Multicultural Education - Science topic

Rosdiana, R., Syahrum, A., & R. (2022). La influencia del estilo de liderazgo transformacional y la disciplina laboral en el desempeño laboral entre los empleados de la Oficina de Educación del Distrito de Maros. Jurnal Economic Resource . https://doi.org/10.57178/jer.v6i1.495

Dan Villescas

I can only address this question with mathematical structures. The individual self is multi-dimensional manifold embedded with an much, much larger manifold of infinite dimensions. One may think of it as a vector space of tremendous size. As vast as it is, a human existence is but a small subspace of the infinite dimensional manifold. When released from physical existence, the aspects of individual self convolve with the larger space. In some sense, you may refer to that as the commonality.

Yes, transferring educational systems from one society to another has some negatives and some positives, especially since there are societies that differ in customs and traditions from other societies.

ضروري عمل دورات تدريب العاملين داخل المصانع من اجل تحقيق السلامة

I have been doing research on social entrepreneurs, and among them very accomplished physicians. I found in those excellent medical doctors very strong soft skills like empathy, and also, a strong sense of willingness to understand and appreciate the patient's culture. There is a lot to be done in 1. Teaching Empathy , 2. Teaching cultural sensitivity.

Dear Olivier Serrat:

Thank you for the wonderful article explaining culture theory. A theory is a word that can be frightening to some and misunderstood by others (Laureate Education Producer). (2009f). Attached is a discussion I did on theory which may interest you.

The answer in your article Serrat, Olivier (2008, December 1) Culture Theory, was very informing and brought out the five (5) main points of concentration for most cultural studies:

1) ideology

2) nationality

3) ethnicity

4) social class

5) gender

and shows how unstructured the academic field for such a diverse array of theories and associated practices that cultural awareness and cultural understanding encompass. This field has broadened with various approaches, methods and academic outlooks. Thus, it needs to change its focus from "Let's to How," Serrat, Olivier (2008, December 1)

This is an excellent article. Thank you for sharing.

Best regards,

Karen

Resources

(Laureate Education Producer). (2009f)

Serrat, Olivier (2008, December 1) Culture Theory, Asian Development Bank, Mandaluyong: Philippines, Asian Development Bank

Querido Diego,

Great question. I am critical on both sides of the equation.

First of all, I am critical of the notion of human rights, along with many of the leading theorists of international law. I'll mention just one example, David Kennedy of Harvard who is quite critical of human rights. My own perspective as a global health specialist and cultural psychiatrist is that human rights are only as useful as one's ability to exercise them and that is dependent upon power and privilege. So it's all very nice to assert rights as a principle, quite another to ensure them as a matter of policy. And only a very few nations in the world ensure the rights of their citizens and even fewer the rights of foreigners, visitors, migrants, and refugees.

A broader critique is that human rights and their allied concerns is a kind of sop for neoliberalism, hiding the real horrors of hegemonies and monopolies and dressing up their injustices with a humanitarian face. That is why the serious left is critical of human rights.

I am for pluralism and living with difference - I am for the notions of porosity, divergence, syncretism and other ideas that argue for many, divergent voices in any society and in the world that enrich us and edify us. I am not comfortable with multiculturalism as a Canadian federal policy or in any other country. I am not comfortable with multiculturalism when that means privileging one group of people against another such as affirmative action due to past injustices. This engenders strong reactions and is ultimately self-defeating. That is why I believe that, depending on how one defines the two key terms - human right and multiculturalism - they are either not in conflict or very deeply so. For example, if one sees human rights as universal then some interpretations of multiculturalism could be seen as tipping the scales in favour of one group against others. If one sees multiculturalism as a way of rectifying and redressing past omissions and commissions such colonization and Eurocentric assumptions, then one may be tempted to ironize the notion of universal human rights.

I do not hold by such self-serving definitions and am equally uncomfortable with each of these terms on their own and believe they are destined to be in conflict. We need new ways of imagining a better world, not new ways of continuing and maintaining parochial, partisan views of the world. This won't make me popular with anyone but it's what I believe to be true and good.

Warm wishes for the season from southern Brazil,

Vincenzo Di Nicola

Université de Montréal &

The George Washington University

whoops Martin ~~~ Can I say I felt like hearing God talking to me when i was reading your words? lol

I must say I totally agree with you. And I do speak this way to people too, sometimes, but usually after we get to know each other a bit more lol What made you so brave as to go so personal just like that in a professional platform as researchgate, and revealed so deep thoughts/ if not the deepest, in one click? WOW!

Cooperation is definitely a cool idea! even though i'm not very into academic writing, but it would definitely be an experience to write with you! lol for the moment i'm sort of in seclusion to work out my phd thesis. would love to talk further with you when i'm finished!

Take care! Fei

I teach criminal justice. The teaching of ethics is considered so important to the discipline that we not only incorporate it into all of our classes undergraduates are required to take a dedicated ethics class as a part of the core classes for the major.

In my view, this is the best example of the "state-of-the-art" so far precisely because it shows how someone without much expertise in the theory can take the techniques and apply them to a real world problem.

Note that there are plenty of works out there on plain old ML, rather than deep learning specifically, applied to IoT / WSNs. 

Thanks a lot ! Dear Mr Reza.

One kind of tribalism exists in academic tribes whose discourses are bounded by specific turfs such that problems (which do not respect the boundaries of turfs) cannot be solved.

Perhaps this research on community heterogeneity and social participation of ethnic groups is helpful to you (it's open access, but you may have to copy and paste the link into your browser). https://dash.harvard.edu/bitstream/handle/1/4551796/alesina_participation.pdf

I will endeavor to find you some solid referencec; however, in addition to my regular teaching responsibilities, I also operate as a Title IX Officer (Title IX of the USA Education Amendments Act of 1972) and and Affirmative Action Officer [Executive Order 10925 (1961) & Civil Rights Act (1964) (34 CFR § 100.3(b)(6)(i))].

My recommendations to teachers, principals/headmasters, and othe school administrators to deal with bullying/harassing behavior from the first occurence in an effective manner. Bullying behavior always grows in the severity, frequency, or number of victims. Students who have strayed and demonstrated inappropriate behavior will readily respond to corrective action; those who intentionally engaged in the behavior may be detered by the vigilence of the adult.

Dear Zobaer, have a look at this book:

Making the British Muslim: Representations of the Rushdie Affair and Figures of the War on Terror Decade. Palgrave, 2014

My introduction discusses representation at length, I have Content Analysis of newpaper articles from around the time of the Rushdie affair in chapter 1.

Best

N

Attached are links that may assist you in your literature.

Very sorry. We collected the data and we are already working on the article draft. 

Hi All,

Yes a agree with reducing size or number of student in class in order to get good achievements as many studies showed. Reducing class size to increase student achievement is an approach that has been tried, debated, and analyzed for several decades. The premise seems logical: with fewer students to teach, teachers can get better performance from each of them.

Some researchers have not found a connection between smaller classes and higher student achievement, but most of the research shows that when class size reduction programs are well-designed and implemented in the primary grades (K-3), student achievement rises as class size drops.

That means there are strong correction between the class size and performance of students. For more see the reference below

I have looked at the issue in terms of education:

Best regards,

Debra

I think Michael has a point. Much will depend on the research question(s) that you are interested in. My suggestion is that you consider an Intersectionality theorectical  approach. I am including a few references that you might want to start with. Afterwards you can decide whether this is a useful path for you.

Davis (2008), ‘Intersectionality as buzzword: A sociology of science perspective on what makes a feminist theory successful’, Feminist Theory, Vol. 9, No. 67, pp. 67-85.

Hancock, A-M (2007a) ‘Intersectionality as a Normative and Empirical Paradigm’, Politics and Gender, Vol. 3., No. 2, pp. 248-254.

Hancock, A-M.  (2007b), ‘When Multiplication Doesn’t Equal Quick Addition: Examining Intersectionality as a Research Paradigm’, Perspectives on Politics, Vol. 5, No. 1, pp. 63-79.

Hulko, W. (2009) ‘The Times and Context Contingent Nature of Intersectionality and Interlocking Oppressions’, Affilia, Vol. 24, No. 1, pp. 44-55.

Levine-Rasky, C. (2011) ‘Intersectionality theory applied to whiteness and middle-classness’, Social Identities, Vol. 17, No. 2, pp. 239 -253.

My answer may seem to be unusual since I'll approach the subject from a chemist's bird's eyes. In chemistry, we used to classify catalysts into (2) types: (i) Homogeneous (which means that the catalyst exists in the same phase as reactants). (ii) Heterogeneous (which indicates that the catalyst exists in a phase different from the phases of the reactants). This classification went on for years & is still adopted in general introductory courses.

Recently, progress in the field of catalysis increased the types to (4). The two additional types are: (iii) Homogeneously heterogenized catalysts. (iv) Heterogeneously homogenized catalysts.

Now, apply types (iii & iv) to answer the question about co-existence between nationalism and multiculturalism within a national state setting and there ought to be a way out from what appears to be a paradox. Human intelligence can work out a satisfactory resolution which is good for all provided that earnest intentions prevail.  

Dear Rama

There is considerable literature regarding the approaches of use in the preparation of future health professionals to work more effectively with Indigenous peoples. You may find some details of interest that are translatable to education of future teachers. You could look at the Leaders in Indigenous Medical Education web site:

Particularly the resources / publication section.

The PhDs of two colleagues could be of interest here too:

Shaun Ewen 2011 Cultural competence in medical education: a university case study available at https://minerva-access.unimelb.edu.au/handle/11343/36708

Suzanne Pitama (2013). “As natural as learning pathology”: The design, implementation and impact of indigenous health curricula within medical schools (PhD). University of Otago, Christchurch, New Zealand. 

Hope this helps, Dave

Tribal colleges train teachers to integrate Indigenous knowledge into the curriculum. Students who failed initially became A students when the culture they are from and their native languages are brought into the regular state requirements. All students benefit from multicultural curriculum. I did some research into this at WNMU Gallup campus with Indigenous educators and learned very much about them. Remember Hispanic people are really Indigenous people. NMHU is predominantly Hispanic. Most certification program do not require it. Schools in NM and AZ are requiring Spanish of its graduates now. I would look into which school shave these certificates in Diversity and Multicultural issues. I have an certificate from the Chicago School of Professional Psychology in Workplace Diversity but only AZ history was required of teaches. Dine College has a Teacher program around Dine language and culture. NAU in Flagstaff does and so does the U of AZ. Most of the programs at the Doctorate level are in anchorage and Canada for Indigenous Studies. language students sometimes have this element. having more than one language is the most helpful but these are rarely required. There are schools that have gender studies if you are interested in that kind of diversity. Here on the Pacific Rim Asian languages and cultural studies would be of interest. my undergraduate work was at Linfield College.Multicultural classes were required in all majors.Good luck finding data.

Thank you, Samuel and Douglass. Thank all, folks. Attached are two questionnaires for my class visits. I'm quite immature in doing empirical research. Your expertise and advice will be appreciated. The only thing that I feel OK to present is the "Metro of Emotion,"  which you will find first in the file of "Master Class Survey." I wish some of you may be interested to take me into your own projects. That will be my honor. Have a good one. Hanzhou

Thank you for that thought, Nadim.

If you are teaching mathematics or physics, perhaps the problem will be only related to the simplicity with which the teacher must deliver his sessions. More problems will be there in teaching social sciences and management. The teacher needs to develop extreme tolerance to diversity of views. His  job should be to thrash out and help articulate the issues, rather than being judgmental in such cases so that everyone has the courage to speak up. this will help contribute to better learning. That is what I do when I teach HRM in Denmark, where students are from about 8 to 10 different cultures. .

Multicultural attitude is not measurable with quantitative means (it is appealing to do so, however, it is impossible). All tools you mention measure only a single group of features and can be harshly criticized (and will be criticized) for putting the agents under a joint abstract condition that does not exist in reality. For being able to evaluate with qualitative tools, you need a broad personal understanding of multiple cultures. This way seems to be too long for a short span of 3 years. Nevertheless, I would strive for mixed methods that allow for a better balanced interpretation of outcomes. Follow Praveen Hoogar's discussion! That looks promising!

Dear Laura

Beautiful question. I wished I asked the same. The practices are bound to be different in different societies. In some countries, people do not even understand the meaning of diversities. Some practice it without knowing the meaning. Indian situation is somewhat similar. We have some programs for women. There are exclusive women's colleges and some women universities. Also, there are 3 per cent reservations of jobs for physically challenged people. There are special provisions for admission and jobs for communities that have been deprived socially and educationally.

Hi Siri,

I teach in a Business School that is realizing the need to enhance the global literacy of our students so that they will be competitive when they enter the business world -- most likely on the management track in a multinational corporation. Unfortunately, our campus does not offer our students (most of which hail from New Jersey within a few miles of our university) much in the way of racial, ethnic, religious, cultural, national origin, or class diversity. The faculty is almost as homogeneous as the student body with a few notable exceptions such as myself.

So, how will we tackle the problem of "multicultural education" in the Business School? Like I said, the Business School at least realizes that it is selling its business students short in this insular environment; so it is exploring possibilities such as bringing Chinese scholars to campus as visiting professors and also trying to recruit students from China.

Are we also offering Chinese language training or any language training, for that matter, to our business students? Believe it or not, we just added an "International Business" major to our curriculum and the major has no language requirement. The Administration decided to let the students vote on whether there should be a foreign language requirement (seriously, the students) in the major. Of course, the students voted not to have a language requirement; and our school believes that, "The customer is always right."

So, Siri, I envy you since Australia at least pays "lip service" to Bilingualism. The consensus at our Business School is that everyone should speak English (preferably with an American accent).

Seriously Bitter,

Gwen