This bibliography is reformatted and customized by the Center for Positive Practices for the Center for Positive Practices website. Some of the authors featured on this page include Li-Ching Ho, Edie Garvie, Theresa Alviar-Martin, Adam Howard, Esmail Mostafazadeh, Jane Robbins Carter, Margaret A. Gibson, Walter A. McDougall, Bruce Parker, and Nathan Conner.
(2015). Diversity: Then Is Now. Commentary on Carter, J. R. (1978) Multicultural Graduate Library Education. (Journal of Education for Librarianship, 18(4), 295-314), Journal of Education for Library and Information Science. Robbins Carter's portrait of the librarian workforce is still true. According to the latest American Library Association (ALA) demographics, the profile of today's librarian is that of a white (87.1 percent) woman (80.7 percent) of middle age (57.1 percent, age 45 or older) (ALA, 2013). Despite these data, support for increased diversity is strongly present among LIS faculty and within professional organizations, "motivating certain initiatives such as site-specific funding, site-specific curricular foci, and national accreditation standards." Robbins noted that there were four categories of barriers likely obstructing recruitment of students of color into LIS programs: financial, educational, psychosocial, and cultural. The author briefly discusses these areas, comparing now and then. [For the historical paper, "Multi-Cultural Graduate Library Education," see EJ1073546.] [More] [More] Descriptors: Library Education, Graduate Students, Minority Group Students, Enrollment Influences
(2015). Multi-Cultural Graduate Library Education. Historical Paper 5, Journal of Education for Library and Information Science. This paper examines factors influencing the number of minority students enrolling in library schools during the 10 years prior to 1978. Robbins notes that there are four categories of barriers likely obstructing recruitment of students of color into LIS programs: financial, educational, psychosocial, and cultural. [For the commentary on this article, "Diversity: Then Is Now. Commentary on Carter, J. R. (1978) Multicultural Graduate Library Education," see EJ1073549. This article was originally published in the "Journal of Education for Librarianship." This article was originally published in the "Journal of Education for Librarianship."] [More] [More] Descriptors: Library Education, Graduate Students, Minority Group Students, Enrollment Influences
(2015). Analysis of Multi-Cultural Education Concept in Order to Explain Its Components, Journal of Education and Practice. Existing racial, ethnic, linguistic, cultural variety, in different countries, educational systems, committed them to respond decently to plurality & diversity of their communities, and they are considered to be decently in educational curriculum. Multicultural education is an approach that is adopted in response to cultural diversity in a society and its educational system. This study was performed to investigate the reasons for considering the multicultural curriculum and identify its components. Research method was qualitative and content analysis. To collect information all available sources of multicultural education in print and electronic libraries (valid databases) were used & were analyzed using the inductive category. The findings of this research along with specifying the concept of multicultural education also showed that, attention to multicultural education curriculum, at global and national situation is an inevitable necessity. At the end of study, the components of multicultural education were identified. In summary, the following were noted: Anti-racism education, acceptance of diversity & plurality, peaceful coexistence with other groups, regarding educational justice, flexibility in educational programs, variety in using of teaching methods, and so, variety in using of educational materials, as well as using a variety of evaluation methods, training of human capacities, promoting and the strengthening of respect for the differences of others, the human tendency to create social trends rather than specific, positive attitude to different cultures, helping to develop a positive self-concept, to protect minority languages, strengthening intercultural and inter-cultural communication and … [More] Descriptors: Multicultural Education, Cultural Pluralism, Educational Benefits, Qualitative Research
(2014). Representation of the Ethiopian Multicultural Society in Secondary Teacher Education Curricula, Journal of Teacher Education for Sustainability. The purpose of this paper is to investigate how the multi-ethnic and multicultural characteristics of the diverse Ethiopian society are incorporated into the current secondary teacher education curricula of the country. To that end, both qualitative and quantitative content analyses were used as tools for data collection. The Ethiopian general national secondary teacher education curricula framework and three other specific secondary teacher education curricula were analysed based on Banks' (1993, 2001, 2006) four approaches to the integration of ethnic and multicultural contents into teacher education curricula. The study exhibited an increasing ambition to address issues of multicultural education into the Ethiopian general national secondary teacher education curricula framework. Nevertheless, elements of multi-ethnic and multicultural education are, to a great extent, missing in the specific secondary teacher education curricula. Implications which are assumed to improve fair representation of the ethnic and cultural diversity of the Ethiopian peoples into the entire secondary teacher education curricula are presented in the article. [More] Descriptors: Foreign Countries, Secondary School Curriculum, Multicultural Education, Qualitative Research
(2013). Competencies and Experiences Needed by Pre-Service Agricultural Educators to Teach Globalized Curricula: A Modified Delphi Study, Journal of Agricultural Education. The 21st century graduate must be able to interact with people from all over the world and must also be knowledgeable about the world (Longview Foundation, 2008). In order to produce graduates that are globally competent, The National Council for the Accreditation of Teachers (NCATE, 1982) has mandated that multi-cultural education be incorporated as part of the teacher-preparation curricula. The purpose of this study was to identify competencies and experiences needed by agricultural pre-service teachers in order to teach globalized curricula. A modified Delphi method was used and the panel consisted of 13 (n = 13) experts in the field of agricultural teacher education with additional experience in international agricultural education or extension. Twenty competencies and two experiences were identified for pre-service agricultural educators to teach globalized curricula at the high school level. [More] Descriptors: Delphi Technique, Competency Based Teacher Education, Preservice Teacher Education, Agricultural Education
(2015). North Dakota Native American Essential Understandings. In the spring of 2015, the North Dakota Department of Public Instruction brought together tribal Elders from across North Dakota to share stories, memories, songs, and wisdom in order to develop the North Dakota Native American Essential Understandings (NDNAEU) to guide the learning of both Native and non-Native students across the state. They are: (1) Sacred Relatives; (2) Learning and Storytelling; (3) Sharing and Generosity; (4) Sense of Humor; (5) Tribal Policies, Treaties, and Sovereignty; (6) Native Contributions; and (7) Native Identity. Similar Essential Understandings have been developed and are being used in several other states already, and more are making plans to begin a similar process. Many tribal Elders have had input into these understandings, and it is hoped that the NDNAEU themselves will open up many more additional opportunities for tribal Elders and Educational Leaders to impact North Dakota classroom practice with important tribal stories, songs, and cultural perspectives. The learning benefits to North Dakota students who have a tribal or native heritage are clear. According to research around Culture Based Education (CBE), "…in culture-rich environments, teachers push beyond conventional best practice to achieve greater relevance, relationships, and rigor using culturally responsive, relevant approaches. Teachers can and must make learning culturally meaningful to their students and families by honoring culture and place in teaching and learning with respect to the heritage language, family and community involvement, instructional content and context, and authentic assessment" (Kana'iaupuni and Ledward 2013). This publication provides a detailed description of the North Dakota Native American Essential Understandings, and a summary of outcomes connected with multi-cultural education as summarized in ASCD Express, Vol. 6, No. 15., 2011 (www.ascd.org/ascd-express/vol6/615-koppe…). They are: (1) All students should be encouraged to affirm themselves as unique individuals and they should accept and respect the differences shaping individual identities of other students; (2) Students should learn about their group from the school curriculum and about the diverse groups in American society to have a basis of appreciation and respect for cultural diversity; (3) Students should engage in intergroup dialogues that promote cross-cultural communication skills and reduce biases and prejudices; (4) Students should learn to be critical thinkers able to analyze historical and contemporary issues in order to make intelligent decisions about problems and conflicts; and (5) Students should engage in activities that address social justice issues and be encouraged to develop and implement strategies to respond to such issues in their school and their community. It is the hope of both the North Dakota Department of Public Instruction and the tribal Elder team of writers that these seven NDNAEU can create a framework for learning that will foster these outcomes. The NDNAEU are merely a starting point for this work. [More] Descriptors: American Indians, Indigenous Knowledge, American Indian Culture, Public Education
(2009). Beyond Economics: Using Social Class Life-Based Literary Narratives with Pre-Service and Practicing Social Studies and English Teachers, High School Journal. In this article, we propose that one way of engaging pre-service and practicing high school Social Studies and English teachers in critical conversations about social class is through the use of life-based literary narratives. By expanding upon Phillion and He's (2004) work around the pedagogical and curricular potential of using life-based literary narratives in multicultural education courses with pre-service teachers, we explore the possibilities of their approach for developing critical understandings of social class among pre-service and practicing Social Studies and English teachers in undergraduate multi-cultural education courses and professional development book groups. Effective use of life-based literary narratives shows more potential for moving practicing and pre-service teachers toward an understanding of the complexities of social class than traditional approaches. [More] Descriptors: Social Class, English Teachers, Social Studies, Secondary School Teachers
(2011). "So, Where Do They Fit in?" Teachers' Perspectives of Multi-Cultural Education and Diversity in Singapore, Teaching and Teacher Education: An International Journal of Research and Studies. This qualitative study attends to six Singaporean teachers' experiences of diversity and understanding of multicultural education to illuminate the influence of national policies and narratives on teachers' perceptions and practice. These cases illustrate that, beyond reflection on identity and diversity, there is a need for teachers to examine how political, cultural, and economic principles have shaped their understanding of diversity and multicultural education. The authors discuss findings in light of socio-political constraints faced by Singapore teachers and forward implications for teacher education. [More] Descriptors: Multicultural Education, Foreign Countries, Politics of Education, Cultural Pluralism
(1976). Approaches to Multi-cultural Education in the United States: Some Concepts and Assumptions, Anthropology and Education Quarterly. Presents five approaches to multi-cultural education: education of the culturally different or benevolent multi-culturalism; education about cultural differences or cultural understanding; education for cultural pluralism; bicultural education; and, multi-cultural education as the normal human experience. Descriptors: Biculturalism, Bilingual Education, Compensatory Education, Cultural Awareness
(1978). What's in a Name?, Times Educational Supplement (Scotland). Takes issue with the concepts "multi-racial" education and "immigrant" education stating that they are part of "multi-cultural" education. Argues for cultural pluralism and against cultural separatism. Descriptors: Concept Formation, Cross Cultural Training, Cultural Differences, Educational Policy
(1990). Strategies for Internalizing Campus and Curriculum. AASCU Pocket Platform. This speech presents strategies to encourage international and multi-cultural education on college campuses. Six areas are listed that offer opportunities to improve and support internationalizing the curriculum and the campus as well as offer leverage for institutional change. Next, the principles used for international and multi-cultural education program development are explained via a case study of such an effort conducted at Ramapo College of New Jersey. Roadblocks to change and the broad objectives and strategies used at Ramapo College to facilitate that change are discussed, as well as the assessment criteria needed to evaluate the impact of the plans on faculty, the curriculum and extracurriculum, and the students. Observations and results are examined to describe what effect the process has had at Ramapo College. Finally, brief discussions are provided on the public influences on program development, and the future considerations of institutions that are considering the incorporation of global education into the curriculum. Contains 4 references. Descriptors: Case Studies, College Curriculum, Curriculum Development, Educational Change
(2011). Common Schools: Classical Schools Citizenship Education in a Pluralistic State, ProQuest LLC. In the current political climate, where many politicians in both Europe and United States have proclaimed that multi-cultural education has failed as an educational paradigm, there is a growing fear that the very idea of a democratic, multicultural society is untenable over time. In this dissertation, I explore three responses to the question of how citizens ought to be educated in such a nation–i.e., what commitments and values are vital to the continued maintenance, and improvement, of a pluralistic nation that values individual freedom and how those commitments and values can be taught. I have examined the common school proposals of Walter Feinberg and Eamonn Callan that draw heavily upon current liberal democratic theory and juxtaposed these expositions with the "classical" educational theory of David Hicks. I ask two questions of Feinberg and Callan: (I) would their proposals accomplish their stated aims of creating and unifying an autonomous citizenry?, and (2) would their proposals be likely to overcome the significant presuppositional gulf that often separates citizens on the question of what identity work is proper to the public school? I suggest that both Feinberg's and Callan's proposals are unlikely to achieve their goals. I agree with Feinberg that a contextualized identity is a necessary and proper goal of education; however, his reliance upon contextualized identity as an educational aim is unlikely to achieve the national unity he desires. I agree with Callan that individual autonomy is a great good and an ideal worth pursuing; however, I argue that while Callan's depiction of the autonomous citizen is philosophically compelling, it is not likely to compel the student to seek personal autonomy as a virtue. Neither approach appears to offer significant promise for bridging the presuppositional gulf that separates citizens with profound religious commitments from their more liberally minded fellow citizens. Hicks approach to normative inquiry, which accords imagination a greater role in the development of virtue, is presented as a possible ameliorating approach that might help to bridge that presuppositional gulf–providing a liberal education to the young citizens without necessarily requiring acceptance of the often divisive liberal commitments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta… [More] Descriptors: Citizenship, Cultural Education, Democracy, Citizenship Education
(2000). The Concept of "Ubuntu": Africa's Most Important Contribution to Multicultural Education?, MCT. Examines the African concept of "ubuntu", which indicates an inner state of almost complete humanization and is the essence of community and commonality. Discusses how ubuntu could contribute to multi-cultural education. Central to the concept of ubuntu, and much like the philosophy underlying multi-cultural education, is that caring for others is a fundamental approach to life in all its facets. Descriptors: African Culture, Consciousness Raising, Cultural Influences, Cultural Pluralism
(2000). Merits and Perils of Teaching about Other Cultures, American Educator. Suggest that it is important for students to be taught about multi-cultural history, but in order to ensure that multi-cultural education is a glue, rather than a solvent, of U.S. community, there must be dedicated, knowledgeable, and honest teaching that reveals to students the ways in which all human beings are alike. Descriptors: Consciousness Raising, Cultural Awareness, Cultural Pluralism, Higher Education
(2014). Study of the Effectiveness of Multi-Cultural Education on the Attitude towards National Integration of High School Students, Journal on Educational Psychology. The present endeavour enables the students to gain information and knowledge about different sub-cultures as well as to develop positive attitude towards national integration. A country lives and thrives in its cultural heritage. Culture is a treasure to be preserved, perpetuated and promoted. Today's students will be the future nation builders. They should possess thorough knowledge about one's own culture and also knowledge about other sub-culture. Therefore, it is important to develop among students positive attitude towards national integration. The present research is aimed to ascertain the effectiveness of multicultural education on attitude towards national integration in students of high school. The selected methodology is experimental one in the present research using Random Stratified Sampling Technique. The sample selected for the study consists of 200 students, both boys and girls from high school. The study found that, there is no significant effect of the treatment on their attitude towards national integration. [More] Descriptors: Multicultural Education, Integration Studies, High School Students, Positive Attitudes