Teaching refugee students: the role of teachers’ attitudes towards cultural diversity

Becker, Birgit; Raschke, Eva; Vieluf, Svenja; Böse, Susanne; Laschewski, Anna; Rauch, Dominique; Stošić, Patricia

doi:10.1080/13540602.2023.2191178

Cited by 5 publications

(1 citation statement)

References 33 publications

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“…Another important framework is culturally responsive education, which aims to create an inclusive learning environment that recognizes the learners' cultural background and diversity, particularly relevant for refugee children who come from diverse cultural backgrounds and may have experienced trauma and displacement [ 44 ]. Additionally, the socio-cultural theory of learning highlights the significance of social interactions and cultural contexts in shaping learners' knowledge and skills, emphasizing the importance of creating a supportive learning environment that provides opportunities for social interaction and collaborative learning in both formal and non-formal educational settings [ 45 , 46 ]. In addition, integration theory suggests that refugee children should be integrated into the host country's education system to reduce marginalization and promote social cohesion.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Educational crisis of Rohingya refugee children in Bangladesh: Access, obstacles, and prospects to formal and non-formal education

Hossain¹

2023

Heliyon

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Section: Theoretical Frameworkmentioning

confidence: 99%

Educational crisis of Rohingya refugee children in Bangladesh: Access, obstacles, and prospects to formal and non-formal education

Hossain¹

2023

Heliyon

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From awareness to action: multicultural attitudes and differentiated instruction of teachers in Chinese teacher education programmes

Feng,

Zhang,

Yang

et al. 2024

Learning Environ Res

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The increasing diversity in modern classrooms necessitates that teacher education programmes equip pre-service teachers with skills to create equitable and inclusive learning environments for all students. In response to this imperative, particularly within the Chinese educational context, this study investigated pre-service teachers' multicultural attitudes—including stages of awareness (Know), emotional engagement (Care), and behavioural intentions (Act)—and their differentiated instruction skills. Furthermore, it examined how Chinese teacher education programmes can cultivate these attributes and enhance their alignment. Using a mixed-methods approach, we surveyed 257 pre-service teachers on their multicultural attitudes and 1356 students on their perceptions of their teachers' differentiated instruction skills, supplemented by in-depth interviews with 10 pre-service teachers. Results from descriptive, correlation, and multilevel modelling analyses revealed that pre-service teachers generally possessed positive multicultural attitudes, progressing from initial awareness to empathy and behavioural intention, and were perceived as proficient in differentiated instruction. However, the Know and Act dimensions showed limited direct relationships with student-perceived differentiated instruction practices, highlighting an 'intention-action gap'. Content analysis identified several essential components of teacher education for enhancing pre-service teachers' multicultural competence and bridging this gap, including specialized formal training, reflection activities, and practical application opportunities. These findings advocate for a shift towards more personalized, experiential, and reflective learning environments in Chinese teacher education programmes to better align multicultural attitudes with effective differentiated instruction implementation.

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Addressing the topic of integration and inclusion in kindergarten conceptions

Becker,

Weber

2024

Z Erziehungswiss

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ZusammenfassungDieser Beitrag beschäftigt sich mit den Leitlinien und pädagogischen Grundüberzeugungen zu Integration und Inklusion in frühkindlichen Bildungseinrichtungen. Anhand der Kindergartenkonzeptionen aus der Studie „Kinder und Kitas in Deutschland“ (K2ID) untersuchen wir mittels Topic Modeling und standardisierter Inhaltsanalyse, wie Integration und Inklusion in diesen Dokumenten jeweils thematisiert werden. Dabei bilden diejenigen Textstellen, die sich speziell mit den Themen Integration und/oder Inklusion beschäftigen, unseren Textkorpus. Die Auswertungen zeigen, dass insbesondere Kinder mit Behinderung sehr häufig als Zielgruppe adressiert werden – und zwar in Konzeptionen, die den Inklusionsbegriff verwenden, ebenso häufig wie in Konzeptionen, die den Integrationsbegriff nutzen. In Konzeptionen mit dem Integrationsbegriff ist häufiger eine Förderperspektive vorhanden als in Konzeptionen mit dem Inklusionsbegriff, während sich die Häufigkeit der Thematisierung von Teilhabe nicht unterscheidet. Die Ergebnisse des Topic-Modeling zeigen zudem typische Kombinationen von Integrations- bzw. Inklusionsaspekten. Etwa kann die Kombination aus einem Fokus auf „Integrationskinder“, einer Förderperspektive sowie einer zentralen Rolle von (heilpädagogischen) Spezialisten als assimilativer Integrationsansatz charakterisiert werden, während das Topic „Inklusion: Vielfalt und Teilhabe von allen“ einen breiten Inklusionsansatz repräsentiert. Unsere Ergebnisse zeigen jedoch noch weitere Kombinationen und Schwerpunktsetzungen (z. B. gemeinsames Leben und Lernen von Kindern mit und ohne Behinderung; soziale und kulturelle Integration). Insgesamt hat sich somit die Berücksichtigung verschiedener Aspekte und Dimensionen von Integration und Inklusion als fruchtbar erwiesen.

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Teaching refugee students: the role of teachers’ attitudes towards cultural diversity

Cited by 5 publications

References 33 publications

Educational crisis of Rohingya refugee children in Bangladesh: Access, obstacles, and prospects to formal and non-formal education

Educational crisis of Rohingya refugee children in Bangladesh: Access, obstacles, and prospects to formal and non-formal education

From awareness to action: multicultural attitudes and differentiated instruction of teachers in Chinese teacher education programmes

Addressing the topic of integration and inclusion in kindergarten conceptions

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