Children’s epistemic reasoning about social inclusion of aggressive peers in a culturally diverse school

As schools become increasingly culturally diverse, globalisation and cross-cultural exchange challenge teachers in complex but exciting ways. This article reports on the impact of music education for students in a secondary school in Victoria, Australia. Socially inclusive practices were a focus of the study as the school has a high percentage of young people with a refugee background. A number of school-based musical experiences provided opportunities for cross-cultural exchange and negotiation, and diverse communications are described. Music education was used as a vehicle to engage young refugee background students, which was indicative of three primary themes: personal wellbeing, social inclusion (a sense of belonging), and an enhanced engagement with learning. Key findings from this case study research indicated that a music classroom which fostered socially inclusive practices resulted in a positive transcultural learning space. This research raises important questions about the critical role of music education and the arts in contemporary and culturally diverse school contexts.

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Polished Person or Parasite? The Implications of Education for Social Identities and Self Concepts and the Culturally Diverse Emotional Consequences. An Indian Example

Paragrana ◽

10.1524/para.2011.0042 ◽

2011 ◽

Vol 20 (2) ◽

pp. 168-180

Author(s):

Iris Clemens

Keyword(s):

Middle Class ◽

Empirical Study ◽

Social Inclusion ◽

Culturally Diverse ◽

Social Identities ◽

The Everyday ◽

The World ◽

Everyday World ◽

Cultural Constructions

AbstractEducation is not only an innocent tool but leads to many conflicts all over the world as well. For an analysis of these conflicts one has to keep in mind that education as a concept is a culturally diverse construction with very different connotations in theory as much as in the everyday world. Taking the example of an empirical study on concepts of education and educated persons in an Indian urban middle class sample, the implications of cultural constructions of education for self concepts, social identities and therefore for social inclusion and exclusion will be discussed. Following the figure of Sanskritization by Srinivas, the founded pattern of argumentation in the data is called educationalization.

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Social Inclusion and Sport: Culturally diverse women's perspectives

Australian Journal of Social Issues ◽

10.1002/j.1839-4655.2009.tb00132.x ◽

2009 ◽

Vol 44 (1) ◽

pp. 91-106 ◽

Cited By ~ 14

Author(s):

Natasha Cortis

Keyword(s):

Social Inclusion ◽

Culturally Diverse

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Multidisciplinary Evidence to Treat Bilingual Individuals with Aphasia

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds15.3.66 ◽

2008 ◽

Vol 15 (3) ◽

pp. 66-72 ◽

Cited By ~ 1

Author(s):

José G. Centeno

Keyword(s):

Stroke Rehabilitation ◽

Culturally Diverse ◽

Treatment Strategies ◽

The United States ◽

Intervention Strategies ◽

Steady Increase ◽

Clinical Procedures ◽

Bilingual Speakers ◽

Aphasic Clients

Abstract The steady increase in linguistic and cultural diversity in the country, including the number of bilingual speakers, has been predicted to continue. Minorities are expected to be the majority by 2042. Strokes, the third leading cause of death and the leading cause of long-term disability in the U.S., are quite prevalent in racial and ethnic minorities, so population estimates underscore the imperative need to develop valid clinical procedures to serve the predicted increase in linguistically and culturally diverse bilingual adults with aphasia in post-stroke rehabilitation. Bilingualism is a complex phenomenon that interconnects culture, cognition, and language; thus, as aphasia is a social phenomenon, treatment of bilingual aphasic persons would benefit from conceptual frameworks that exploit the culture-cognition-language interaction in ways that maximize both linguistic and communicative improvement leading to social re-adaptation. This paper discusses a multidisciplinary evidence-based approach to develop ecologically-valid treatment strategies for bilingual aphasic individuals. Content aims to spark practitioners' interest to explore conceptually broad intervention strategies beyond strictly linguistic domains that would facilitate linguistic gains, communicative interactions, and social functioning. This paper largely emphasizes Spanish-English individuals in the United States. Practitioners, however, are advised to adapt the proposed principles to the unique backgrounds of other bilingual aphasic clients.

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