A Focus on Banks’ Multicultural Education and Global Citizens

This study examines transition practices of four international male graduate students from Cambodia pursuing social science degrees at Northern Illinois University (NIU). An interview guide was designed and grounded in three questions: (1) How do informants describe their academic and social experiences during their first year at NIU?; (2) What adaptation resources do they have at their disposal (i.e. on NIU campus, in DeKalb and neighbouring communities, social networks in Cambodia and America)? How do these resources help them to adjust; (3) How do they view themselves as international students at NIU? And, how does this view play a role in their adaptation process? The analysis is drawn upon four individual in-depth interviews. Two informants have been at NIU since August 2006 referred to as Senior 1 and Senior 2. The other two participants have been at NIU since August 2007and are referred to as Junior 1 and Junior 2. Excerpts of critical markers accumulated from interviews are employed to emphasize key themes in the data. Implications for teaching and learning in multicultural education context and literature dealing with similar groups of students from South East Asia are also discussed. Le but de cet article est d’examiner les pratiques d’adaptation de quatre étudiants internationaux de troisième cycle, originaires du Cambodge et qui étudient à la faculté de Sciences de l’Université d’ Illinois du Nord (UIN). Nous avons mis en place un guide pour les interviews où nous les avons interrogés sur les trois questions suivantes: (1) Comment nos informateurs décrivent-ils leurs expériences académiques et sociales pendant leur première année à UIN ? ; (2) À quelles ressources d’adaptation ont-ils accès (par exemple sur le campus de l’UIN, à DeKalb et dans le voisinage, dans leurs réseaux de relations sociales au Cambodge et aux États-Unis) ? Comment ces ressources leurs servent-elles à s’adapter ? ; (3) Comment se perçoivent-ils eux-mêmes en tant qu’étudiants internationaux à UIN ? Et quel rôle joue cette perception dans leur processus d’adaptation ? Cette analyse puise dans les interviews de ces quatre individus. Deux informateurs sont à la UIN depuis août 2006. Nous nous réfèrerons à eux avec les mots anglais Senior 1 et Senior 2. Les autres deux participants sont à la UIN depuis août 2007. Nous nous réfèrerons à eux avec les mots anglais Junior 1 et Junior 2. Nous utiliserons des références critiques de quelques extraits des interviews afin de mettre l’accent sur des thèmes clés dans les données. Pour conclure, nous examinerons les implications pour l’enseignement et l’apprentissage dans des contextes éducatifs multi culturaux et analyserons les résultats d’autres recherches avec des groupes d’étudiants similaires, originaires de l’Asie du Sud Est.

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The Integration of Web2Quest Technology into Multicultural Curriculum in Teacher Education

Curriculum, Learning, and Teaching Advancements in Online Education ◽

10.4018/978-1-4666-2949-3.ch004 ◽

2013 ◽

pp. 46-60

Author(s):

Li-Mei Grace Lin ◽

Chris L. Ward

Keyword(s):

Professional Development ◽

Teacher Education ◽

Multicultural Education ◽

Teacher Educators ◽

The United States ◽

Multicultural Competency ◽

Multicultural Curriculum ◽

Global Citizens ◽

Teachers And Students ◽

Past Experiences

The study examines the attitudes and past experiences of pre-service teachers and teacher educators in Taiwan and the U.S. regarding the use of Web2Quests to promote multicultural education. The demographics in many countries are increasingly changing, especially regarding the growth of students from diverse backgrounds. In all classrooms, teachers need to have high levels of multicultural competency to create welcoming and equitable learning environments. However, multicultural education in the curriculum of many teacher education programs is still limited. Technology is an extremely useful tool that can enhance learning experiences for both teachers and students. Technology can be implemented to foster multicultural education in interesting and engaging ways. The study shows that the majority (about 93%) of the pre-service teachers and teacher educators who responded to the survey both in Taiwan and the United States enjoyed the Web2Quest strategy and viewed it to be effective in promoting higher-level thinking and social constructivist activities. Participants suggested that professional development is needed to help teachers design effective WebQuests, especially using the new version of WebQuests which utilizes Web 2.0 technologies. This professional development may have a significant impact when preparing teachers and, ultimately, students to be productive global citizens.

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Creating Global Citizens Through Multicultural Education

Evolving Multicultural Education for Global Classrooms - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-7649-6.ch009 ◽

2021 ◽

pp. 177-194

Author(s):

Tracy Williams ◽

Mary Alice Soriero

Keyword(s):

Social Justice ◽

Multicultural Education ◽

Intercultural Competence ◽

Global Citizenship ◽

Diverse Students ◽

Global Studies ◽

Global Citizens ◽

The World ◽

Teachers And Students ◽

Global Citizenry

The goals of multicultural education are evolving as the world is increasingly interconnected. Fostering inclusion is no longer sufficient; rather, educators should strive to build a global citizenry who values differences and recognizes their responsibilities to others in the world. A classroom based on global citizenship provides an opportunity for all students, not just diverse students, to become invested in the principles of inclusion, equity, and social justice. Drawing upon fields of intercultural competence, social justice, and global studies, the authors present theories and concrete curricular approaches for teachers and students to understand themselves as cultural beings, reconcile their privileges, value inclusion, foster empathy, and develop a sense of responsibility to promote equity. By cultivating these competencies, educators can move forward in fostering global citizenship, an essential instrument in constructing a coexistence.

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The Integration of Web2Quest Technology into Multicultural Curriculum in Teacher Education

International Journal of Online Pedagogy and Course Design ◽

10.4018/ijopcd.2011040104 ◽

2011 ◽

Vol 1 (2) ◽

pp. 46-59 ◽

Cited By ~ 8

Author(s):

Li-Mei Grace Lin ◽

Chris L. Ward

Keyword(s):

Professional Development ◽

Teacher Education ◽

Multicultural Education ◽

Teacher Educators ◽

The United States ◽

Multicultural Competency ◽

Multicultural Curriculum ◽

Global Citizens ◽

Teachers And Students ◽

Past Experiences

The study examines the attitudes and past experiences of pre-service teachers and teacher educators in Taiwan and the U.S. regarding the use of Web2Quests to promote multicultural education. The demographics in many countries are increasingly changing, especially regarding the growth of students from diverse backgrounds. In all classrooms, teachers need to have high levels of multicultural competency to create welcoming and equitable learning environments. However, multicultural education in the curriculum of many teacher education programs is still limited. Technology is an extremely useful tool that can enhance learning experiences for both teachers and students. Technology can be implemented to foster multicultural education in interesting and engaging ways. The study shows that the majority (about 93%) of the pre-service teachers and teacher educators who responded to the survey both in Taiwan and the United States enjoyed the Web2Quest strategy and viewed it to be effective in promoting higher-level thinking and social constructivist activities. Participants suggested that professional development is needed to help teachers design effective WebQuests, especially using the new version of WebQuests which utilizes Web 2.0 technologies. This professional development may have a significant impact when preparing teachers and, ultimately, students to be productive global citizens.

Download Full-text