentioning

confidence: 99%

Values and Attitudes Orientation of Czech Teachers and Students Focusing on Accepting or Rejecting the Otherness of Cultural and Ethnic Minorities

Krejčí¹,

Cichá²,

Máčalová³

2016

PedOr

View full text Add to dashboard Cite

This study examines the values orientation of Czech teachers and students and their attitudes towards various cultural and ethnic minorities in the Czech Republic. We believe that one of the key issues facing multicultural education is the transmission of stereotypes and prejudice among those involved in the educational process. One of the most important of our topics is also the educational process in relation to the socially disadvantaged, e.g. Roma children, children of foreigners and the like. From September 2014 to June 2015, we carried out an extensive research survey among students and teachers of primary and secondary schools in three Czech regions. The primary research objective was to provide a description of the attitudinal and values orientation of young students and their teachers towards different cultural or ethnic groups. Our expectations were con irmed in the case of a lower degree of tolerance of adolescents to the Roma minority compared to other ethnic or cultural minority groups; both the teachers and their students perceive coexistence of the majority with the Roma minority as problematic. In relation to multicultural education, we ind it particularly concerning that teachers generally understand it as "learning about other cultures", which is based on emphasizing differences rather than the presentation of what they have in common. As a consequence of such an understanding, the emphasis is placed only on formation of the cognitive dimension of attitudes. Such an approach can result in promoting a stereotypical mindset of students, instead of developing critical thinking.

show abstract

Section: Resultsmentioning

confidence: 99%

Values and Attitudes Orientation of Czech Teachers and Students Focusing on Accepting or Rejecting the Otherness of Cultural and Ethnic Minorities

Krejčí¹,

Cichá²,

Máčalová³

2016

PedOr

View full text Add to dashboard Cite

show abstract

“…Surprisingly, results from this study show that more male children repeat grades than female children. Elsewhere in Sub-Saharan Africa and other developing countries, the education of male children is prioritised over that of female children (Blakemore & Cooksey, 2017, Manning et al, 2017. A study of 12 Sub-Saharan African countries found that 79% of female children ever attended school compared to 84% of male children (Kuépié et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

Ecological approach to childhood in South Africa: An analysis of the contextual determinants

Wet

Osman

2018

PiE

View full text Add to dashboard Cite

In South Africa, the educational attainment of African children has been a focal point of policy and research since the end of apartheid in 1994. Individual and policy-level determinants of child development and educational outcomes have been exhaustively investigated. A less researched perspective is the role of community and household composition on educational outcomes. The aim of this paper is to explore the socioeconomic and demographic composition of communities and households that influence grade repetition among children in South Africa. The nationally representative South African General Household Survey of 2017 is analysed. The sample is children, 7-14 years old who have repeated a grade (N=529,624). Frequency distributions and multilevel modelling techniques are used to estimate the impact of household and community characteristics on child education outcomes. Results show that males (62.29%) and older children, 10-14 years old (61.27%), have higher grade repetition. In addition, children in female-headed households (54.57%) and poor households (61.13%) also have higher repetition rates. Finally, household poverty (OR: 1.617) and community poverty (OR: 1.944) are associated with increased likelihood of grade repetition. To ensure that South African children progress through school, the households and communities they are nested in require attention and intervention.

show abstract

“…These claims are also pertinent in Finland, where multiculturalism in teacher education is being discussed more and more. The vision of multicultural education is twofold, it both aims to recognise, accept and appreciate cultural diversity and at the same time promote a commitment to the values of equity, justice and democracy in a pluralistic society (Manning et al ., ). Cultural diversity perspectives are now usually introduced to school curricula and teacher education in Finland too, but scholars debate if these constructs in fact represent a diverse society in just ways, or essentialise minority students (Holm & Londen, ; Zilliacus et al ., 2017b).…”

Section: Introductionmentioning

confidence: 97%

Using modelling to make culturally responsive pedagogy explicit in preservice teacher education in Finland

Acquah

Szelei

Katz

2019

British Educational Res J

View full text Add to dashboard Cite

Despite multiculturalism being discussed in teacher education, teachers still often feel insecure in the classroom around developing meaningful practices. This might be due to several issues about how preservice teachers are taught. In this article, modelling culturally responsive pedagogy is demonstrated as a promising strategy in shaping preservice teachers' learning experiences and facilitating the finding of pedagogical responses in their future work. The article examines preservice teachers' awareness of modelling as a teaching strategy in a multicultural education course in Finland, and the ways in which they connected the modelled strategy to their own learning and intentions for future teaching. A total of 246 reflective learning journals were analysed qualitatively, using a constant comparison approach. The results indicate that preservice teachers recognised and reflected on modelling culturally responsive pedagogy. They highlighted several aspects of the culturally responsive activities, environment and teacher educator behaviours modelled for them. For some preservice teachers, this recognition stayed at the level of personal awareness of own learning on the course, but for others these revelations were springboards to start forming ideas about future teaching practice. Preservice teachers articulated their intentions about the kind of teachers they would like to become, their principles in teaching, as well as specific teaching/learning activities. We present how the modelling of culturally responsive pedagogy strategies allowed preservice teachers to self-reflect, critique and connect their own learning experiences to future practice. Therefore, modelling culturally responsive pedagogy is argued to be a fruitful strategy in teacher education.

show abstract

Multicultural Education of Children and Adolescents

Cited by 56 publications

References 0 publications

Values and Attitudes Orientation of Czech Teachers and Students Focusing on Accepting or Rejecting the Otherness of Cultural and Ethnic Minorities

Values and Attitudes Orientation of Czech Teachers and Students Focusing on Accepting or Rejecting the Otherness of Cultural and Ethnic Minorities

Ecological approach to childhood in South Africa: An analysis of the contextual determinants

Using modelling to make culturally responsive pedagogy explicit in preservice teacher education in Finland

Contact Info

Product

Resources

About