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Diversity, Group Identity, and Citizenship Education in a Global Age
Abstract
Worldwide immigration and quests for rights by minority groups have caused social scientists and educators to raise serious questions about liberal assimilationist conceptions of citizenship that historically have dominated citizenship education in nation-states. The author of this article challenges liberal assimilationist conceptions of citizenship and citizenship education. He argues that citizenship education should be reformed so that it reflects the home cultures and languages of students from diverse groups, and he contends that group rights can help individuals to attain structural equality. In the final part of the article, he discusses the implications of his analysis for transforming citizenship education.
... Diversity has been recognised as a crucial area in education for some time; and concepts of citizenship are deficient without a substantive understanding of diversity. Education for diversity is key to preparing children and young people for the 21 st century world, where borders are becoming porous and global citizenship is an increasing imperative" (Ajegbo Report, 2007, p. 21 The Challenge of Multicultural Citizenship Banks (2008) notes "multicultural societies are faced with the problem of constructing nation-states that reflect and incorporate the diversity of their citizens and yet have an overarching set of shared values, ideals, and goals to which all their citizens are committed" (p. 133). ...
... Multicultural citizenship is a new conception of citizenship (Kymilka, 1995). Banks (2001;2008) argues that multicultural citizenship challenges the liberal assimilationist notion of citizenship, which assumes that individuals from different groups have to relinquish their languages and cultures in order to participate in the national civic culture. A recent report by the Commission for Racial Equality (CRE, 2007), highlights some of the challenges with respect to race relations in the U.K. The report noted the gains made in the reduction of overt and explicit racism mainly due to the Race Relations Act (1976). ...
... Multicultural citizenship expands the idea of citizenship beyond the traditional civic, social and political elements 6 (Marshall & Bottomore, 1992;Crick Report, 1988), by including a cultural dimension. Banks (2008) argues "in nation-states that embrace multicultural citizenship, immigrant and minority groups can retain important aspects of their languages and cultures while exercising full citizenship rights" (p. 132). ...
... Globalization, immigration and technology, terms used to characterize and symbolize transformations around the world, have contributed to establish and expand a more common multicultural and global citizenship. Likewise, economic trends have created new interdependences that diminish political, ideological, and cultural identities, such as GATT and General Agreemen on Tariffs and Trade (GATT) and Dominican Republic and Central America Free Trade Agreement (DR-CAFTA).. Kymlicka (as cited in Banks, 2008) offers a very compelling argument by establishing that "the world's 184 independent states contain over 600 living language groups and 5,000 ethnic groups. In very few countries can the citizens be said to share the same language or belong to the same ethnonational group" (p. ...
... It is a foregone conclusion that the process of homogenization constitutes a negative influence, especially for young adults who struggle to maintain their cultural identity traits once immerse in a new culture. This has been the experience of specific ethnic groups in western school systems that pay almost no attention to maintaining a strong sense of identity to students' homelands and sociocultural traditions (Banks, 2008). To exemplify this fact, Banks (2008) pointed out that "schools assumed that assimilation into the mainstream culture was required for citizenship and national belonging and that students could and should surrender commitments to other communities, cultures, and nations" (p. ...
... This has been the experience of specific ethnic groups in western school systems that pay almost no attention to maintaining a strong sense of identity to students' homelands and sociocultural traditions (Banks, 2008). To exemplify this fact, Banks (2008) pointed out that "schools assumed that assimilation into the mainstream culture was required for citizenship and national belonging and that students could and should surrender commitments to other communities, cultures, and nations" (p. 134). ...
La desigualdad y la injusticia social han destruido la confianza en la naturaleza humana creando brechas vergonzosas que afectan a aspectos socioculturales, económicos, medioambientales, espirituales y políticos que, sin duda, repercuten en los procesos de aprendizaje. El objetivo de este trabajo es explorar aspectos significativos de la globalización, la desigualdad y la injusticia social y su impacto en la educación y en la educación de adultos. Enmarcado en un marco cualitativo general, este trabajo ha adoptado una metodología exploratoria que pretende proporcionar una comprensión en profundidad del fenómeno. Este trabajo ofrece una posición crítica y reflexiva con el objetivo de crear un nivel de conciencia significativo en un intento de promover y generar espacios de reflexión que ayuden a la disminución de las injusticias y desigualdades sociales en nuestras sociedades globalizadas desde una perspectiva educativa. En primer lugar, se aborda la globalización. Obviamente, la globalización ha unido al mundo en una espiral de conocimiento, tecnología e información. A continuación, se explora la desigualdad en la educación: las escuelas residenciales, la prevalencia del racismo y la invisibilidad sistemática de los grupos minoritarios. Además, también se consideran la injusticia social y los movimientos en la educación de adultos: el movimiento Antigonish, el colegio fronterizo y el movimiento del no contra el Tratado de Libre Comercio de Centro América (TLC). Es una conclusión inevitable que la desigualdad y la injusticia social han tenido un tremendo impacto en las sociedades y también en los entornos de aprendizaje. Por último, las políticas neoliberales han promovido un darwinismo económico salvaje muy notorio que privilegia la mercantilización, la privatización y una pedagogía pública centrada en personas emprendedoras.
... (Banks 2008;McKinney 2008;Niens and Reilly 2012;Tarozzi and Torres 2016;Zhou 2011). This reality indicates that GCE is a concept that is not supposed to function in the same way in different countries since it can be either highly or scarcely codified depending on socio-cultural systems (Campbell 2018). ...
... In reality, the definition, adaptation and implementation of GCE have rarely been achieved. GCE researchers are facing opposing pressures, on the one hand pressure from aligning with the justification for using the highly contested theoretical bases (Banks 2008;Davies 2006;Nussbaum 2002;Print 2015;Tye 2003), and on the other hand pressure from aligning with the justification for integrating local knowledge to improve the learning experience status quo in curriculum localisation (UNESCO 2019). In a highly related paper, it is highlighted that GCE has various functions in identity building in the context of meeting local schools' needs (Hong 2020). ...
Global citizenship education (GCE) encounters epistemic barriers in curriculum localisation, which, from a semiotic perspective, are related to educators’ subjectivation process. By choosing a Chinese case based on six secondary schools on the east coast of China, this paper builds on previous efforts to investigate how principals’ (n = 6) and teachers’ (n = 10) subjectivation process could influence their comprehension of the concept of GCE. The focus of this paper is on distinguishing the subjectivities in participants’ interviews that related to their perceptions and planning of the curriculum. The findings of the study included qualitative feedback, which was later categorised into three themes: the communitarian subjectivity, the hybrid subjectivity and the assimilated subjectivity. The three forms of subjectivity exposed the vulnerability inherent in participants’ efforts to localize GCE. This study demonstrated a specific epistemic condition that challenges the prevailing discourse, suggesting that defending traditional culture does not always serve the purpose of promoting cultural diversity on a global scale.
... To escape this fallacy underlying many studies on 'global citizenship education' (Banks, 2008), we need to reinvest sociological holism. On the one hand, the normative individual, the one who has no social ties other than those to which he has consented and from which he can always emancipate himself, can by definition only be global (Descombes, 2014). ...
... Debates on global citizenship education are de facto situated between these two poles. While some education scientists are explicitly in favour of GCE (Banks, 2008;Torres, 2017), others approach the notion with great distance (Matthews & Sidhu, 2005;Oxley & Morris, 2013) or even challenge it (Mannion, Biesta, Priestley, & Ross, 2011;Papastephanou, 2018). ...
... To escape this fallacy underlying many studies on 'global citizenship education' (Banks, 2008), we need to reinvest sociological holism. On the one hand, the normative individual, the one who has no social ties other than those to which he has consented and from which he can always emancipate himself, can by definition only be global (Descombes, 2014). ...
... Debates on global citizenship education are de facto situated between these two poles. While some education scientists are explicitly in favour of GCE (Banks, 2008;Torres, 2017), others approach the notion with great distance (Matthews & Sidhu, 2005;Oxley & Morris, 2013) or even challenge it (Mannion, Biesta, Priestley, & Ross, 2011;Papastephanou, 2018). ...
... To escape this fallacy underlying many studies on 'global citizenship education' (Banks, 2008), we need to reinvest sociological holism. On the one hand, the normative individual, the one who has no social ties other than those to which he has consented and from which he can always emancipate himself, can by definition only be global (Descombes, 2014). ...
... Debates on global citizenship education are de facto situated between these two poles. While some education scientists are explicitly in favour of GCE (Banks, 2008;Torres, 2017), others approach the notion with great distance (Matthews & Sidhu, 2005;Oxley & Morris, 2013) or even challenge it (Mannion, Biesta, Priestley, & Ross, 2011;Papastephanou, 2018). ...
... To escape this fallacy underlying many studies on 'global citizenship education' (Banks, 2008), we need to reinvest sociological holism. On the one hand, the normative individual, the one who has no social ties other than those to which he has consented and from which he can always emancipate himself, can by definition only be global (Descombes, 2014). ...
... Debates on global citizenship education are de facto situated between these two poles. While some education scientists are explicitly in favour of GCE (Banks, 2008;Torres, 2017), others approach the notion with great distance (Matthews & Sidhu, 2005;Oxley & Morris, 2013) or even challenge it (Mannion, Biesta, Priestley, & Ross, 2011;Papastephanou, 2018). ...
... To escape this fallacy underlying many studies on 'global citizenship education' (Banks, 2008), we need to reinvest sociological holism. On the one hand, the normative individual, the one who has no social ties other than those to which he has consented and from which he can always emancipate himself, can by definition only be global (Descombes, 2014). ...
... Debates on global citizenship education are de facto situated between these two poles. While some education scientists are explicitly in favour of GCE (Banks, 2008;Torres, 2017), others approach the notion with great distance (Matthews & Sidhu, 2005;Oxley & Morris, 2013) or even challenge it (Mannion, Biesta, Priestley, & Ross, 2011;Papastephanou, 2018). ...
... Development and the United Nations' (UN) Global Citizenship Education initiatives consider different aspects of sustainable or social innovation, social entrepreneurship, and citizen science (de Haan, 2006;Irwin, 2002;Pigozzi, 2006;Smith & Woodworth, 2012;United Nations, 2019). Different learning approaches aim to foster critical thinking and creative skills and design competencies (Banks, 2014;de Haan, 2006;Joyce & Paquin, 2016;Pigozzi, 2006). Examples include approaches such as active citizenship education (Geier, 2018;Keser et al., 2011), transformative citizen education (Banks, 2014;Johnson & Morris, 2010), critical citizenship education (Andreotti, 2014), critical entrepreneurship education (Berglund & Verduyn, 2018), and education for sustainable development (de Haan, 2006;Mogensen & Schnack, 2010;Vare & Scott, 2007). ...
... Different learning approaches aim to foster critical thinking and creative skills and design competencies (Banks, 2014;de Haan, 2006;Joyce & Paquin, 2016;Pigozzi, 2006). Examples include approaches such as active citizenship education (Geier, 2018;Keser et al., 2011), transformative citizen education (Banks, 2014;Johnson & Morris, 2010), critical citizenship education (Andreotti, 2014), critical entrepreneurship education (Berglund & Verduyn, 2018), and education for sustainable development (de Haan, 2006;Mogensen & Schnack, 2010;Vare & Scott, 2007). ...
The challenges of today’s globalized world are manifold. This relates to challenges to overcome political and social crises around the globe. Solutions to these challenges are urgently needed, more precisely social innovations that help solve these complex global problems. Universities and educational institutions provide places where people can learn to create solutions and social innovations. Future generations need decision-making and problem-solving skills to be able to shape constant change. They also require the skills to work with people of different cultures and religions, to cooperate and to consider different perspectives in their daily work. Therefore students, teachers, lecturers, and researchers alike must understand how they can change and improve the world. They need to learn how to analyse and research social problems and how to create solutions in an entrepreneurial way. Teachers should learn how to design learning programmes or develop holistic learning systems. Finally, they must understand what competencies they and their students need to do this. In this globalized world, universities and educational institutions have a special responsibility to develop and offer learning programmes that help meet global and local challenges, and to do so together with stakeholders from society, politics, and business at both national and international levels. This dissertation therefore addresses the nascent field of social innovation education. It examines the field mainly from the perspective of economics and business education literature with its ramifications in various social science disciplines. It contributes to social entrepreneurship education and its interfaces with global citizenship education, education for sustainable development and management education in general. In addition, social, curricular, and extracurricular learning settings in communities of practice, which include (volunteer) engagement in initiatives, social start-up teams and project teams, serve as the central object of inquiry in this work. The first paper (Chapter 1) asks how a holistic learning system for social innovation education can be designed and anchored institutionally. It describesthe World Citizen School model developed at the Weltethos Institute 1 at the University of Tübingen, which identifies and systematically reflects on the various constitutional aspects of a holistic learning system. The second paper (Chapter 2) examines the principles according to which social-innovative teaching and learning settings can be designed. Using the design-based research approach as a method for the development of the learning design “social innovation camp”, the study describes the theoretical foundations, the process, and their practical relevance on the basis of the inquiry-based learning approach. The third paper investigates what (social) entrepreneurial competencies engaged students develop or can develop through their volunteering (Chapter 3). The subjects of this study are engaged students from different student initiatives and their “communities of practice” in which they engage with different topics and activities. In total, more than 1000 engaged and non-engaged students from 13 different universities were interviewed. The results of the three studies, their strengths and limitations are discussed and reflected on in the context of the young concept of critical entrepreneurship education and critical pedagogy. Finally, practical implications for the further development of social innovation education are formulated. The dissertation contributes on an institutional and didactic level, as well as to the discussion about the transfer function and third mission on a higher education policy and socio-political level of the young concept. All studies were developed within an explorative approach, due to the young concept of social innovation education. The starting point for all considerations and questions arose from the practical implementation and development of the “World Citizen School” model, which began in 2013 at the Weltethos Institute of the University of Tübingen as a "social innovation school" and whose formats have since been tested at other universities. Both the results and the approach are closely linked to the tradition of pragmatism.
... Secara teoritis, mata kuliah multikulturalisme memang tidak menempati posisi dalam Kurikulum Ilmu Alam dan eksakta (Zilliacus, Holm, & Sahlström, 2017). Akan tetapi jika kita mengacu kepada konsep pendidikan multikultural yang diusung oleh Banks, multikulturalisme bisa menempati semua bidang ilmu, hanya saja dalam bentuk praktis, yaitu seorang dosen atau guru tidak harus mengajarkan teori-teori multikulturalisme, tetapi dia dapat menerapkan pembelajaran dengan menanamkan nilai-nilai multikulturalisme (James A. Banks, 2014). 22 Jurnal Tarbiyatuna Vol. 12 No. 1 (2021 Misalnya, dosen menjaga hubungan sosial di kelas agar tidak terjadi rasisme, sukuisme, serta superioritas agama (Roxas, Cho, Rios, Jaime, & Becker, 2015). ...
... Ketiga, pendekatan transformatif adalah membandingkan pemahaman dan berbagai perspektif kebudayaan dan kearifan lokal di NTT dengan daerah lain yang bertujuan untuk membuka wawasan mahasiswa yang berbeda secara budaya sehingga dapat memahami dan menerima budaya lain. Dalam pembelajaran, mahasiswa berdialog dan berargumen agar terjadi interaksi yang saling memperkaya wawasan, yang oleh Banks disebut proses multiple acculturation (J. A. Banks & Banks, 2010;James A. Banks, 2014). Oleh karena itu, melalui wadah ini mahasiswa non-Muslim Vol. 12 No. 1 (2021) dapat menumbuhkan pengetahuan dan pemahamannya tentang esensi dari Islam itu sendiri, yaitu agama yang mencintai perdamaian dan perbedaan. ...
The implementation of multicultural education at Universitas Muhammadiyah Kupang (UMK) has been going on since 2017. However, there are still lecturers who do not embed the values of multiculturalism in the learning process because they are constrained by the lack of understanding on how to apply the values of multiculturalism. The purpose of this study is to reflect back on the concept of multicultural education at UMK which is considered to be hegemonic and there is an element of Islamization in non-Muslim students. This study used qualitative method. The selection of research subjects using purposive sampling technique, including non-Muslim students and lecturers. Data collection was carried out by observation, interviews, and field survey. The results showed that the first step in implementing multicultural education was carried out using four approaches, including the contribution approach, additives, transformation, and social action. These four approaches have worked optimally, but are more inclined towards cultural learning. Therefore, a reflection is carried out by fostering awareness of pluralism in students through the integration of teaching materials, construction of knowledge, learning methods, and reduction of prejudice, in order to gain insight into multiculturalism in non-Muslim students. ABSTRAK Implementasi pendidikan multikultural di Universitas Muhammadiyah Kupang (UMK) telah berlangsung sejak tahun 2017. Namun masih ditemukan dosen-dosen yang tidak menanamkan nilai-nilai multikulturalisme dalam proses pembelajaran karena terkendala pada kurangnya pemahaman dosen tentang bagaimana menerapkan nilai-nilai miltikulturalisme. Tujuan penelitian ini untuk merefleksikan kembali konsep pendidikan multikultural di UMK yang dianggap cenderung menghegemoni dan ada unsur Islamisasi pada mahasiswa non-Muslim. Penelitian ini menggunakan metode kualitatif. Pemilihan subjek penelitian dengan menggunakan teknik purposive sampling di antaranya mahasiswa non-Muslim dan dosen. Pengumpulan data dilakukan dengan observasi, wawancara, dan catatan lapangan. Hasil penelitian menunjukkan bahwa langkah pertama pelaksanaan pendidikan multikultural dilakukan dengan menggunakan empat pendekatan di antaranya, pendekatan kontribusi, aditif, tranformasi, dan aksi sosial. Keempat pendekatan ini sudah berjalan
... Research has demonstrated that students' critical thinking, creative thinking, and ability to solve problems may all improve when they are exposed to a culturally diverse online classroom environment (Denson & Zhang, 2010). In addition, being exposed to a wide variety of viewpoints and experiences may help foster empathy, global awareness, and cultural fluency (Banks, 2008). Enhanced Capabilities in Critical Thinking: Students are encouraged to assess and evaluate material from a variety of viewpoints when they are exposed to online learning settings that are culturally diverse. ...
... Intercultural competence refers to the capacity to successfully communicate, engage, and work with others from a variety of cultural backgrounds. Students have the opportunity to enhance their communication skills, become more adaptive and flexible in a variety of contexts, and gain a deeper knowledge of cultural differences and similarities when they interact with classmates who come from a variety of cultural backgrounds (Banks, 2008). ...
After the pandemic, Online teaching and learning have been adopted by many educational institutions in the Middle East region. In Saudi Arabia, Online learning now has become not only an option but the core of the 2030 Crown Prince Mohammed Bin Salman’s project for the advancement of digital education. At the Arab Open University (AOU), teaching takes place both in a blended mode, synchronously and asynchronously. This study aims at answering the question of whether the online instructional design and pedagogy at the Arab Open University takes into account the students’ race, gender, country of origin, and language knowing that the students registered are from different nationalities. To answer the latter, a case study is conducted at the Arab Open University, Riyadh Branch, targeting solely the Online taught courses as one is interested in studying the specificities of the virtual space. The objective of this study is to explore how cultural diversity manifests itself in a virtual environment and to what extent it is fostered by tutors. In this study, a dichotomous students’ questionnaire and an open-ended teachers’ questionnaire as well as an analysis of the materials and course content used to teach The Past and Present Course (AA100B course Code) are going to be utilized to collect data. At the end of the chapter, one concludes with potential challenges of cultural diversity and its inclusion in an asynchronous mode of learning and teaching, providing vital recommendations for tutors on how to enrich and build a culturally diverse space during the lectures.
... This Can be achieved by integrating culturally relevant content into the curriculum And encouraging teachers to collaborate with community members from Different cultural backgrounds. According to Banks (2012), cultural diversity In education is essential for preparing students to live in a global society And promoting social justice. However, research has shown that teachers may Lack the skills and knowledge to effectively teach in culturally diverse Classrooms, leading to educational disparities for students from diverse Cultural backgrounds (Gay, 2018). ...
This paper also determined if different levels of cultural awareness existed between teacher groups in relation to their race/ethnicity, gender, level of education, number of years teaching experience, level of education, and exposure to or experience with multicultural education training. Results indicated that primary, in-service teachers are most culturally aware in domain one, general cultural awareness; they are least culturally aware in domain four, assessment. Cultural and difference education is a critical component of education in Primary Schools. The benefits of cultural and diversity education are numerous, including enhanced academic achievement, preparing global inhabitant reducing stereotypes and biases, and promoting critical thinking. Despite the challenges involved in implementing cultural and diversity education fostering empathy and tolerance, it is clear that the benefits far outweigh the drawbacks. There was not a significant difference between teachers’ extent of cultural diversity awareness in the five domains in regard to race, gender, level of education, years teaching experience, and exposure to or experience with multicultural education training. Schools, parents, and communities must work together to ensure that Primary Schools provide a comprehensive education that prepares students to thrive in a diverse and interconnected world. A group in the service primary school teachers completed the Cultural Diversity Awareness directory, which assessed their beliefs about cultural diversity in five domains are general cultural awareness, culturally diverse families, cross-cultural communication, assessment, and creating a multicultural surroundings Doing so can foster a more inclusive and understanding society for age group to come.
This article provides suggestions for teachers to enhance their own understanding of how cultural and ethnic difference affects student performance and improve classroom practice in inclusive settings.
... 2966En este contexto, la presente investigación busca contribuir al conocimiento y reflexión sobre la inclusión de la historia y cultura afroecuatoriana en el currículo de Estudios Sociales, como un aporte a la construcción de una educación intercultural crítica en Ecuador.La representación de la diversidad cultural en los currículos escolaresLa representación de la diversidad cultural en los currículos escolares ha sido un tema de creciente interés y debate en las últimas décadas. Como señalaBanks (2014), "el currículo escolar es un poderoso instrumento para transmitir valores, conocimientos y perspectivas sobre la diversidad cultural, y puede tener un impacto significativo en la formación de las identidades y actitudes de los estudiantes hacia la diferencia" (p. 55). ...
Este estudio examina la inclusión de la historia y cultura afroecuatoriana en el currículo de Estudios Sociales en las escuelas ecuatorianas, a través de un enfoque mixto que combina el análisis documental del currículo oficial, entrevistas a docentes y cuestionarios a estudiantes. Los resultados revelan una presencia limitada de estos temas en el currículo, con un enfoque predominantemente histórico-cultural y una menor atención a perspectivas críticas y reflexivas sobre las relaciones de poder y la discriminación. Los docentes manifiestan un conocimiento limitado y una falta de formación y recursos específicos para la enseñanza de la historia y cultura afroecuatoriana, mientras que los estudiantes muestran niveles variables de comprensión y valoración, con diferencias según el tipo de institución educativa. Se encuentra una correlación positiva entre la comprensión y valoración de estos temas y las actitudes hacia la diversidad cultural y las relaciones interculturales. Se concluye que, a pesar de los avances, existen desafíos y oportunidades para fortalecer la inclusión de la historia y cultura afroecuatoriana en el currículo, a través de una perspectiva más transversal, crítica y transformadora, que promueva el reconocimiento, el diálogo y la justicia social.
... These competencies are marked as the necessary conditions for an inclusive classroom [53]. Acceptance of diversity, in particular, has a larger implication since it is necessary for ensuring inclusive classroom, and raising someone as an informed citizen in the democratic society as well ( [3], [45]). This ability of tolerance has nowadays become more relevant due to the increasing and intractable problems our society encountering [24], therefore, should be considered with a view to www.rsisinternational.org ...
This conceptual paper examines the democratic competencies embedded in student-centric classroom practices, argues for the potentiality of student-centric classroom activities in catering to an inclusive classroom environment, and concludes that students' participation in classroom activities that facilitate democratic competencies may contribute to inclusive classroom practices. Literature suggests that democratic education upholds the principles of inclusion in classroom practices by addressing any means of oppression since democratic values ensure free and active participation of students. Bangladeshi classroom scenario demonstrates a disparate attitude on the part of the students where a significant portion of the students remain silent during classroom activities. For this research, data was retrieved from secondary school students to fathom whether student-centric classroom activities (that reflect democratic competencies) add value to the idea of inclusive classroom practices. The study found that democratic competencies are practiced in Bangladeshi classrooms and students hold a positive attitude, hence, there is a scope for promoting inclusion through such practices. One key implication of this study is that more research is needed to operationalize the democratic competencies for the Bangladeshi classroom context for an inclusive classroom.
... The dictionary defines minor as, "inferior in dignity, rank, or importance." Still, educators use the term comprehensively to depict groups of people not descended from Europe (Banks, 2008;Erzsebet, 2017;Johansson, 2022;Kirac et al., 2022). For example, in an American history text, Kennedy et al. (2004) noted, "but in the late twentieth century, minorities made up a majority of the population of many American cities, as whites fled to the suburbs" (p. ...
The United States began as a place of bondage, a European‐privileged, segregated state where profit and exploitation ruled the day. American schools developed within this racially discriminate society. Euro‐American officials excluded African descendants and other people of color from political, economic, and educational opportunities. One theory to emerge for including non‐European descendants into America's segregated schools was multicultural education, which theorists established to provide African Americans and others with equal access to mainstream educational services. The popular terms to arise from multicultural education are diversity and inclusion although educators often use the condescending term “minorities” to describe communities of color. Critics of multicultural education believe it is unnecessary because it would create disunity and negate America's core values. Critics also believe multicultural educators do not address the impact of racism on educational development. Unlike multicultural educators, critical race theorists analyze the impact of racism as multicultural theorists tend to view racism as a social anomaly motivated by individual choice. This paper is an exploration of the sociological complexities of multicultural education and its effectiveness as a response to America's unjust society, the possibility of non‐white ethnic groups working together to create an atmosphere of educational equality under the theoretical guidance of multicultural education, and the extent of how students of color may include themselves in standard American school curriculums.
... Meanwhile, conveying moral values through instruction often embeds cultural and moral values in its content. Textbooks are a reflection of societal norms, and instruction guides students in understanding the ethical dimensions of the subject matter (Banks, 2008(Banks, , 2015. ...
In the last ten years, studies of the representation of moral values in English textbooks have been growing. However, little empirical evidence reveals the use of speech acts to represent moral values through utterances. This study aims to investigate the representation of moral values depicted through utterances in English textbooks for elementary school grades 2 and 5 in Indonesia. By adopting a socio-cognitive critical discourse analysis (Van Dijk, 2015) framework integrated with Searle’s (1969) speech acts, this qualitative study elucidates the representation of moral values only in the verbal text. The data were analyzed by applying several steps, including unitizing, sampling, recording/coding, reducing, inferring, and narrating. The findings of this study showed that curiosity, honesty, and friendliness are the most dominant moral values depicted in two English textbooks for elementary schools in Indonesia. Dialogue/conversation, chapter cover, and instruction for students’ activity are the strategies to promote moral values in the textbooks. This study implies that teachers and textbook writers should provide students with more examples of moral values, particularly those related to daily life communication.
... In this case, the service team saw the potential to turn the inclusiveness that had been formed into Edutourism Tourism [12][13][14]. Education plays a significant role in clarifying the cultural identity of each community [15][16][17]. ...
... Citizenship is also associated with belonging, identity, and loyalty to the nation-state (O'Byrne, 2003). Worldwide migration, technological advancement, and globalization in local and national communities challenge the traditional definition of citizenship (Banks, 2008). The idea of global citizenship dates back to Ancient Greek (Dower, 2000) where Socrates and Diogenes described themselves as citizens of the world (Bowden, 2003). ...
This study examines the integration of global perspectives in the social studies textbooks used in Grades 4 to 7 in Turkey using content analysis as a methodology. The analysis focuses on seven mandatory textbooks distributed across the country and the big ideas and themes reinforced as official knowledge promoted by the
state. The findings reveal both strengths and weaknesses in the textbooks’ content and approach to teaching about global connections. While the textbooks aim to promote global citizenship, cultural understanding, and economic relationships, they also perpetuate nationalistic perspectives, stereotypes, and biased coverage of
various forms of inequality and social injustice. Failure to critically analyze diverse cultures, perpetuation of biased views, negative portrayal of Western culture, and a lack of comprehensive coverage of inequality are some of the arising issues and emerging themes identified. Additionally, the textbooks neglect explicit
discussions about equity and social justice and connections to the civic engagement of citizens. These findings promote passive citizenship and underscore the need for greater attention to inclusivity, cultural understanding, and comprehensive coverage of global issues and social justice in social studies education in Turkey and beyond as it relates to international relations.
... The integration of values and views from different cultures can help create an inclusive learning environment, which in turn can support management approaches that are sensitive to cultural diversity (Banks, 2008). Biesta (2012), in his research on "returning teaching to education," provides an in-depth understanding of the role of teachers in the learning process. ...
The objective of this research is to enhance the standard of education by employing a religious-cultural approach, specifically a prescriptive approach. This approach entails individuals submitting to, imitating, adhering to, and adopting cultural scenarios dictated by authorities. Additionally, it involves a programmed approach through a learning process where culture develops internally within individuals based on religious beliefs and values. The research employed a qualitative-descriptive methodology. The research findings indicate that the implementation of Religious Cultural Based Management has been effectively executed. Teachers demonstrate strong enthusiasm for implementing religious and cultural norms, while the school principal plays a crucial role in overseeing management methods based on religious culture. The teacher's degree of professionalism is commendable in both the teaching and evaluation domains. The influence of religious culture on management practices impacts work discipline, motivation, and the achievement of optimal work results. Key factors facilitating the integration of Christian culture in schools encompass the proactive involvement of teachers in offering assistance and encouragement, alongside students' recognition of the significance of these endeavors. Nevertheless, there are also constraining elements, such as pupils' lack of awareness, that might result in an uneven distribution of time spent on schooling. In general, the integration of religious culture is executed proficiently and smoothly, with robust facilitating elements and few constraining elements. Implementing religious culture-based management in schools has the capacity to enhance educational standards.
... En el marco de una educación transformadora, es necesario romper las paredes de la escuela, darnos cuenta de que esta forma parte de un contexto y entender que la participación comunitaria implica a profesorado, familias y alumnado, así como a otros agentes externos (Banks, 2008;Mesa, 2019). Las investigaciones señalan como uno de los obstáculos la creencia por parte del profesorado de que la responsabilidad de colaboración recae en las familias (Egido, 2020). ...
INTRODUCCIÓN. La evolución hacia un modelo de escuela transformadora requiere que el profesorado se convierta en un facilitador para crear escenarios participativos que empoderen a la comunidad educativa. Esta investigación tiene como finalidad poner de relieve los cambios en la cultura y en la práctica educativa del profesorado a través de un proceso comunitario de reflexión y participación, a lo largo de tres años, en el marco de un proyecto europeo de innovación social, desarrollado en un centro de educación infantil y primaria. MÉTODO. Se trata de una investigación evaluativa, de tipo colaborativo, desde una perspectiva cualitativa. Sus objetivos son conocer cómo afecta al profesorado la participación de la comunidad educativa en el proyecto europeo de transformación educativa y social NEMESIS e indagar en cómo influye dicho proyecto en su práctica educativa docente y en su desarrollo profesional. Han participado en el estudio 2 investigadoras de la universidad, 35 docentes del centro educativo, 3 familiares y 16 niños y niñas. Los instrumentos y estrategias de recogida de información han sido la observación participante, revisión documental, entrevistas y grupos de discusión. RESULTADOS Y DISCUSIÓN. Los resultados muestran que la implicación en el proyecto por parte del profesorado ha supuesto cambios en su metodología y en su cultura docente hacia una mayor participación del alumnado y de la comunidad educativa, favoreciendo su desarrollo profesional y la reconstrucción de su identidad docente. Se muestra un camino posible para continuar promoviendo una escuela para que fomente la justicia social desde la experiencia de reflexión compartida.
... Specifically, Social identity theory was the powerful explanations of ingroup bias, responses of subordinate groups to their unequal status position, and intragroup homogeneity and stereotyping (Brown, 2000). Additionally, most of the articles are about the racial discrimination and the benefits of multiculturalism (Banks, 2008;Duffy et al., 2016;Harrell, 2000;Nguyen & Benet-Martı´nez, 2013;Ratts et al., 2016;Richeson & Nussbaum, 2004;Sue et al., 2009;Wolsko et al., 2000). Figure 5 shows the results of the cartographic analysis performed through the VOSviewer software. ...
The study analyzes the current state of research, frontiers, and trends in tolerance studies in multicultural contexts. The Web of Science Core Collection database was used to retrieve relevant literature from 2000 to 2022. CiteSpace and VOSviewer software were employed to analyze keywords through co-occurrence networks, co-polymerization classes, and burst terms, with a corresponding visual atlas created for analysis. A total of 705 valid articles were included. The results revealed that Maykel Verkuyten authored the highest number of articles (n = 12). The United States contributed the highest number of articles (n = 376, 53.33%). The Interpersonal Journal of Intercultural Relations published the most articles (n = 38, 5.39%). The most highly cited author was Shelly P. Harrell (n = 876) in the American Journal of Orthopsychiatry. The keyword with the highest frequency, surpassing 200 mentions, was “prejudice” (n = 205). The top three keywords in terms of centrality were “culture” (n = 0.13), “attitude” (n = 0.12), and “discrimination” (n = 0.11). Major research topics and hotspots in the field of Tolerance in Multicultural Contexts included the Color-blind perspective, Prejudice reduction practices, Tolerance education, and Ethnicity. The study highlights a growing interest in the effectiveness of education as an intervention to reduce prejudice among young people. Further research in this domain should combined the Internet and transcend the confines of prejudice.
... Muhammadiyah tidak pernah menerapkan paksaan dan intimidasi teologis pada mahasiswa non-Muslim. Muhammadiyah justru mengajarkan toleransi yang luhur dan pluralitas beragama pada mahasiswa non-Muslim melalui pendidikan multikultural (Banks, 2014). ...
The purpose of this study was conducted to determine the emphasis of Muhammadiyah and cultural propaganda to non-Muslim students through multicultural education. The study uses a qualitative method and purposive sampling to select the subjects, namely non-Muslim students, lectures of multicultural education, and AIK. Data were collected through interviews, observation, file notes, and analyzed in one circle among data collection, categories, reading, memoing, description, classification, interpretation, and visualization. The result is (1) after applying four multicultural education approaches, such as contribution, additive, transformation, and social action approaches, the values of Muhammadiyah can be emphasized and do not undermine their non-Muslim religious. Furthermore, they realize that Muhammadiyah is an Islamic organization that is inclusive and pluralist. On the other hand, (2) cultural and lectures use community propaganda as a learning strategy to explain the values of Muhammadiyah to be accepted by non-Muslim students. Abstrak Tujuan penelitian ini adalah untuk mengetahui penanaman kemuhammadiyahan dan dakwah kultural Muhammadiyah pada mahasiswa non-Muslim melalui pendidikan multikultural. Penelitian ini menggunakan metode penelitian kualitatif dengan penentuan subjek purposive sampling yang terdiri dari mahasiswa non-Muslim, dosen pendidikan multikultural, dan dosen AIK. Data penelitian dikumpulkan melalui wawancara, observasi, dan catatan lapangan yang dianalisis dengan teknik lingkaran yang bergerak di antara pengumpulan data, pengorganisasian data, pembacaan, memoing, deskripsi, klasifikasi, penafsiran, penyajian dan visualisasi. Hasil penelitian ini menunjukkan bahwa (1) setelah diterapkan empat pendekatan pendidikan multikultural, yaitu pendekatan kontribusi, aditif, tranformasi dan aksi sosial, maka nilai-nilai kemuhammadiyaan pada mahasiswa non-Muslim dapat ditumbuhkan dan tidak melunturkan keyakinan mereka terhadap agamanya. Selanjutnya mereka menyadari bahwa Muhammadiyah adalah sebuah organisasi Islam yang bersikap inklusif dan pluralis. Selain itu, (2) dakwah kultural dan komunitas digunakan oleh dosen sebagai strategi pembelajaran untuk menjelaskan nilai-nilai kemuhammadiyaan agar bisa diterima oleh mahasiswa non-Muslim.
... En relación con la distribución de las universidades, de acuerdo con las orientaciones presentadas, es importante señalar que se ve una clara tendencia de las universidades públicas a sostener un modelo de educación orientado al desarrollo de valores y actitudes hacia lo global, ya sea por la tradición humanista y de formación integral (Goren y Yemini, 2017; Reichert y Torney-Purta, 2018) o por la apuesta hacia la construcción de un currículum con un enfoque axiológico (Banks, 2014). ...
Uno de los principales retos de la educación superior mexicana a nivel global es formar individuos que sean capaces de generar cambios a partir de la comprensión de las interconexiones establecidas por la globalización. La Educación para la Ciudadanía Global se establece como una aspiración creciente en las universidades para dar respuesta a esta nueva necesidad de formación. En este artículo, se presenta un estudio descriptivo-exploratorio con enfoque cualitativo sobre las orientaciones de ciudadanía global que una muestra de 17 universidades mexicanas tiene, tomando como base tres perspectivas: mercado laboral global, conciencia y responsabilidad social y acción y participación cívica. Los resultados y la discusión reflexionan sobre las tendencias de la educación superior mexicana hacia la ciudadanía global, analizan la relación entre la ciudadanía global y la internacionalización y aportan bases metodológicas para futuras investigaciones de este objeto de estudio.
... comportamentos necessários para participarem ativamente da construção de sociedades democráticas, da promoção do bem-estar coletivo e do respeito à diversidade humana em todas as suas esferas (BANKS, 2008). Banks (2014) apresenta uma proposta de distinção entre duas categorias principais de educação para a cidadania: (1) educação para a cidadania convencional e (2) educação para a cidadania transformadora. De acordo com este autor, a educação para a cidadania convencional está alicerçada em pressupostos que reforçam as relações de poder na sociedade. ...
O presente estudo teve como objetivo identificar e discutir obstáculos para a eficácia das práticas pedagógicas em educação para cidadania e desenvolvimento moral no contexto da educação formal. Para tanto, foram realizadas entrevistas com professores da rede pública de ensino de Brasília-DF. A análise do conteúdo das respostas dos professores permitiu a identificação de três níveis de obstáculos (micro, meso e macro). A partir da discussão destas categorias de obstáculos, concluímos que o sucesso da promoção das competências de cidadania e desenvolvimento moral em ambiente escolar e a consequente construção de sociedades mais justas e democráticas depende de esforços articulados para o combate destes obstáculos de forma integrada em todos os três níveis identificados neste estudo.
... However, the shifts in the political and economic scene, especially after World War II, increasing international migration trends, nations becoming diverse, improvements in human rights, and the development of international communities have changed the needs of societies and the structure of CE (Veugelers 2017). Since then, there has been growing scholarly attention on dismantling the fixed definitions of culture, national identity, or citizenship and the aim of CE (Cogan 1997;McLaughlin 1992;Schulz and Sibberns 2004) to prepare the next generations in multicultural societies and a global world, through global (Wintersteiner et al. 2015), multicultural (Banks 2008(Banks , 2009Dilworth 1998;Dilworth 2004), intercultural (Meer and Modood 2012) CE. There is also an international interest of the Council of Europe (CoE 2018), the European Union (EU 2022), the Organisation for Economic Cooperation and Development (OECD 2004), and the United Nations Educational, Scientific and Cultural Organisation (UNESCO 2014) to increase and improve the content of CE towards a framework that highlights flexibility in living diverse societies and the World by discouraging all forms of discrimination. ...
There is an increasing nationalism endemic globally that needs profound consideration in education research. Through this paper, we aim to landscape discourses in citizenship education within the context of nationalism and diversity in Türkiye as a developing country subjected to dramatic in-migration of displaced people within a decade, let alone the internal migration trends inter-regionally. Therefore, the narratives and discourses in the official curriculum documents (n = 12) and the 4th-grade textbooks (n = 12) are analysed regarding the Vienna school’s discourse-historical approach (DHA) to make a historical comparison based on the previous research in a global context where democracies are deteriorating globally and conflicts or wars grounded on ethnic, racial, religious, or cultural differences increasing sharply. Eventually, most of the findings revealed that the content, discursive strategies, and linguistic means are apt to reproduce the mono-cultural national identity and ignore the diversity within the official discourses.
... Kymlicka emphasizes the significance of acknowledging and protecting the rights of minority groups as a fundamental component of the triumph of multiculturalism. Thus, religious nationalism hinders intercultural dialogue and mutual understanding among diverse cultural and religious groups, highlighting the importance of fostering a shared sense of citizenship through bridges (Banks, 2008). ...
Religious nationalism is a significant force in politics that has a profound impact on a nation's democratization process. This research focuses on the case of Nepal and aims to explore the historical context of the country to understand the influence of religious identity on democratization. Instead of relying on public opinion surveys, the study employs a qualitative approach, analyzing historical records and case studies. The research examines the role of religious actors in shaping the political landscape and highlights the challenges posed by religious nationalism to democratization. It emphasizes the need for institutional resilience and legislative measures to protect pluralism and inclusivity. The research concludes that religious nationalism emerges as an ideology and an identity-driven political force that will shape the course of Nepal’s democratization, requiring a deep comprehension of its consequences and actions to strengthen the country for the future.
... Interdisciplinary approaches in HSS education contribute to promoting cultural understanding and fostering critical citizenship. By integrating global perspectives, students gain insights into diverse cultural contexts and worldviews, enhancing their ability to navigate and appreciate cultural differences (Banks, 2003). This not only enriches their educational experience but also equips them with the skills needed to actively participate in a global society as informed and responsible citizens (Gaudelli, 2016). ...
The landscape of education in Human and Social Studies (HSS) is constantly evolving, driven by shifting societal needs, technological advancements, and pedagogical innovations. This review aims to capture and analyse the current trends in HSS education and pedagogy, providing a comprehensive overview of promising practices and emerging challenges. PRISMA guidelines were followed for the systematic review. Searches were conducted using relevant keywords related to HSS education and pedagogy. Studies published within the past five years were included, focusing on primary, secondary, and higher education levels. Identifying key trends was undertaken after screening and quality assessment. The review identified five major trends shaping HSS education and pedagogy: 1) Shifting from knowledge transmission to skill development 2) Embracing technology 3) Interdisciplinarity and global awareness 4) Learn and grow socially and emotionally 5) Teacher development and support. The review highlights the promising potential of these trends to make HSS education more relevant, engaging, and effective for students in the 21st century. However, challenges remain, such as navigating technological barriers, ensuring equitable access, and developing robust measures for assessing crucial skills. The review concludes by providing recommendations for future research and practice to strengthen HSS education and advance positive outcomes for all learners.
... Council of Europe, n.d.; Europass Teacher Academy, 2021). Yet, there is an apparent lacuna of Asia-based work addressing teacher preparation for cultural diversity, suggesting a discontinuity between the extant theoretical base of multicultural education (Banks, 2008;Gay, 2013) and suitable forms of diversity teacher education in Hong Kong. Many of these theories emanate from societies where diversity is a norm and a feature of public life. ...
Developing cultural inclusiveness has been a prominent agenda in European and North American teacher preparation programmes. Beyond these societies, however, discussion on teacher education programme diversity remains tokenistic. Hong Kong, a city often marketed as Asia's World City, is not an exception, given the relatively recent history in the representation of minority groups and the enactment of an anti-racial discrimination ordinance in 2009. This lacuna thus raises questions about teachers’ preparedness to engage with the growing concerns for educational equity for ethnically diverse learners. This chapter describes and reflects on an informal learning programme within a Hong Kong university that has taken up the challenge of engaging pre-service teachers more explicitly about cultural diversity. The informal programme applies a ‘to know, to care, to act’ approach in collaboration with a social enterprise to offer students virtual experiential learning opportunities with ethnically diverse communities. The programme aimed at developing learners’ global competence as aspiring teachers of diverse learners. In doing so, this chapter advances theoretical arguments about merging global and multicultural education frameworks. This is a means to foster contact and learning between pre-service teachers and ethnically diverse learners and provides a pathway for promoting cultural inclusion in schools.
... However, there is also recognition of a problematic relationship between civic learning initiatives and racial equity. The K-12 multicultural education movement has long wrestled with questions of diversity and unity while challenging the assimilationist assumptions typically inherent in civic education (Banks 2004(Banks , 2008a(Banks , 2008b(Banks , 2008c(Banks , 2020Banks & Banks, 2019;Parker, 1996Parker, , 2002. Other scholars have challenged deficit notions by introducing asset-based pedagogies that view the cultural frames of BIPOC students as strengths to draw upon for learning processes across the curriculum. ...
This article argues that current approaches to civic learning tend to normalize whiteness and describes how a team in Massachusetts developed a framework for civic learning through a lens of racial equity and provided professional development opportunities based on this framework. Civic learning for a multiracial democracy cannot be done in a manner that fails to embrace the cultural wealth and lived experiences of all students. The approach described in this article offers an alternative way of thinking about civic learning that can inform other efforts or be replicated in other locations.
... The emergence of national citizenship coincided with the development of national civic education. Banks (2008) emphasizes the necessity of GCE as national borders become more permeable due to the international human rights principles enshrined in the Universal Declaration of Human Rights by the UN. This declaration asserts the entitlement of every individual, irrespective of their nationality, to freedoms like expression, religious belief, privacy, and the presumption of innocence when facing criminal charges. ...
In this article, we contend that Cuba's civic education system is highly ideological, and the Cuban Communist Party's ideology strongly permeates citizens' social obligations towards the state, as imparted through civic education. The research demonstrates that the Cuban education system embodies a form of inclusive nationalism that offers a clear definition of membership within the collective society. As evidenced by our findings, Cuba has, through its Constitution, textbooks, and curriculum, played a crucial role in institutionalizing a particular concept of Cubanness, delineating what it means to be a Cuban citizen. However, the imposition of specific values through socialist ideology faces threats from the economic crisis and the influence of the internet, tourism, and social media on Cuban society. Interviews with informants have unveiled the challenges posed by the rigid and one-dimensional imposition of this particular ideology in schools, revealing tensions, discontent, and fractures in the politicized teaching. The article also compares civic education in Cuba with the progressive Critical Global Citizenship Education. This article is based on 6 weeks of fieldwork (September to November 2019) in Cuba, where civic education was explored in a 5th grade and a 9th grade school in Havana. The qualitative study was based on interviews with important stakeholders, observation of classes, and document analysis of the Constitution, the curriculum, as well as textbooks.
In this chapter, examines the role of teachers, as contributors to the development of active global democratic citizenship. By interviewing social studies teachers who consider themselves advocates of citizenship we aim to shed light on their viewpoints, experiences, and the challenges they face when integrating global topics into their curriculum. Our initial analysis reveals a shared commitment among these teachers to nurture thinking skills, foster cultural understanding and ignite students’ curiosity about the world. They emphasize the value of perspectives cultural connections and empathy in expanding students’ worldviews and cultivating a sustainable future. However, they also acknowledge the hurdles they encounter such as resources, time constraints, and engaging students effectively in issues. Despite these obstacles, these educators understand the importance of incorporating topics into their teachings. To conclude this chapter we highlight the significance of pre-service teacher education in sparking students’ interest in subjects to promote global democratic citizenship. We also provide suggestions, for educators designing service teacher education curricula and schools recruiting teachers.
Using critical discourse analysis, this chapter examines major research trends surrounding active citizenship education in schools. It examines the impact of cultural diversity, dominant values, and ideologies, which define and shape the content, on citizenship education in schools. Effective citizenship education results in enhancing students’ understanding and knowledge of global principles of democracy, equality, freedom, human rights, and social justice.
This chapter focuses on effective preparation for civic reasoning, discourse, and problem solving. It reviews literatures, including major synthetic reviews and studies from the science of learning and development (SoLD), civics education, and mathematics education. Based on these reviews, the authors make the case for a more comprehensive form of civic education in which reasoning, discourse, and problem solving permeate the curriculum across grades and subject matter. As an example, the authors illustrate how mathematical tools and techniques inform powerful fact-based civic reasoning and discourse and how SoLD informs both. This approach to learning engages students in politically relevant issues in a nonpartisan way as they prepare to become democratic decision-makers and problem solvers of the future.
The objectives of this study were to develop, implement a home economics education teaching-learning plan and assess its effects to enhance global citizenship competencies among upper elementary school students. The ADDIE model was employed for learner needs analysis, instructional design, development and implementation. This was followed by assessments of global citizenship competencies and class satisfaction. Based on an analysis of the core ideas associated with an area of "Living Environment and Sustainable Choice," four practical problems were designed: What actions should I take for the rational management of living resources? What actions should I take to ensure consciousness of the need to respect diversity in daily life? What actions should I take to maintain a safe and healthy living environment? What actions should I take to make sustainable choices? Based on these four practical problems, four lesson topics were developed in accordance with both the voyeur's and the critical perspectives, resulting in a total of 8 sessions. The subsequent delivery of an 8-session class on global citizenship education in home economics yielded significant improvements in the global citizenship competencies (knowledge, skills, attitudes, and willingness to act) of 37 elementary school students immediately after the sessions. The significance of this study lies in its focus on the core ideas of the revised 2022 curriculum, thereby offering directions for the development of global citizenship education within the curriculum.
Moral Governance has been the call of the newly established government of the Bangsamoro after a successful agreement between the government of the Philippines and the Moro Islamic Liberation Front. Moral Governance is believed to be a crucial step against graft and corruption. However, this step raises questions about its locus and maxims. This paper aims to answer these questions by employing a literature review as an approach. Taqwa, Shura, Talklif, and Al-Amanah have been found as the maxims of moral governance firmly rooted in the Qur’an and Hadith. Thus, the application of these maxims leads to the desired outcomes of the Bangsamoro Government.
This chapter highlights the direct correlation between effective leadership and student achievement. The development – and execution – of a concrete leadership framework is necessary for organizational structure and serves as a standard of excellence that surpasses any potentially harmful influences (such as race, socioeconomic status, family structure, gender, culture, and disability, among others). The establishment of this agenda occurs as individuals continually strive for self-fulfillment. Through this process, one can effectively guide others while working towards their own personal and professional objectives. Ultimately, this distinguishes successful leaders from the rest and represents the goal to which leaders should aspire: the ability to consistently serve as a reflective thinker and practitioner in all aspects of life. Only then can one's daily efforts toward self-fulfillment be evident in professional practice. Therefore, as underscored here, understanding the direct connection between leadership and student success is paramount.
Buku ini, berjudul "Menemukan Jalan Baru: Transformasi
Pendidikan di Era Digital", mengajak Anda untuk menjelajahi dunia
pendidikan yang terus berkembang dan menemukan langkah-langkah
baru
yang diperlukan untuk menghadapi tantangan serta
memanfaatkan peluang yang ditawarkan oleh era digital.
Transformasi pendidikan bukanlah sekadar konsep, tetapi sebuah
keharusan dalam menghadapi dinamika zaman yang terus berubah.
Teknologi digital telah merambah ke berbagai aspek kehidupan kita,
termasuk dalam ranah pendidikan. Namun, bagaimana kita
mengintegrasikan teknologi ini secara efektif dan bermanfaat bagi
proses pembelajaran?
Buku ini tidak hanya mengulas perubahan teknologi dalam
pembelajaran, tetapi juga membahas mengapa transformasi pendidikan
diperlukan, landasan teoritis yang menjadi dasar integrasi teknologi
dalam pembelajaran, hingga strategi dan tantangan dalam implementasi
pembelajaran digital. Pembaca akan diajak untuk memahami peran
kritis teknologi dalam membentuk metode pengajaran yang lebih
adaptif, kreatif, dan relevan dengan kebutuhan masa depan.
Melalui buku ini, diharapkan pembaca dapat memperoleh wawasan
yang mendalam tentang bagaimana pendidikan dapat bertransformasi
secara signifikan di era digital ini. Langkah-langkah konkrit, studi kasus
inspiratif, serta pemikiran-pemikiran inovatif di dalamnya akan menjadi
panduan bagi para pendidik, pemangku kepentingan pendidikan, dan
siapa pun yang peduli dengan masa depan pendidikan.
RESEARCH OBJECTIVE: This article takes up the concept of “homo politi cus” and seeks a contemporary understanding in the context of a globalized world. THE RESEARCH PROBLEM AND METHODS: In the classical under standing, “homo politicus” was the member of a municipal or national civil society who is aware of his or her responsibility towards the community and contributes to it productively. Today, the population is confronted with the fact that the world has become a “global village”. In this context, “homo politicus” can’t be limited to a national identity because contemporary challenges do not recognize national borders. This means that globalization demands a corre sponding critical‑global perspective on political responsibility, how to achieve a just and peaceful future. The article is conceived theoretically‑analytically and hermeneutically. THE PROCESS OF ARGUMENTATION: The article reflects on different conceptions of the term “homo politicus”, it addresses the temptation of a na tionalistic narrowing and analyses the concepts of state and nation for a design of “homo politicus”. In the literature, an alternative concept to “homo politicus” is found in the form of “citizenship”. Finally, the article discusses the ambivalent role of religions with regard to a trans‑national perspective, but also points out their spiritual potential. RESEARCH RESULTS: The result of the reflections is to develop the idea of "homo politicus" towards a trans‑national cosmopolitan citizenship. Many religions have the spiritual potential to promote this development. CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: Global or cosmopolitan citizenship is a key aspect of “homo politicus”. It means that everyone is a global citizen and can claim certain rights (the right to education, a decent standard of living), but also has duties towards the global community, by being aware of the impact of one’s actions on the present and future of humanity, striving for a sustainable way of life.
The Heritage Buildings are the evidences of our history and culture, by passing the time these evidences are fading day by day, the neglecting behavior toward heritage showcase our interest in our culture and history. Some recent conservation work in the region give relief to this heart burnt scenario. Some heritage buildings and sites are declared as World heritage Site by UNESCO. But unfortunately, there are many heritage sites which are still ignored. Masjid Mahabat Khan Peshawar, KPK Pakistan is the most glorious heritage of the region. The condition of the Mosque is very carious, this research work is completely revolving around the conservation of this glorious mosque. Including the current condition statement of the building, numbers of required repair works, and conservation techniques. Conservation is a long reviving process with professional management and supervision attitude. Management and proper work frame is the main key of positive conservation. The conservation process is briefly discussed with respect to many aspects. It is advised that before starting the conservation process make sure the availability of local craftsmen, once the conservation work starts there should be zero break during all the process. Highlight the sensitive deteriorated part of the building to management panel, if it is hard to conserve or need reconstruction, the panel will sort out an alternative solution. The most important part in implementation phase is; Properties and composition of conserving materials. The bond between new and old material need to be strong and flexible, avoid the extra strength solutions in conservation, by executing hard or strengthen material in conservation process the thermal expansion and contraction in building is highly effected. The materials with same properties and composition take the thermal effect in a balanced way.
In an effort to enhance the relevance of learning and student engagement, the integration of events into the Social Science curriculum (IPS) has been the focus of attention. This research will examine methods and outcomes related to the integration of current events into the IPS curriculum and how it affects learning. By analyzing relevant literature, this study shows that integrating current events has great potential to improve students' understanding of IPS concepts, their motivation to learn, and their level of involvement in the learning process. Moreover, integrating recent events can help create a learning environment that is closer to the student's everyday life. However, issues such as the availability of resources and the balance between local and global issues must be addressed in order to integrate current events. The results of this study have significant consequences for those working in the field of education, especially IPS teachers in designing learning strategies that can enhance the relevance and involvement of students in IPS learning.
The study aimed to reveal how to integrate pluralism and multicultural education to prevent radicalism at Universitas Muhammadiyah Kupang. This qualitative research used purposive sampling technique to select the informants between students and lecturers. The data collections were analysed by using the Creswell method, such as data collection, organization, reading, memo, description, classification, interpretation, and visualization. The study showed that integrating pluralism and multicultural education was conducted through selecting content integration, using cooperative learning method, constructing knowledge, reducing prejudices, and evaluating the learning process. As a result, the outcome of the learning process shows that radicalism can be prevented through integrating pluralism and multicultural education into curriculum of sociology education. Abstrak Penelitian ini bertujuan untuk mengetahui bagaiman integrasi pluralisme dan pendidikan multikultural di Universitas Muhammadiyah Kupang. Jenis penelitian ini adalah kualitatif dengan menggunakan purposive sampling dalam menyeleksi informan diantaranya mahasiswa dan dosen. Data dianalisis dalam bentuk lingkaran di antara pengumpulan data, organisasi data, pembacaan, memo, deskripsi, klasifikasi, interpretasi, dan penyajian. Hasil penelitian menunjukkan bahwa integrasi pluralism dan pendidikan multikultural diterapkan melalui pengembangan materi ajar, penerapan metode kooperatif, konstruksi pengetahuan, pengurangan prasangka, dan evaluasi pembelajaran. Hasil yang dicapai dalam penerapan pendidikan multikultural adalah radikalisme dapat dicegah melalui proses integrasi pluralisme dan multiculturalisme dalam kurikulum pendidikan sosiologi.
This article probes students’ awareness of global citizenship and compares it with the content of the national citizenship syllabus to which they are exposed. The research reported herein examined pedagogical approaches to citizenship content, following a qualitative content analysis of textbooks and course packs. In addition, interviews were held with a group of students to explore how global citizenship education (GCE) content influences the knowledge, perceptions, and values of students, with the aim of gauging the depth of its impact. The results suggest that, though efforts have been made to incorporate GCE into the curriculum, several limitations weaken the links between students and their communities on the one hand, and the global community on the other hand. Furthermore, the pedagogy used to teach GCE content exhibits several shortcomings, as the tasks assigned to the students do little to promote critical thinking. In light of the results, several implications are discussed.
La neutralidad del Estado en la educación tiene como finalidad fundamental evitar cualquier forma de adoctrinamiento y con ello toda intención autoritaria contraria a la democracia. La educación como un derecho fundamental y cuya garantía corresponde al Estado, no se trata sólo de transmisión de conocimientos formales. La educación también tiene por finalidad el libre desarrollo de la personalidad, capacidades, pensamiento crítico y esto indudablemente comprende la instrucción de ciudadanos informados y formados que pueden participar en los procesos que se desarrollan en el marco de una sociedad plural. Es por ello que la formación ciudadana en principios, valores democráticos y respeto de los derechos fundamentales constituye una excepción justificada y proporcional al deber de neutralidad del Estado. Al tiempo que una intervención tolerable en el derecho preferente de los padres, representantes y tutores en la educación de sus pupilos. Siempre que se mantenga el respeto a la libertad ideológica, libertad de expresión, derecho a la información y se promueva el debate libre y plural en aquellos temas que resulten controvertidos.
Drawing on a Nigerian example and framed around postcolonial theory, this study explored teachers’ conceptions of a good citizen and civic education ideologies in postcolonial hybrid-identity contexts, using qualitative data collected from 21 civic education teachers. Results revealed that personally responsible and participatory citizenship ideologies, along with a communitarian perspective, dominate teachers’ beliefs about good citizenship and civic education, with participation in traditional African sociopolitical systems omitted. Justice-oriented citizenship was rarely emphasized. Teachers’ reference to social change as a civic education goal emphasized individuals’ responsibilities with limited consideration of structural impediments. Lessons learned include that civic education is used to maintain power structures; ethnocentrism, violence, and government’s non-accountability limit teachers’ engagement with critical citizenship; structural violations are excluded from human rights classroom discourses; active participation is centered at national spaces; and teachers frame leadership as the only efficient avenue for meaningful active participation. Consequently, the author recommends a rethinking of critical civic education to incorporate Indigenous civic practices and the realities of challenging asymmetric structures to better position the subject for justice-oriented citizenship and democracy development.
Este artigo discute o efeito dos documentos de domínio público na construção de realidades na educação, baseado em uma abordagem do construcionismo social, da teoria dos atos de fala e pesquisa qualitativa em documentos de domínio público. O objetivo é investigar como documentos como leis, políticas públicas, normas e regulamentos são utilizados para criar sentidos que moldam a realidade educacional. A pesquisa foi conduzida por meio de revisão da literatura em fontes acadêmicas e análise de exemplos de como esses documentos são empregados em práticas educacionais. Os resultados indicam que os documentos produzem sentidos de educação atribuídos pelos indivíduos gerando efeitos em relação ao mundo ao seu redor, afetando a construção da realidade na educação.
This chapter contributes to the contouring of what is called a language education for sustainable development in this volume. This ecopedagogically informed concept serves as a framework for the further discussion of the use of eco-documentaries in English language classrooms. This chapter first explores current trajectories of ecocriticism and translates these into the education context, resulting in a discussion of concrete principles for transformative action in the language classroom. It then focuses on the concept of ecoliteracies (Stables (Environmental Education Research 2(2): 189–195, 1996); Stables (On teaching and learning the book of the world. In S. Mayer & G. Wilson (Eds.), Ecodidactic perspectives on English language, literatures and cultures (pp. 145–162). Wissenschaftlicher Verlag Trier, 2006)) and provides an overview of existing concepts, dimensions, and educational goals, which includes a critical analysis of aspects of these concepts in need of revision. This is particularly true for the cultural dimension of ecoliteracies, which becomes the focal point of inquiry: First, language education for sustainable development is discussed against the background of risk theory (Beck (Risikogesellschaft. Auf dem Weg in eine andere Moderne. Suhrkamp, 1986)), environmental theories on slow violence (Nixon (Slow violence and the environmentalism of the poor. Harvard University Press, 2011)), and human rights education (e.g., Bajaj (Human Rights Quarterly 33(2): 481–508, 2011); Osler and Starkey (Educational Review 70(1): 31–40, 2018)) and its potential to inform a pedagogy of hope (Freire 2004, Mauch (RCC Perspectives: Transformations in Environment and Society 2019: 1, 2019)), which guides learners towards languages, literatures, and stories of hope, change, and transformation. Then this discussion is embedded in the broader context of global citizenship education, which results in the definition of a critical, eco-cosmopolitan approach to citizenship education in the context of language education for sustainable development. This chapter makes the case for a substantial paradigm shift towards global citizenship education as a way forward in sustainability-oriented language education.
Emphasis on tracking and ability grouping as sources of inequality and as goals for reform ignores processes of stratification within heterogeneous classrooms. Research literature on effects of classroom status inequality is reviewed. The article presents a test of two interventions derived from expectation states theory and designed to counteract the process of stratification in classrooms using academically heterogeneous small groups. The design focuses on variation in the frequency with which teachers carried out status treatments in 13 elementary school classrooms, all of which were using the same curriculum and the same system of classroom management. There was good support for the hypotheses that the use of status treatments would be associated with higher rates of participation of low-status students and would have no effect on the participation of high-status students. Analysis at the classroom level revealed that more frequent use of these treatments was associated with more equal-status interaction.
Westheimer, J. (Ed.). Howard Zinn (Foreword)
Winner of Foreword Magazine’s Silver Book of the Year Award and Choice Review’s Significant University Press Titles for Undergraduates
This book argues that basing citizenship on singular and individual membership in a nation-state is no longer adequate, since the nation-state model itself is being severely eroded. It examines issues of citizenship and difference in the Asia-Pacific region.
In this informative volume, Patricia Graham, one of America's most esteemed historians of education, offers a vibrant history of American education in the last century. Drawing on a wide array of sources, from government reports to colorful anecdotes, Graham skillfully illustrates Americans' changing demands for our schools, and how schools have responded by providing what critics want, though never as completely or as quickly as they would like. In 1900, as waves of immigrants arrived, the American public wanted schools to assimilate students into American life, combining the basics of English and arithmetic with emphasis on patriotism, hard work, fair play, and honesty. In the 1920s, the focus shifted from schools serving a national need to serving individual needs; education was to help children adjust to life. By 1954 the emphasis moved to access, particularly for African-American children to desegregated classrooms, but also access to special programs for the gifted, the poor, the disabled, and non-English speakers. Now Americans want achievement for all, defined as higher test scores. While presenting this intricate history, Graham introduces us to the passionate educators, scholars, and journalists who drove particular agendas, as well as her own family, starting with her immigrant father's first day of school and ending with her own experiences as a teacher. Invaluable background in the ongoing debate on education in the United States, this book offers an insightful look at what the public has sought from its educational institutions, what educators have delivered, and what remains to be done.
Considered the father of multicultural education in the US and known throughout the world as one of the field's most important founder, theorist and researcher, James A. Banks has collected here twenty-one of his most important and best works from across the span of his career. Drawing out the major themes that have shaped the field of multicultural education as well as outlining the development of Banks' own career, these articles, chapters and papers focus on eight key issues: black studies and the teaching of history research and research issues teaching ethnic studies teaching social studies for decision-making and citizen action multiethnic education and school reform multicultural education and knowledge construction the global dimensions of multicultural education democracy, diversity and citizenship education. The last part of the book consists of a selected bibliography of all Banks' publications over his forty-year career, as a source of further reading on each of these pivotal ideas.
This book explores the tension between universal principles of human rights and the self-determination claims of sovereign states as they affect the claims of refugees, asylum-seekers and immigrants. Drawing on the work of Kant's "cosmopolitan doctrine" and positions developed by Hannah Arendt, Seyla Benhabib explores how the topic has been analyzed within the larger history of political thought. She argues that many of the issues raised in abstract debate between universalism and multiculturalism can find acceptable solutions in practice.
Fifty-four children, " years of age, representing a low socioeconomic population served as Ss in this study. The children, divided into three groups of eighteen Ss each, read and discussed selected multi-ethnic social studies materials in Group 1. Group 2 read and discussed these selections and received field-trip experiences based upon these readings. Group 3 received the regular preschool experience in a traditional curriculum. All groups received a 20-item attitude pretest and posttest. IQ did not significantly differ between the groups. Based upon the results of Hartley’s Fmax test a one-way analysis of covariance showed significant differences among treatment groups. Using a two sample t-test, the results of the study indicated that Groups 1 and 3 and 2 and 3 significantly differed in attitude. No significant differences were found in attitude change between Groups 1 and 2.
The purpose of the study reported here was to determine the effectiveness of dramatic plays as a vehicle for the reduction of prejudice among fourth, fifth, and sixth graders in two public schools in New York City. Children in an experimental group read four plays, focusing respectively on black, Puerto Rican, Jewish, and Chinese ethnic groups, and participated in post-play activities. Children in a control group had no contact with the plays but were administered the same knowledge and social distance tests. An analysis of variance showed significant differences between the posttest means for the two groups on the knowledge tests. A dependent / test indicated a significant gain from pre- to posttesting for the experimental group on the social distance tests and no such gain for the control group.
Written by one of America's leading political thinkers, this is a book about the good, the bad, and the ugly of identity politics.Amy Gutmann rises above the raging polemics that often characterize discussions of identity groups and offers a fair-minded assessment of the role they play in democracies. She addresses fundamental questions of timeless urgency while keeping in focus their relevance to contemporary debates: Do some identity groups undermine the greater democratic good and thus their own legitimacy in a democratic society? Even if so, how is a democracy to fairly distinguish between groups such as the KKK on the one hand and the NAACP on the other? Should democracies exempt members of some minorities from certain legitimate or widely accepted rules, such as Canada's allowing Sikh members of the Royal Canadian Mounted Police to wear turbans instead of Stetsons? Do voluntary groups like the Boy Scouts have a right to discriminate on grounds of sexual preference, gender, or race?. Identity-group politics, Gutmann shows, is not aberrant but inescapable in democracies because identity groups represent who people are, not only what they want--and who people are shapes what they demand from democratic politics. Rather than trying to abolish identity politics, Gutmann calls upon us to distinguish between those demands of identity groups that aid and those that impede justice. Her book does justice to identity groups, while recognizing that they cannot be counted upon to do likewise to others. Clear, engaging, and forcefully argued, Amy Gutmann's Identity in Democracy provides the fractious world of multicultural and identity-group scholarship with a unifying work that will sustain it for years to come.
In this article, Thea Renda Abu El-Haj shares her research on how a group of Palestinian American high school youth understand themselves as members of the U.S. community, of the Palestinian American community, and of communities in Palestine. She argues that, for these youth, coming to terms with who they are has a great deal to do both with how they view themselves and how Palestinian Americans are viewed in the imagined community of the United States, especially after September 11, 2001. Her research reports on the tensions these youth face as they deal with school issues, like pledging allegiance to the U.S. flag, teacher harassment, and disciplinary sanctions related to being framed as "terrorists," that affect how they think about citizenship and belonging. Given the complex way these and other youth experience belonging, Abu El-Haj ends with a call for a greater commitment to, and a more nuanced understanding of, citizenship education.
This chapter discusses building empathy, compassion, and achievement in the Jigsaw classroom. The point is that the learning students derive from the process of their educational experience is powerful. It is important to be carefully designed and rigorously structured for the intended effect. One successful model with a three-decade track record is the jigsaw classroom. Jigsaw is a specific type of group learning experience wherein each student must cooperate with his or her peers to achieve his or her individual goals. Just as in a jigsaw puzzle, each piece―each student's part―is essential for the production and full understanding of the final product. The benefit of jigsaw classroom is that it is a remarkably efficient way to learn the material. In jigsaw classroom, the students work individually and compete against each other for grades. In the jigsaw classroom, the problem can be evaded by the simple device of shuffling groups every 8 weeks. Once a group of students start functioning well together, the barriers break down, and the students show a great deal of liking and empathy for one another, the group can be reform. The usage of the jigsaw technique in the Littleton school system has been discussed in the chapter.
SolomosJohn. Race and Racism in Britain. Second edition. New York: St. Martin's Press. 1993. Pp. xi, 279. $18.95 paper. - Volume 26 Issue 2 - Carlton Wilson
In this wonderful new volume, Geneva Gay makes a convincing case for using culturally responsive teaching to improve the school performance of underachieving students of color. Key components of culturally responsive teaching discussed include teacher caring, teacher attitudes and expectations, formal and informal multicultural curriculum, culturally informed classroom discourse, and cultural congruity in teaching and learning strategies. This is an excellent resource for anyone who cares about improving and recognizing the factors that shape culturally responsive teaching and learning.
This controversial new look at democracy in a multicultural society considers the ideals of political inclusion and exclusion, and recommends ways to engage in democratic politics in a more inclusive way. Processes of debate and decision making often marginalize individuals and groups because the norms of political discussion are biased against some forms of expression. Inclusion and Democracy broadens our understanding of democratic communication by reflecting on the positive political functions of narrative, rhetorically situated appeals, and public protest. It reconstructs concepts of civil society and public sphere as enacting such plural forms of communication among debating citizens in large-scale societies. Iris Marion Young thoroughly discusses class, race, and gender bias in democratic processes, and argues that the scope of a polity should extend as wide as the scope of social and economic interactions that raise issues of justice. Today this implies the need for global democratic institutions. Young also contends that due to processes of residential segregation and the design of municipal jurisdictions, metropolitan governments which preserve significant local autonomy may be necessary to promote political equality. This latest work from one of the world's leading political philosophers will appeal to audiences from a variety of fields, including philosophy, political science, women's studies, ethnic studies, sociology, and communications studies.
In this article, Sandra Harding introduces the relationship among feminism, science, technology, and theories of knowledge. In the first section, Harding argues that while Western sciences certainly have helped to develop some part of society, they have simultaneously helped to disempower others-such as many people of Third World descent, women and the poor, both here and around the world. A second theme in the book is that feminists must integrate the perspectives of the other liberatory social movements even more deeply into their own projects, and thus also become more capable of making effective alliances with them. In this part, Harding talks about how feminism confronts the sciences. She also talks about women worthies and structural obstacles. She thinks that class and race, poor women and women of color are still a group which has no right to get knowledge or get respect. Harding thinks that 'Thinking from women's lives' means thinking from all women's lives." Harding also discusses traditional and recent theories of knowledge. One kind of new theory argues that everyone should start asking scientific questions from the perspective of women's activities in order to gain a more critical perspective on otherwise unquestioned assumptions, and she examines the postmodernist challenges to such a subject. She also hopes to see changes in science education. It is important to make sure everyone gets a good science Education. She hopes that every body can learn science education that can improve the status of female scientists. [by Yu-Fong and Jayaram, STS 901-Fall 2006]. This is NOT a good abstract of these chapters.
This study used questionnaire data collected by the Educational Testing Service in 51 high schools to discover which school practices improved racial attitudes and behaviors in desegregated schools. Data were analyzed at school and individual levels using multiple regressions. Results for whites indicated strong, positive effects on racial attitudes and behaviors of assigning students of different races to work together and through individual participation on a sports team with students of another race. Weaker effects were found for class discussions of race. For blacks, assignment of students of different races to work together and teacher workshops on race relations had effects on one behavioral variable, and individual participation in biracial work groups or sports teams had strong, positive effects on racial behaviors and attitudes. Few effects for either race were found for teacher workshops, use of multiethnic texts, or tracking. Results were interpreted to indicate that programs involving cooperative interaction between students of different races are most likely to improve race relations in desegregated schools.
I review the debate over multicultural education in this article, state that all knowledge reflects the values and interests of its creators, and illustrate how the debate between the multiculturalists and the Western traditionalists is rooted in their conflicting conceptions about the nature of knowledge and their divergent political and social interests. I present a typology that describes five types of knowledge and contend that each type should be a part of the school, college, and university curriculum.
*"Ch. 3: The Myths of Coalition," from BLACK POWER: THE POLITICS OF LIBERATION IN AMERICA by Stokely Carmichael and Charles Hamilton. Copyright © 1967 by Stokely Carmichael and Charles Hamilton. Used by permission of Random House, Inc. This article is reprinted with original spelling and grammar intact.
1. Bayard Rustin, "Black Power and Coalition Politics," Commentary (September, 1966).
2. Chapter IV will be devoted to a case study of the Mississippi Freedom Democratic Party as a classic example of what can happen when black people rely on their white political "allies."
3. Selig Perlman, "The Basic Philosophy of the American Labor Movement," Annals of the American Academy of Political & Social Science, Vol. 274 (1951), pp. 57-63.
4. Francis Carney, The Rise of the Democratic Clubs in California, Eagleton Institute Cases in Practical Politics. New York: McGraw-Hill, 1959.
5. Tom Watson, "The Negro Question in the South," Arena, Vol. 6 (1892), p. 548.
6. "The City Must Provide. South Atlanta: The Forgotten Community," Atlanta Civic Council, 1963.
7. Myrna Bain, "Organized Labor and the Negro Worker," National Review (June 4, 1963), p. 455.
8. "Labor-Negro Division Widens," Business Week (July 9, 1960), p. 79.
9. Bain, op. cit.
10. "Representatives and direct Taxes shall be apportioned among the several States which may be included within this Union, according to their respective Numbers, which shall be determined by adding to the whole Number of free Persons, including those bound to Service for a Term of Years, and excluding Indians not taxed, three-fifths of all other Persons."
* Niccolo Machiavelli, The Prince and the Discourses, New York: Random House (Modern Library), 1950, p. 84.
11. Saul Alinsky speaking at the 1967 Legal Defense Fund Convocation in New York City, May 18, 1967.
South Korean society is in transition toward a multicultural society. Integrating multicultural education into current citizenship education is challenging for the society. Historically, many national tragedies have created the unique characteristics of what being Korean means. South Korean social studies curriculum emphasized that Korea is a monolithic society with one language, one history, and one ethnicity. In recent years, however, the number of foreigners living in South Korea dramatically increases because of work, study, and marriage. As they become be members of Korean society, it is necessary that South Koreans acknowledge diverse groups in the society and revise a long-held belief about who we, as Koreans, are. To this end, the Korean social studies curriculum should include more information about as well as respect and promote ethnic, cultural, and social diversity. Social studies teachers should attempt various activities to promote students’ understanding of current social changes in South Korea.
The desegregated classroom has not produced many of the positive results initially expected by social scientists some 25 years ago. It is argued that one of the major reasons for this failure is the over-emphasis on competitiveness at the expense of interdependence in the classroom. In short, students in most classrooms very rarely cooperate with each other in pursuit of common goals. In this article, we describe a program of research in wihich elementary school students are "forced" to spend part of their classroom time mastering material in an interdependent structure. The results indicate that such structured interdependence increases the self-esteem, the morale, the interpersonal attraction, and the empathy of students across ethnic and racial divisions, and also improves the academic performance of minority students without hampering the performance of the ethnic majority.