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Multicultural Education, Transformative Knowledge, and Action: Historical and Contemporary Perspectives
Abstract
Essential to continued growth in the field of multicultural education is the documentation of its historical roots and its linkages to the current school reform movement. James Banks demonstrates the ways in which the current multicultural education movement is both connected to and a continuation of earlier movements, both scholarly and activist, designed to promote empowerment, knowledge transformation, liberation, and human freedom in US society. The book's five parts: discuss the types of knowledge, the characteristics of transformative knowledge, the historical roots of multicultural education and its links to transformative teaching; document the historical development of transformative scholarship, surveyed through case studies of individual pioneer scholars and activists in race relations and multicultural education such as Carter G. Woodson, Allison Davis, George I. Sanchez, Franz Boas, Mourning Dove, Ella Deloria, and Robert E. Park; focus on the work of women scholars and activists, and particularly women of colour, who have faced the triple oppressions of race, gender and class; describe the rise and fall of the intergroup education movement and the emergence of research related to prejudice in the 1930s and 1940s; and highlight the school reforms currently needed to promote educational equity and accommodate a culturally diverse and democratic society.
... Multicultural education has two primary goals: to promote educational equality for all students and to enable all students to learn and develop the knowledge, skills, and attitudes needed to successfully participate in and contribute to an increasingly diverse society (Banks, 2002). The development of multicultural education was heavily influenced by African-American educational scholars such as Gwendolyn Baker, James A. Banks, Geneva Gay, and Carl A. Grant (Banks, 1996). In the early 20th century, the work of the African-American architects of the multicultural education movement focused on teaching African American studies in schools. ...
... According to Banks (1996) this movement reformed all components of the school environment, including: curriculum, teaching methods, materials, school policy, counseling, teacher attitudes, expectations, learning styles, and languages accepted in the school. Dewey and the Progressive Education Movement, as well as the cultural pluralism movement of the 1940s, also played an important role in the development of the modern multicultural education movement (Lei & Grant, 2001). ...
... The U.S. Supreme Court Decision of Brown v. Board of Education, 347 U.S. 483 (1954) and the Civil Rights Movement opened the door for groups who had previously attended segregated schools (Gay, 1983). By the 1960s many marginalized groups such as women and persons with disabilities then began to demand that schools change in order to meet their needs and realities (Banks, 1996). "Multicultural education evolved as a vehicle for school districts, colleges, and universities to respond collectively to the diverse and often conflicting demands of these various groups" (Banks, 1996, p. 40). ...
Investigated in this study was whether a university education course that covers the topics of diversity and cultural responsiveness would change teacher candidates' existing prejudicial attitudes. The major variables reported in this study were exposure to diversity coursework which served as the independent variable and teacher candidates' prejudicial attitudes, which served as the dependent variable. Using the Yoder-Hartman Survey of Beliefs Scale, three research questions were addressed: (a) Are there differences in prejudice level between preservice teachers who have taken a diversity course and those who have not taken a diversity course? (b) Are there differences in prejudice level in preservice teachers before and after taking a diversity course? and (c) Do preservice teachers who have taken a diversity course and those who have not taken a diversity course display different pre/post levels of assessed prejudice? No differences were found between students who had taken a diversity course and those who had not. The current study suggests that one diversity course is not sufficient to have a significant effect on prejudice reduction among preservice teachers. Analyses of the current study results suggest that the coursework designed to reduce prejudicial attitudes was ineffective. Continued investigation will be required to: (1) refine and develop a program that will reduce prejudicial attitudes among teacher candidates and (2) refine and develop measures of prejudice reduction.
... Implementing multicultural education in schools as part of an empowering school culture and social structure requires understanding that is grounded in different approaches and theories. Accordingly, Banks and Banks (1996) Multicultural Education in Empowering School Culture and Social Culture 217 proposed five dimensions of multiculturalism namely: content integration; the knowledge construction process; prejudice reduction; an equity pedagogy, and as an empowering school culture and social structure. These will be discussed in terms of the applications within a school context and with the aim of empowering through school culture and social structure. ...
... The next section is a discussion of the five dimensions of multiculturalism as suggested by Banks & Banks (1996): content integration; the knowledge construction process; prejudice reduction; equity pedagogy; and an empowering school culture and social structure. ...
... Content integration relates to the sourcing of information from different cultures and including the information in the content (Banks 1996). Therefore, content integration challenges teachers to be mindful and to respect knowledge from different cultures and groups. ...
... As a curricular reform movement, it was rooted in the development of African American Studies in the early Twentieth Century (Banks, 1996) with the professed aim to "restructure schools, colleges, and universities so that students from diverse racial, ethnic, and social-class groups will experience an equal opportunity to learn" (p. 30). ...
... 30). According to James A. Banks (1996), while the movement began as an outgrowth of the work of scholars like W.E.B. Du Bois and Carter G. ...
As teachers engage with what is taught, rather than a sense of the distribution of inert knowledge, there can be a feeling that the “what” is moving and adapting with them. This is especially true when teachers are working with topics like anti-Black racism. The what being taught, or the curriculum-as-a-whole has been analyzed by cutting it apart into many different aspects including the planned, the assessed, the learned, the hidden, the null, and the enacted. This dissertation focuses on the enacted curricula specifically as it is co-produced in the class and highlights how the teacher is not the only aspect of that class with the agency to shift the enacted curriculum. These conclusions are based on four case studies of enacted antiracist curricula. The enactments of these curricula were undertaken by elementary, middle, and high school teachers in three different cities and were re-storied in a series of interviews with the author. This dissertation concludes that anti-Black racism is always already influencing the curriculum as it is conceived, planned, enacted, and re-storied, though it is particularly influential in the liminal spaces.
... The researchers are not recommending that teachers disengage from the necessary content requirements set forth by their school and community, rather find ways to reform the curriculum to reflect multicultural education. Banks (1996), developed five approaches for multicultural education reform within the regular content delivery. It is recommended that classroom instruction seek methods that reach the fourth dimension, content transformation, and fifth dimension social and civic action. ...
Social identity theory posits that people do not have one personal sense of identity, rather multiple identities based on group memberships. After four years of involvement in secondary agricultural (an elective set of courses for high school youth), the identity of seniors is molded by the environment surrounded them over their tenure. The purpose of this study was to identify the acceptance level high school seniors, throughout Kentucky, have toward multiple student profiles that reflect a diversity of social, racial, and sexual identities. Using a social distance scale, the results reveal that students were more accepting of a student who resides from a farm background and is heterosexual; however, results reveal a strong resistance against a student not from a farm background, Black, and gay to enroll in agriculture courses. Results reveal a level of implicitness that hinders the enrollment of students from cultures different from the social identity of the current group membership. Recommendations for inclusive programs that provide opportunities for secondary students to collaborate with culturally different individuals as well as the development of agricultural curriculum that encompasses a transformational approach to gaining cultural
... Feminists explicitly link theory with methods" (p.15). 2 Kumashiro (2002) describes an anti-oppressive theory as a way of teaching to create a more safe, tolerant, and open-minded classroom for oppressed students. 3 Hesse-Biber, Leavy & Yaiser (2004) define positivism as "based on deductive modes of knowledge building where objective and value-neutral researchers typically begin with a general cause and effect relationship derived from an abstract general theory" (p.5). 4 Mainstream academic knowledge is defined by Banks (1996) "The concepts, paradigms, theories and explanations that constitute traditional and established knowledge in the behavioral and social sciences" (p. 11). 5 Freire (1974) describes a critical consciousness as being in and with one's reality, and that "within every understanding, sooner or later an action corresponds" (p. ...
This manuscript looks at the role that critical feminism may have within the teacher education community. The author looks at the many components that are incorporated within critical feminism, and how we may look to such a scholarship as a way to think differently about ourselves as prospective and current teachers. Throughout the manuscript, the author brings in many diverse scholars, and demonstrates how their work complements the many components of critical feminism. Specifically, the author looks to the practice of self -reflexivity, and how this practice can be strengthened through the many characteristics that encompass a critical feminist theory. The manuscript concludes with a brief discussion of considering the potential contributions that critical feminism may have within the field of teacher education.
... According to Banks (Banks, 1996), multicultural education is an idea, an educational reform movement, and a process of education that aims to change the structure of educational institutions so that students from various backgrounds have an equal opportunity to achieve academic success. Differences that must be recognized in multicultural education include ethnic and racial minority populations, religious groups, differences in religion, gender differences, economic conditions, geographic/origin, physical and mental disabilities, age groups, and others. ...
The recent awareness of multicultural reality, diversity, and national pluralism, including ethnicity, religion, culture, economic status, and politics, requires sensitivity. Multicultural education is considered an appropriate way to instill the ability of society to live in diversity. The core of multiculturalism is the willingness to accept other groups equally as a unit without considering cultural, ethnic, gender, language, or religious differences. Multiculturalism refers to cultural plurality and a certain way of responding to pluralism. Therefore, multiculturalism is not a pragmatic political doctrine but a way of life. The character of a nation is a characteristic and attitude of a nation reflected in the behavior and personality of its citizens. The nation's character can be influenced by something given and also willed for the progress of the nation and the country. Therefore, the national character depends heavily on the political will of the government or ruler of a country built in accordance with the vision of a country. There are three main pillars of the Indonesian national identity that must not be eroded in any way, namely, Indonesia as a nationality, a proclaimed state, and a territory bound by the slogan "Bhinneka Tunggal Ika". The shared goal of realizing democracy requires an appreciation of cultural diversity and a synergistic approach to managing diversity. If managed properly, conflicts that often afflict Indonesia and its people can be minimized through the ability to manage existing diversity.
... The application of the concept of intercultural communication competence may be useful in addressing some of the problems regarding multicultural teacher education research. Banks (1996) commented on the lack of connection between research on multicultural teacher education with established theory and research in the social sciences, which still persists. ...
The first purpose of the paper is to explore the actual teaching practice of cultural components in language teaching classrooms in some schools in Hanoi, Vietnam. The second purpose is to better understand the teachers’ perceptions towards the integration of cultural teaching in their foreign language teaching practice. A qualitative research approach was selected to answer the research questions. Five observations were conducted along with semi-structured interviews with teachers who had been interviewed. The findings show that not many activities were employed to teach cultural components in these classes. The cultural features were mainly dealt with through facts, visual images and some brief connotation explanation. However, it was surprisi ng that most teachers believed that the teaching of culture is useful for students in developing their communicative competence.
... El modelo holístico trata de implicar a toda la institución escolar en la educación intercultural, de manera que lo "intercultural" no sea un adjetivo, sino un "todo" que impregne al sistema educativo (Banks, 1996;Nieto y Santos, 1997;Osuna, 2012). De otra parte, el modelo sociocrítico promueve la construcción de una sociedad más justa, en lucha contra la asimetría cultural, económica, social y política (Alegret, 1992;Muñoz, 1997). ...
El objetivo de este artículo es la revisión del concepto de equidad en la normativa y acciones de las administraciones educativas de las distintas comunidades autónomas de España. Con este fin, se ha realizado la revisión de la normativa, los planes y acciones que las 17 regiones y las ciudades autonómicas Ceuta y Melilla han ido implantando desde el año 2000. Aunque la centralidad teórica se ha desplazado desde las políticas compensatorias a la inclusividad, pasando por
la integración, los resultados ponen de manifiesto que los conceptos fundamentales siguen siendo la equidad y la igualdad de oportunidades, en especial este último, puesto que el de equidad se sigue confundiendo con las políticas educativas compensatorias. La inclusión es desarrollada como un concepto excesivamente general y queda difuminado.
... Proses konstruksi pengetahuan mengacu kemampuan guru saat membantu siswa memahami, mengeksplorasi, dan menentukan asumsi budaya implisit, kerangka acuan, perspektif, dan bias yang dapat berpengaruh pada pengetahuan yang dibangun di dalam diri mereka (Banks, 1996) Siswa dapat menganalisis proses pembentukan pengetahuan sains dengan mengkaji bagaimana rasisme dipertahankan dalam sains dengan digunakannya teori genetik kecerdasan, Darwinisme, dan egenetika. Rasisme yang sudah secara ilmiah berkembang sangat berpengaruh pada interpretasi tes kemampuan mental di Amerika Serikat (Banks & Banks, 2013). ...
Education is the process of forming human abilities such as manners, morals, intellectual abilities so that humans can implement them in everyday life and humans can achieve the desired goals and happiness without any help from others. Multicultural education is education that must be implemented in countries with diverse cultures. The basic understanding of education and multicultural education. The method used is literature review by reviewing articles. The essence of education is the extension of one's ability to learn as a result of student effort as well as a series of historic workforce formation. The implementation of multicultural education in Indonesia, namely that there are still some deficiencies, namely an attitude of tolerance that is not developed in several schools. The implementation of multicultural education in Indonesia is still found some deficiencies. Increasing tolerance in schools to develop attitudes that there are cultural differences. This research only discusses the basis of education and multicultural education
... Bilgi inşa süreci, öğretmenlerin bir disiplin içindeki örtük kültürel varsayımların, referans çerçevelerinin, bakış açılarının ve ön yargıların, bilginin o disiplin içinde inşa edilme yollarını nasıl etkilediğini anlamalarına, araştırmalarına ve belirlemelerine yardımcı olma derecesi ile ilgilidir (Banks, 1996). İçerik entegrasyonu, öğretmenlerin kendi konu alanlarındaki veya disiplinlerindeki temel kavramları, ilkeleri ve teorileri göstermek için çeşitli kültürlerden ve gruplardan örnek ve içerikleri ne ölçüde kullandığıyla ilgilenir. ...
... The knowledge construction process describes teaching activities that helps students to understand, investigate and determine how the implicit cultural assumptions frames of references perspectives and biases within a discipline influence the ways in which knowledge is constructed (Banks, 1996). According to this dimension students should become knowledge producer mot merely the consumers. ...
Multicultural education is emerging perceptive in today's education. Most of the educator and tutors need to aware how to treat the culture diversity of students in the teaching learning process. This cultural phenomenon basically influences on in building school structure and curricula implementation in school. This multicultural perspective emerged during the 1960s and more influential till now. It has cleared that this emerging concept needs to address for ensuring the equity in education of students. For this, Banks provided the five dimensions viz. content integration, knowledge construction process, prejudice reduction, equity pedagogy and an empowering school culture and social structure to address the cultural diversity of people in education.
... This approach aims to create a stronger society that fulfils the needs and interests of all groups by drawing attention to the oppression and inequality found within its social structure (Sleeter & Grant, 1987). Banks (1996) proposed five dimensions of multicultural education: content integration, knowledge construction, prejudice reduction, equity pedagogy, and empowering school culture and social structure. Content integration includes the use of examples, data, and information from diverse cultures and groups to highlight the relationships of concepts, principles, generalizations, and theories to multiculturalism. ...
Seo, Youngjoo. (2022). Pre-service English teachers' reflections on culturally responsive teaching in teacher education. English Teaching, 77(4), 159-176. As Korea has recently become a multicultural society, English teachers acknowledge the need to address anti-racism in the classroom. However, how to raise students' racial awareness and ways to incorporate racial issues into English language instruction have not been sufficiently studied in the Korean teacher education context. The aims of this study were to provide pre-service English teachers with a guide to implementing anti-racist pedagogy in their language teaching and assessing its impact on their racial literacy development and to examine how pre-service English teachers' racial literacy can be developed through multiple self-reflective practices and microteaching experiences in their teacher education programs. This paper first introduces an anti-racist curriculum for pre-service English teachers intended to raise their multicultural awareness, and then provides multiple educational resources and teaching strategies to help them become culturally responsive language teachers. The paper concludes with some pedagogical implications regarding the necessity of including culturally responsive teaching in teacher education programs.
... 140.) The research therefore aims to create not only technical and practical knowledge but also transformative (Banks 1996) or emancipatory knowledge (Habermas 1971), that is, knowledge which leads to empowerment and institutional and societal transformation. In so doing, it aims to contribute towards redressing the lack of research on teacher education interventions to challenge homophobia and heterosexism in schools. ...
... Critical multicultural teacher education addresses inequitable distribution of power and access to educational opportunities. It attends to an underlying discussion of social privilege in addition to racial, gender, sexual orientation, and ability awareness at the individual and institutional levels (Banks, 1996;1999;Hill-Jackson, 2007;Gorski, 2010;Gorski, Davis, & Reiter, 2012;Sleeter & Grant, 1987;2006;Wilbur & Scott, 2013). Inherent in attending to this inequality is engaging pre-service teachers in critical reflections of their own assumptions, identities, and dispositions. ...
... It proceeds from a critical, dialectical inquiry into the very basis of what constitutes knowledge and truth. One of the most instrumental texts in my own intellectual development is (Banks 1996). the bulk of this participative research has been focused on engagement with predominantly Black laypeople, an alternative strand has focused on working with predominantly White people training for ordained ministry. ...
This paper outlines the means by which candidates training for Christian ministry are encouraged to engage with the deontological positionality of anti-racism as a substantive element of Christian praxis. The first part of the paper provides some brief historical reflections on what was then the conventional approach to teaching an anti-racist ethic for Christian ministry, namely, the practice of “racism awareness”. Following these reflections, the author proceeds to outline the epistemological change that has occurred in his own ethical teaching, moving from the focus on racism awareness to a more critical, postcolonial deconstruction of Whiteness and its concomitant links to Mission Christianity. Mission Christianity, the religion that underpinned the British Empire, is identified as the repository that helped to institutionalise the existence of “white supremacy” and racism within the body politic of colonialism and the rise of notions of “manifest destiny”. In switching the modus operandi for an anti-racist ethic within Christian ministry, this paper seeks to reframe the ways in which the ethical basis for opposing and resisting racism is effected within Christian theology
... Freedman and Stuhr (2004) figures from the curriculum. Their scholarship prompted the first major calls for multicultural reforms in the field of education as well as art education (Banks, 1996). ...
Elementary art curriculum requires educators to teach about cultures they are not
a part of and places they have never been, yet there is little research examining how art
teachers enact this multicultural curriculum. This critical ethnographic case study asks
how two white elementary art educators enact curriculum addressing cultures other than
their own and how race and whiteness operate in their curriculum work. Data from this
qualitative research was collected through observations, interviews, questionnaires, and
artifacts. The research design involves three phases where the researcher moved from
observing teachers’ multicultural curriculum work, to guiding critical reflection, and
finally to collaborating on writing critical multicultural curriculum that teachers then
enacted.
Findings from this research suggest that teachers’ sociocultural knowledge shapes
and animates their teaching philosophies often in dysconscious ways. Guiding teachers to
critically reflect on how their biography, biases, and positionality influence their teaching
was often uncomfortable, but necessary for deepening their multicultural curriculum
work. Findings also suggest that the habitus of art education reinforced the notion of the
arts as white property. This ideology was embedded in both the formal and informal
curriculum and maintained by the teachers’ pre-service programs, their colleagues, and
district leaders. This study also found that enacting critical multiculturalism requires
intentional and flexible scaffolding to guide students to engage in sociocultural dialogue
while remaining open to teachable moments. This involves organizing lessons that
intentionally disrupt whiteness to forge meaningful relationships across difference. This
research also found that white defenses were diffused by building relationships with the
teachers, working in solidarity, and providing critical and ongoing support.
These findings indicate the need for art teacher education and mentorship that
prepares new teachers to engage in sociocultural dialogue and critically reflect on how
their positionality and biography impact their curriculum work. This research also
suggests that traditional notions of multiculturalism are harmful and proposes pathways
to rethink how art teachers design and enact multicultural curriculum. The researcher
suggests a framework for art teachers’ multicultural curriculum work which moves
beyond including diverse artists towards decentering whiteness as the normative frame of
reference.
... Çokkültürlü eğitimin ikinci boyutunda ise bilgi yapılandırma süreci yer alır (Banks, 1995). Bu boyut öğretmenlerin, öğrencilerine belirli bir disiplin içerisindeki kültürel varsayımları, referans çerçevesini, bakış açılarını ve önyargıları nasıl anlayacaklarına, araştıracaklarına ve karar vereceklerine ne derece yardım edebilecekleri ile ilgidir (Banks, 1996). Ayrıca, bilgi yapılandırma süreci bilginin geçerliği ile ilgili iddiaları değerlendirirken araştırmacıların kültürel kimliklerinin de niçin göz önünde bulundurulması gerektiğinin anlaşılmasına yardımcı olur. ...
Kültürel farklılıklar açısından bakıldığında, Türkiye’nin farklı kültürel grupları barındıran çokkültürlü devletlerden biri olduğunu söylemek mümkündür. Türkiye’de kültür ve toplum diğer toplumlara benzer şekilde dinamiktir ve sürekli değişim içerisindedir. Bu değişimi anlamak ve süreci buna uygun olarak planlamak daha etkili bir eğitim sistemi ortaya çıkaracaktır. Bu anlamda, çokkültürlü bir eğitim farklılıkların değer gördüğü ve olumlu karşılandığı bir çevrenin oluşturulmasının sağlanması için gereklidir. Çokkültürlü eğitimde cinsiyet, ırk, dil, din, sosyo-ekonomik statü gibi özelliklere bakılmaksızın bütün öğrenciler eşit olarak kabul edilmektedir. Çokkültürlü eğitimin gerçekleştirilebilmesi için farklı kültürel özelliklere sahip öğrencileri kucaklayan gerekli öğretim stratejilerinin geliştirilmesi, kavramın sadece teori boyutunda bırakılmadan dünyadaki uygulamaları da dikkate alarak sistemle bütünleştirilmesi gerekmektedir. Bu bölümde öncelikle çokkültürlülük ve çokkültürlü eğitim kavramlarına genel bir bakış açısı getirilmeye çalışılmış ardından çokkültürlü eğitim konusundaki boyut, ilke, yeterlik gibi unsurlar irdelenmiştir. Çokkültürlülüğün sosyoloji bilimi ile ilişkisi açıklanmış ve çokkültürlülüğün Sosyal Bilgiler eğitimindeki yeri 2018 Sosyal Bilgiler Dersi Öğretim Programı (SBDÖP) ve lisans öğretim programları doğrultusunda ortaya koyulmuştur
... Banks ( (Banks, 1996). ...
Kültür bir toplumun tüm değerlerini oluşturan; aktarılabilen, yenilenen, geçmişten günümüze kadar gelen tüm yapıtaşlarıdır. Ülkemiz kültürel çeşitliliği zengin olan bir ülkedir. Araştırmaya Türkiye’nin farklı bölgelerindeki devlet üniversitelerinde öğrenim gören 278 müzik öğretmeni adayı katılmıştır. Bu çalışmanın amacı müzik öğretmeni adaylarının sahip olduğu Çokkültürlü Kişilik, Değerler, Kültürel Zekâ Düzeyleri ve Yerel Müziklere İlişkin Görüşlerinin incelenmesidir. Araştırmada müzik öğretmeni adaylarının çokkültürlü kişilik değerleri ve kültürel zekâ yapılarının; cinsiyet, sınıf, yaş, üniversite, mezun olunan lise türü, ailede müzik ile ilgilenen birisinin olup olmaması, dinlenilen müzik türü, çalgı, aile gelir düzeyi, anne ve baba eğitim durumuna göre farklılaşıp farklılaşmadığına ilişkin değişkenlere göre, yerel müziklere olan yaklaşımları ve görüşleri ele alınarak farklılık durumları incelenmiştir. Karma araştırma yöntemlerinden yakınsayan paralel desenle yürütülmüştür. Veriler Kişisel Bilgi Formu, Çokkültürlü Kişilik, Değerler ve Kültürel Zekâ Ölçeği ve Yerel Müziklere İlişkin Görüşme Formuyla toplanmıştır. Nicel verilerin analizinde Betimsel analiz, Bağımsız Grup t-testi, Tek Yönlü Varyans Analizi (ANOVA), Kruskal Wallis-H Testi, Pearson Korelasyon Katsayısı kullanılmıştır. Nitel verilerin analizi fenomenoloji deseniyle yürütülmüştür. Araştırmanın sonucunda müzik öğretmeni adaylarının değerleri; cinsiyete göre toplumsal değer alt boyutunda kızların lehine, yaşa göre, insan onuru alt boyutu 27 yaş ve üzeri olanlar lehine, üniversiteye göre, kariyer değerleri ve maneviyat alt boyutunda anlamlı şekilde farklılaştığı görülmüştür. Algılanan gelir düzeyine göre yüksek gelir düzeyine sahip bireyler lehine materyalist değerler alt boyutu ve orta ve az gelir düzeyine sahip bireyler lehine romantik değerler alt boyutlarında anlamlı farklılıklar bulunmuştur. Değerler ölçeğinin materyalist değerler alt boyutuna göre, okuma yazma bilmeyen babaya sahip öğrencilerin ve lisans eğitimi almış babalara sahip öğrencilere göre anlamlı düzeyde farklılık gösterdiği görülmüştür. Dinlenilen müzik türüne göre, maneviyat alt boyutu, ailede müzikle ilgilenen birinin olması değişkenine göre, özgürlük alt boyutu ve çalgıya göre ise yaylı çalgı grubu için gözlenen maneviyat değeri tuşlu çalgılara göre anlamlı bulunmuştur.
Çokkültürlü kişilik yapılarıyla ilgili olarak; cinsiyet değişkeninin, kültürel empati alt boyutu kızların lehine anlamlı ve yüksek olduğu bulunmuştur. Esneklik alt boyutunda 18-21 yaş grubu ile 21-24 yaş grupları arasında anlamlıdır. Duygusal denge alt boyutu müzik öğretmeni adaylarının baba eğitim düzeylerine göre istatiksel olarak anlamlı olduğu
vi
görülmüştür. Tercih edilen müzik türüne göre esneklik alt boyutunda ve ailede müzikle ilgilenenlerin olması da sosyal girişkenlik alt boyutunda anlamlı düzeyde farklılaştığı görülmüştür. Kültürel Zekâ Ölçeğinin üstbiliş ve biliş alt boyutuna göre; ailede müzikle uğraşan birilerinin olup olmaması istatistiksel olarak anlamlı bulunmuştur. Çokkültürlü Kişilik Ölçeği’nin alt boyutları arasındaki ilişkinin pozitif yönlü ve anlamlı olduğu, diğer alt boyut çiftleri arasındaki ilişkileri gösteren korelasyon değerleri ise pozitif yünlü ve istatistiksel olarak (p<0.01) düzeyinde anlamlı olduğu görülmüştür. Kültürel Zekâ Ölçeği’nin alt boyutlarının kendi aralarındaki ilişkileri pozitif yönlü ve anlamlı olarak bulunmuştur. Değerler Ölçeğinin Toplumsal Değer alt boyutu ile Kültürel Zekâ Ölçeğinin Üstbiliş (p<0.01) ve Biliş (p<0.05) alt boyutları arasında istatistiksel olarak anlamlı ve pozitif yönlü ilişkisi olduğu görülmüştür. Aynı şekilde Kariyer değerleri alt boyutu ile Kültürel zekanın Üstbiliş (p<0.01), Biliş (p<0.01) ve Davranış (p<0.05) alt boyutları arasında de anlamlı düzeyde ilişkiler belirlemiştir. Değerler ölçeğinin fütüvvet alt boyutu ile kültürel zeka ölçeğinin alt boyutlarının tamamı arasında istatistiksel olarak anlamlı ilişkiler belirlenmiştir. Araştırmanın nitel kısmında, müzik öğretmeni adaylarının yerel müziklere ilişkin son derece olumlu yaklaşımlarının olduğu toplumsal değerler, kültürel aidiyet, yakınlık, empati, açıklık gibi duyguların ön planda olduğu görülmüştür. Araştırmanın nitel bulgularının nicel bulguları desteklediği görülmüştür. Elde edilen bulgular alanyazın çerçevesinde tartışılarak müzik öğretmeni adaylarına ve araştırmacılara çeşitli öneriler sunulmuştur.
... University level teacher preparation programs include at least one required class on teaching students from diverse backgrounds. Courses often emphasize the development of selfreflection through which teacher candidates examine their attitudes and beliefs about race, culture, and class differences (Banks, 1996;Gay, 2000;Gay & Kirkland, 2003;Gorski, 2009;Sleeter & Grant, 1987;. The end goal of this type of class is to prepare teachers to enter increasingly diverse U.S. public schools to work as allies by way of taking up underlying issues of power, privilege and cultural identity (Dolby, 2000;Gorski, 2010;Hill-Jackson, 2007;Wilbur & Scott, 2013). ...
This study examines how six teacher candidates in one U.S. based teacher preparation program articulate understandings of critical multicultural education concepts after a field experience in a study abroad program in New Zealand. Teacher candidates were interviewed about their understandings of culture, privilege, and social inequality. Field placements were in high poverty elementary schools with high numbers of linguistic and ethnic minority students. Teacher candidate responses revealed development of cultural appreciation but a lack of engagement with issues related to privilege and social inequality. Teacher candidates further had difficulty articulating issues of power and systemic privilege enacted either in the New Zealand context, or in their home cultural context in the United States. This study calls for more explicit support for teacher candidates as they grapple with recognizing and practicing a Culturally Relevant Pedagogy in order to realize the potential of diverse study abroad field experiences for teacher preparation.
... Content integration is the extent to which teachers teach the curriculum while explaining a variety of cultures that not only relate to the various racial and ethnic groups within the classroom but also teach students to appreciate cultures that are different from their own. The knowledge construction process enables teachers to support an understanding of how implicit cultural biases affect their perspective and influence the ways in which knowledge is constructed (Banks, 1996). Knowledge construction allows students to create their own understanding of cultures. ...
If you walk into any special education classroom in America, you will see that Black students are overrepresented. The issue of disproportionality of Black students in special education has been a longstanding concern. Although students can be referred to special education through parent request, students are most likely referred by their general education teacher. The referral requirements for students with emotional disabilities or learning disabilities can be subjective to the beliefs of the referral teacher, as the U.S. Department of Education does not outline the definition of “teacher referral”. The purpose of this qualitative study was to explore whether teacher perceptions of race and culture, as well as social media interactions, have possible implications on the disproportionate ratio of Black students in special education. This case study utilized Critical Race Theory (CRT) and Gloria Ladson-Billings’ (2009) Matrix of Behaviors Toward Academically At-Risk Students. Snowball sampling was used to select six White general education teachers from the state of Georgia who were interviewed and responded to a social media post that served as a simulated social media interaction. CRT was used to analyze and code the transcripts and to determine any patterns in the teachers’ perceptions of cultural differences and race as it relates to Black students referred to special education. The implications of this study could lead to the development of ongoing cultural and diversity training and ultimately result in contributing to our understanding of why Black students are overrepresented in special education. The implications could also lead to improved educational environments for marginalized students through a more consistent method of student referrals.
... Multicultural literacy consists of the ability and capacity to understand knowledge producers and their desires and knowledge assumptions, to interpret knowledge from different viewpoints, and to use knowledge to guide action to build a humane and just world (Banks, 1996). ...
This study is aimed to investigate effect of teachers’ self-efficacy on their attitude towards the implementation of Multicultural Education literacy (MCEL) in Harari Region Secondary Schools. To realize this descriptive survey design with the quantitative approach is adopted. One hundred, teachers are selected by using stratified random sampling technique and then the simple random sampling technique. Data are collected through closed-ended questionnaires. Descriptive and inferential statistical data analysis is employed. The finding showed that the practice of MCEL in school was medium and teachers’ self-efficacy toward implementations of MCEL in the schools was found statistically significant. Self-efficacy in the implementation of MCEL was a statistically significant predictor of teacher’s attitude and practices toward the implementation of MCEL in the schools respectively. Self-efficacy contributed 17% on attitude and 26 % to practices in the implementation of MCEL had a positive impact. Self-efficacy of teachers toward MCEL had a statistically significant moderate positive relationship with teachers’ practices of MCEL. Self-efficacy had a positive impact on the attitude of teachers and practices of teachers in the implementation of MCEL. Based on the findings, it was concluded the study presented for further research in the field and policy action to prepare teachers in multicultural setting curricula and multicultural educators influencing the development of cultural tolerance, mutual understanding, and unity among diverse students. Hence, it was recommended that organizing panel discussion in order to improve self-efficacy and attitude of teachers from multicultural perspectives in line with the implementation of multicultural education through media to build tolerance, mutual respect, build positive attitudes, and national building practices among student in the schools. Further implications and directions for future study are forwarded.
... Most training centers consider the necessity for teacher training to attend to diversity and a multicultural curriculum, well documented by Banks (1996). Howard (1999) and Nieto (2002) further added that professional development should provide educators with opportunities to learn more about their student's cultures, language and these should be done through making learning styles meaningful and relevant for them. ...
Recognizing the inherent attention in examining how educational practices affect our future, there is little known about society’s demands related to early childhood education. This paper aims to analyze the current preschool enrolment situation in the Euro-Western world and the demands of society, focusing attention on the characteristics needed in the prepared environment and in teacher training practices that inclusive education offers. Different socio-cultural theories have been analyzed, and practices regarding human development have been presented as they guarantee an integral development of the child, one which respects infant developmental stages and offers the right scaffolding and environment to stimulate a child’s interest and potential. All these aspects are claimed in society, and are reflected in the Montessori Pedagogy principles, where thanks to the observation and knowledge regarding children’s needs, educators can prepare stimulating environments that lead to personal formative development.
... Of particular importance is the co-teacher learning that transpires as practice changes as co-teacher experiment with the various instructional models. James Banks (1996) has emphasized the political nature of instruction, and co-teaching instruction may even be more politically charged since co-teaching is designed specifically to improve outcomes of a historically marginalized group based on disability. Due to inclusive education's political nature, the process spotlights co-teaching responsibility to deliberately disrupt traditionally didactic teaching methods for more inclusive and responsive instruction. ...
Collaborative (Co-) teaching is an increasingly popular model of instructional used to improve inclusive education outcomes. The woefully under theorized and researched arrangement involves multiple certified teachers—a general and special educator—sharing a classroom space and increased spectrum of student learning needs. Our multiyear Design-Based investigation of and intervention with co-teachers revealed the need to view co-teaching as an activity system. The focus of this paper includes the emergent themes uncovered and theoretical findings from the investigation, including the advancement of a novel sociocultural-oriented co-teaching framework, the Co-Teaching Implementation Framework. Also discussed is the key role of psychological safety and risk-taking within co-teaching teams and their capacity for learning to successfully implement instructional changes. Participants emphasized how performance is undermined if the risk of voicing disagreement or a deviation in the curriculum is too great, leading to silence, confusion, and resistance.
... These patterns include the use of ethnocentric curricula, disproportionate suspension and expulsion of students of color, disproportionate placement of students of color in special education, and low teacher expectations of students of color (Sleeter, 2011). To work against these racial, cultural, and linguistic injustices, educators and scholars developed social justice approaches to education, including multicultural education (e.g., Banks, 1996;Grant & Sleeter, 1985;Nieto, 1999), culturally relevant teaching (Ladson-Billings, 2006), and CRP (Gay, 2010). CRP recognizes science learning as more than the act of accumulating knowledge and skills and emphasizes cultural practices and ways of knowing as part of learning science. ...
... De este modo la integración intercultural se asocia a la formación de actitudes, desde el estudio clásico de Berry, Kim, Power, Young & Bujaki (1989), hasta posturas contemporáneas como la de Aparicio (2005). Otros énfasis han estado en su consideración como posibilidad en el sistema educativo y la existencia de políticas de integración del alumnado inmigrante (Banks, 1996;Inglis, 2008;Nieto & Bode, 2008;Eurydice, 2009); la promoción de la participación sin detrimento de las riquezas culturales (Giménez-Romero, 2003), su comprensión como proceso, ya sea como readaptación mutua en igualdad de derechos, obligaciones y oportunidades (Giménez, 2010), o como construcción activa que supone interacción, participación y la posesión de un rol en la sociedad (Azurmendi, 2003), que supone participación e incorporación en la dinámica escolar (Warnock, 1981;Ovejero, 1990). ...
... De este modo la integración intercultural se asocia a la formación de actitudes, desde el estudio clásico de Berry, Kim, Power, Young & Bujaki (1989), hasta posturas contemporáneas como la de Aparicio (2005). Otros énfasis han estado en su consideración como posibilidad en el sistema educativo y la existencia de políticas de integración del alumnado inmigrante (Banks, 1996;Inglis, 2008;Nieto & Bode, 2008;Eurydice, 2009); la promoción de la participación sin detrimento de las riquezas culturales (Giménez-Romero, 2003), su comprensión como proceso, ya sea como readaptación mutua en igualdad de derechos, obligaciones y oportunidades (Giménez, 2010), o como construcción activa que supone interacción, participación y la posesión de un rol en la sociedad (Azurmendi, 2003), que supone participación e incorporación en la dinámica escolar (Warnock, 1981;Ovejero, 1990). ...
... Based on my experience, they need a culturally responsive pedagogy (CRP). In harmony with Lipman's "reflective paradigm of critical practice" (Lipman, 1991, p. 13) and the goals of the multicultural education movement (Banks, 1996;Nieto, 1996;Oakes & Lipton, 1999), culturally responsive teachers work alongside their students to create "classroom communities of inquiry" (Lipman, 1988, p. 110), which affirm the "pluralism (ethnic, racial, linguistic, religious, economic, and gender, etc.) that students, their communities, and teachers represent" (Nieto, 1996, p. 307). Teachers also, as the CRP theorists assert, use the cultural knowledge, prior experiences, frames of reference, and performance styles of [their] ethnically diverse students to make learning encounters more relevant to and effective for them. ...
... Recognizing the demographic imperative in education put forth by Banks (1996), white preservice teachers must increasingly be aware of the influence of whiteness on themselves, their students, the educational system, and society. Lensmire et al. (2013) identified that within teacher education whiteness is commonly acknowledged through the recognition of white privilege, specifically with the reading of Peggy McIntosh's (2016 article on the topic. ...
In this study, the author examined how five white preservice teachers in a secondary social studies teacher education program embodied, wrestled with, and resisted whiteness. Drawing on literature from whiteness studies and antiracism, this study utilized the analogy of a swimming pool to discuss how participants constructed their identities in relation to whiteness and antiracism. Findings indicated that participants demonstrated a fluidity of positioning as they invested, reinvested, and divested from whiteness. Despite prolonged attention to antiracism, participants struggled to disrupt whiteness and white supremacy throughout the duration of the study, which was demonstrative of the complex, interlocking relationship between whiteness and social studies education. Implications for antiracist social studies teacher education are also discussed.
Higher education institutions are changing fast in terms of the inclusion of international students. Consequently, faculty are expected to provide enabling learning environments and experiences for education in diversity. Based on the beliefs and practices of social constructivism philosophy and rooted in the interpretive paradigm, this article examines how faculty in a Ugandan university manage multicultural classes and their efforts to promote inclusive classes and curriculum. Qualitative research methods were employed with a sample of eight faculty. Data were collected by means of face-to-face individual semi-structured interviews that were triangulated with document checks. Data analysis followedGay’s (2000) culturally responsive pedagogical framework, with faculty perspectives summarised in themes. The findings point to challenges in implementing a culturally relevant classroom management model, such as faculty’s inability to fully multiculturalise due to inadequate knowledge of cultural minorities’ backgrounds. However, they reveal that some faculty manage their classes adequately, show care and concern for non-Ugandan students, use several strategies to communicate with them, and endeavour to adjust to suit minority students’ learning styles. The study suggests that much remains to be done to ensure inclusivity and to promote the social constructionist perspective that is inclusive in teaching and learning.
Multicultural discourse awareness is an ideology whose time has not only come, but appropriate for inclusion in the English language curriculum. The world has become a global village, punctuated by exodus of immigrants from one place to the other in search of meaning in life. The essence of an inclusive and accommodative culturally embracive curriculum is a hallmark for recognizing and embracing cultural pluralism. Being able to envisage multicultural education dispensation, fostering equity, while on the hand combating prejudice, discrimination, or biases towards the predominant culture is essential for learning. This study traced the discourse of multicultural awareness in the English language curriculum of Eswatini. The view is that despite teachers being subconsciously aware of the diversity of students in the language classrooms of Eswatini, an awareness of a culturally embracive curriculum would yield a better understanding of appropriate multicultural pedagogy practices. Using document analysis, the study analyzed both the English language curriculum and the 2021-2023 syllabus for Eswatini General Certificate of Secondary Education (EGCSE), diagnosing the extent to which these materials assist the language teacher in recognizing and implementing the principles of multicultural education. The findings of the study revealed that while there were no specific discourses of multiculturalism in both the curriculum and syllabus, there were traces of Human Rights topics in the textbook but without reference to multicultural language education and awareness. These findings are essential for establishing a multicultural language education framework for Eswatini.
Introduction. In the modern educational space of each state, music education plays an essential role in the upbringing of the rising generation. The national musical culture of Ancient China, as well as some aspects of musical education organization in the Pre-Qin period, have served as the primary basis in the sphere of modernization and improvement of the modern musical education system in this country. The aim of this article is to summarize some theoretical aspects of the organization of music education in ancient China – in the Pre-Qin period (8500–221 BC). Materials and methods. The generalized materials of researchers' works reveal the practice of “early” musical education in Ancient China, expressing the interests of this or that ruling dynasty (from the primitive society, where the Chinese national musical culture had originated, up to the Qin dynasty). Representing an important historical epoch, the Pre-Qin period reflects the time of the formation of a unique system of organization of traditional music education in China. Each era that is part of the Pre-Qin period has its own distinctive features and cultural and historical characteristics. Results. In the course of summarizing certain theoretical aspects of the organization of music education in the Pre-Qin period, the names of four epochs were specified, as well as the peculiarities of the organization of general and music education in ancient China. Thus, the first era “Chinese music education in primitive society” (or) “Prehistoric China” (8500–2070 BC) is conventionally considered a time of origin of music education; a period of formation of genres of Chinese folk music culture, based on myths, religion, legends, and customs of ancient China. The second era, “Chinese Music Education in the Xia and Shang Dynasties” or “Bronze Age” (2070–1046 BC), is characterized by the appearance of the first musical instruments; the transformation of the functions of music education – from religious service to entertainment; the consolidation of the name “court music and dance education”; the appearance of the first specialized educational institutions and “special” music teachers. Music education in the third era “Chinese music education in the Western Zhou Dynasty” (1046–771 BC) had the name “rites and music education”; distinguished by the appearance of the first musical performance groups; the training of “professional personnel” in music education. The peculiarity of the fourth epoch “Chinese music education in the Spring and Autumn Era and the Age of Fighting Kingdoms” (770–221 BC) is the modernization and improvement of forms, methods, and means of music education; production of musical instruments; wide practice of performing schools and educational activities of Chinese thinkers, politicians, and educators; and availability of music education to various strata of the population. Conclusion. This study allows arguing that the Pre-Qin period is the initial stage in the formation of music education in ancient China. Moreover, it also can be considered one of the most important times in a historical retrospective – the active development of the Chinese music education system.
Vimos, há alguns anos, analisando e produzindo propostas no intuito de que a educação em Ciências assuma seu papel como parte de um processo mais amplo, de educação para humanização, contribuindo para a educação de relações étnico-raciais positivas, justas e compromissadas com a erradicação do racismo em nossa sociedade. Revisando a literatura na área, identificamos que, nos últimos 10 anos, há um avanço significativo nesse contexto, surgindo muitas propostas na interface entre educação em Ciências e combate ao racismo. Porém, em nossa visão, muitas dessas propostas acabam por desconsiderar uma compreensão mais profunda sobre o conceito de Educação das Relações Étnico-Raciais (ERER), que consideramos um marco teórico-metodológico para a (re)construção do pensar pedagógico em países pluriétnicos e multiculturais como o nosso. Nessa concepção, o papel, por exemplo, da educação em Ciências para a (re)educação de relações étnico-raciais fica restrito à discussão de algumas temáticas, como o racismo científico, a eugenia moderna, a evolução humana, entre outros. Dessa forma, a fim de contribuir para ampliar a reflexão conceitual acerca das possibilidades e desafios impostos à educação em Ciências pela ERER, apresentamos um modelo conceitual desenvolvido a partir das contribuições de Mwalimu Shujaa e que vem sendo utilizado e revisado em práticas na formação inicial e continuada de professores nos últimos 15 anos. O intuito do modelo é articular uma perspectiva teórico-metodológica da ERER, focada na elaboração de atividades pedagógicas que visem combater estereótipos, neste caso, em meio a conteúdos ligados às Ciências Naturais e Biologia.
Introduction to VII ICCE
We live in times of crisis; An economic crisis, where education is under siege by
neoliberal capitalism and by neo-conservatism and aggressive nationalism, where
teachers and academics are being proletarianized, youth is being criminalized,
societies are being stripped of welfare, benefits, and rights, and schools and
universities are turned into commodities. In such a time, critical education as a theory
and as a movement, that is, as praxis, is not only relevant, it is, in fact, needed.
International communities of critical educators and activists are working together, and
along with other movements to build active resistance to these processes and are
engaged in fostering educational and social change leading to a more just, equal and
fair society.
Critical educators in schools in the context of a counter-hegemonic pedagogy, as
organic intellectuals of the oppressed and the exploited, humanize the pedagogical
relationship and expose the normative discourse of the school embedded in the
culture of the school apparatus. This normative discourse is embodied in school
knowledge, pedagogical practices, behaviors, gestures, thoughts, explicit and implicit
rules, customs, authority, the design of school buildings, establishing and perpetuating
relations of domination and obedience, competitiveness and individualism,
educational inequality and exclusion. Therefore, students develop into critical agents
with the support of critical education intellectuals, who help them develop class
consciousness through an awareness of their class position and of the dominant
relations and ideas. Students, further, become aware of the diversity of conflicts in
capitalist society and their manifestations in daily life, as well as the capacity to
intervene and take action towards radically transforming social relations.
Critical educators intervene and take action in trade unions of education workers and
working-class organizations, and make an impact on the lives of parents, students, and
communities, by focusing on the education of the oppressed and exploited classes
both inside and outside schools and universities, in various spheres of social life and
action.
Critical educators struggle to counter the imposition of capitalist control, paternalistic
and hierarchical relations, and engage in ideological critique of practices that
contribute to social reproduction. Their primary concern is the holistic development of
the students’ potential, listening to their voices, as well as those of the teachers who
defend their existential needs. Critical educators also strengthen their ties with
communities to ensure the public provision of social goods, and the democratic
functioning of the school with the participation of teachers, parents and students.
This collection of papers brings together different voices of educators who work in the
critical pedagogy framework and who try to illuminate and critically engage with
different aspects of education and schooling.
Panagiota Gounari
Tassos Liambas
Helen Drenoyianni
Periklis Pavlidis
This study explored the approaches to integrating multicultural concepts as input to a multicultural teacher education program using qualitative research design through content analysis. This investigation used purposive sampling in selecting the participants for the individual interviews and focus group discussions (FGD), while complete enumeration identified the key participants including their ethnicity profile. Results revealed that the school failed to keep the ethnicity profile of the students, faculty and staff. The indigenous group is not well represented in the student organizations. Multicultural issues are not introduced early in the teacher education program. Infusion of multicultural concepts in the syllabus is limited only to meet the felt needs of the diverse students. Based on these findings, the study suggests a Multicultural Teacher Education Program that clearly integrates multiculturalism in the campus, and boosts its identity as a Multicultural Education Hub.
This chapter explores the inadequate representation of sexual and gender diversity in school curricula. Here, Hasheem Hakeem reminds us that misrepresentation or silencing can have a devastating impact on LGBTQ+ youth and proposes strategies for queering the French language classroom, particularly through two webcomics developed by the Canadian trans writer, cartoonist, and activist Sophie Labelle. Applying a social justice framework, Hakeem gives examples of guiding questions and activities that can help students think critically about mainstream knowledge, their socialization, and the discourses that shape their perspectives about gender, privilege, and oppression.
This study explores leadership for social justice from the perspective of school principals who identify as privileged. Furman's (2012) Praxis-Dimension-Capacities Framework of leadership for social justice is used to explore the perspective of four white, middle-class female school administrators, who self-identify as social justice leaders and as privileged in relation to the students, families and communities they serve. Drawing on critical pedagogies, with a focus on critical race theory and critical whiteness studies, in-depth interviews were conducted with four administrators in the Toronto District School Board to explore how this demographic of administrators understands and enacts the five dimensions presented in this framework. Findings suggest that despite having a strong commitment to enact transformative leadership for social justice, participants have an underdeveloped sense of how their white privilege informs their understandings of leadership for social justice. This resulted in the re-centering of whiteness, the perpetuation of oppressive systems and relations, the engagement in 'safe' notions of transformative change and benefitting from systems that promote individual status over collective solidarity. Centering critiques of whiteness and other forms of privilege is a necessary component of leadership preparation and development. This study suggests that further exploration is required to explore how leaders with various and intersecting privileges enact leadership for social justice, to inform how we understand the limits and possibilities of educational leadership for social justice.
Diversified learning is the path to supplement students’ needs in the contemporary generation. These students’ lives have revolved around technology since birth; as such, the role of technology cannot be ignored. Furthermore, this was prevalent during the lockdown imposed by the global pandemic which compelled the incorporation of educational technology into student’s lives. As gamification harnesses the power of game elements, identifying how gamified learning affects a student’s game player traits will be vital in identifying whether specific learning methods can invoke, change and cultivate better learning outcomes. This quasi-experimental study involving two groups of students learning computer science in Malaysia was carried out over eight weeks. Findings revealed that most prevalent player traits changes were evident in the primary construct of social player traits, followed by subconstructs of customization, relationship, socializing, and mechanics. These changes are attributed to the need to reach out, communicate, and collaborate with their peers and look into how the system works for them individually, within the context of the learning and explorative needs of students. As such, gamified learning has not only managed to offer a new paradigm into the learning ecosystem but has also shown that positive changes can be cultivated based on these conditions.
The article focuses on the comparative analysis of American and Russian
experience of multicultural music education. The author regards the main stages of its
formation in USA and in Russia. American multicultural education is characterized by
more, than 70 years’ experience of its conceptualization, elaboration of pedagogical
tools and its introduction on the different levels of education; by interdisciplinarity
of ethnomusicological approach; by rich methodological support with teaching and
learning materials; by orientation on multiethnic composition of the classes and its use
as the potential for pedagogic work; by widespread implementation of computer technologies. The particular qualities of Russian experience of multicultural music
education are connected with development of music culture studies within the conservatory
education that is distinct by high level of specialist training. In teaching this aspect some
extent of isolation from other humanitarian directions gradually was overcome. It was
possible through elaboration of authorial courses of culture study, musicalpsychological
and musicalpedagogical orientation and implementation of civilizational and axiological
approaches to teaching world musics through discovering ethnic spiritual values and deep
meanings of existence. For further development of multicultural music education
in the USA and in Russia the actual aims of music teachers are the following: wider and
more multifaceted authenticity of ethnic music represented in the classroom;
methodological support of courses on the levels of primary, middle and higher education;
the necessity of further overcoming of Eurocentric approach in education, as well as
preparation and advanced training for music teachers.
Cet article s’intéresse aux préjugés « flagrants » et « voilés » manifestés par 1858 élèves de collège et de lycée en France au moyen d’une enquête par questionnaire. Une première analyse descriptive permet de repérer les facteurs sociaux et scolaires pouvant influencer la perception par les élèves de l’investissement des enseignant·e·s autour de questions liées à l’immigration. A partir de modèles multivariés, les analyses montrent que lorsque les élèves déclarent que leurs enseignant·e·s abordent les thématiques liées au racisme, aux discriminations et à la diversité culturelle, les attitudes intolérantes baissent. L’analyse causale met en exergue l’existence de facteurs externes facilitant l’appropriation des interventions des enseignant·e·s par les élèves.
Several investigations support that today's society becomes increasingly complex as the different cultures that coexist in a territorial space face the hegemonies that subjugate or make their existence transparent. In this context, education has the responsibility to face ambiguity and uncertainty about the immediate future of multiculturalism in times of globalization through its practices. Theoretical reflections regarding this problem constitute here a necessary reference when the objective of this work is proposed, to identify the position that must be assumed in Colombian educational practice. An attempt is made to overcome the conceptual ambiguity and raise the relevance of multicultural education, from which a group of ideas is configured for a national projection, consistent with the demands of international policies that support the way to overcome.
The silent students in the class discussions. What is the cause, is it because they are not confident in front of their classmates or their lecturers? How do they see lecturers, as people, who will help them learn, or as people who will embarrass them in the lecture? What should be the right learning strategy, how lecturers should help students to be active in class. Meanwhile, the students are not elementary school students, but the adults who study in the college. They should be more courageous in expressing their opinions in various class discussions. This study argues the more harmonious the relationship between lecturers and students is, the more successful students are in completing their studies, and the more professional the lecturers are.
Introduction. The article deals with the essential characteristics of multicultural education, which should be applied to the modern methods of foreign stu-dent adaptive preparation, who interacts with the representatives of the new cultural environment.
Purpose. To explore the features of multicultural edu-cation aimed at foreign student’s preparing for practical activities of academic and social nature.
Results. It is revealed that multicultural education is manifests in the peculiarities of persons, connections who are the representatives of different linguistic, ethnic or national groups. The concept of global thinking, that char-acterized by the ability of a foreign student to practically apply the existing socio-cultural skills and interpersonal activity, is considered. On the analysis of the researchers findings, the own interpretation of the concepts of «multi-cultural education» and «technology of multicultural educa-tion» is given.
Conclusion. On the base of theoretical study, we concluded that multicultural education provides the need of adaptation process in the ways that will ensure the full activity of the individual in the academic and social environments: the preparation of linguistic, cultural and psychological character. In addition, the adaptation involves the development of global thinking principles, through which a foreign student is able to use the formed interpersonal and sociocultural skills in a specific situations of interaction with representatives of another society. In this connection, it is possible to distinguish the main manifestations of multicultural education, which should be used in the process of acculturation preparation, such as: the use, with the practical information giving on the characteristics of other cultures, of practical elements, among which the audiovisual means may be used; the students' cultural knowledge developing in the way to ensure a uniform interpretation of the actions of other cultures representatives and will allow to prepare the foreign students for activities in the host country's cultural space; the practical consolidation of the acquired knowledge both through the cross-adaptation (with the interaction of different cultural groups during the preparation phase), and at the time of the formation of adaptation tasks that will provide a con-nection between the academic and social contacts of the individual.
The aim of the paper is to familiarize the social (sports) sciences educators with the pedagogic concept and professional benefits and awareness of multicultural education if implemented in sports sciences curricula, especially in the efforts to obtain international transparency through sports science literature writing and publishing, and efficient knowledge management. It is widely urged for a modification of traditional multicultural education toward a critical multiculturalism to promote democratic initiatives in curriculum, pedagogy, and social relations in the schools (McLaren, 2003). Data were collected through textbook chapters and articles searched through the archives of Diversity Digest and Academic Medicine for the years 2010 to 2015 with the key words multiculturalism, diversity, cultural competence, education, learning and knowledge management. Synthesized data were used to present a rational argument for the inclusion of a critical pedagogy into the field of sports science education hoping it would facilitate knowledge management. The infrastructure in the professional field of sports sciences, review of the literature on critical multicultural theory and pedagogy, and the potential cognitive and intellectual implications of diversity and multicultural education were analyzed. Objectives of a critical multicultural approach include: (1) altering traditional student-teacher power relations; (2) emphasizing and nurturing an appreciation for diversity and global processes; and (3) facilitating a democratic and inclusive classroom environment. Overall, practicing critical multiculturalism in the classroom alters the traditional student-teacher power relations, nurtures an appreciation for an understanding of diversity, and empowers students to think critically about the world and the society they live in. The critical aspect of this perspective of multiculturalism is found in its move beyond the goals of a promotion of pluralism and an appreciation of diversity to providing students with the tools to critique the relationship between power and knowledge and the related discourses that hold down certain members of society. Conclusions focus on possible various and creative strategies for implementing a multicultural agenda in sports sciences curricula and on the analysis of the associated benefits and outcomes of such educational strategies that would remarkably contribute to a real time knowledge management. The process of becoming a multiculturally competent teacher includes the commitment to denounce stereotypes, prejudices, and discrimination, as well as racist attitudes and ethnocentric biases toward transformative actions at school and in society as well, which may lead to problems in traditional classrooms where multicultural educational issues are not addressed.
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