'Race', Ethnicity and Education: Teaching and Learning in Multi-Ethnic Schools

1992 ◽  
Vol 40 (1) ◽  
pp. 70
Author(s):  
Jill Bourne ◽  
David Gillborn
Keyword(s):  
Teaching And Learning ◽  
Race Ethnicity ◽  
Ethnic Schools

scholarly journals Integrating Universal Design, Culturally Sustaining Practices, and Constructivism to Advance Inclusive Pedagogy in the Undergraduate Classroom

2018 ◽  
Vol 8 (4) ◽  
pp. 167 ◽  
Author(s):  
Tabitha Grier-Reed ◽  
Anne Williams-Wengerd
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Universal Design ◽  
Approaches To Teaching ◽  
Culturally Sustaining Pedagogy ◽  
Inclusive Pedagogy ◽  
Constructivist Perspective ◽  
Race Ethnicity ◽  
Traditional Paradigm ◽  
Constructivist Approaches

While primary and secondary teachers are legally required to adhere to inclusion guidelines for students experiencing disabilities, instructors in higher education have had more leeway to operate under a more traditional paradigm which can marginalize rather than include students in the classroom. Furthermore, students experience exclusion for reasons other than and in addition to disabilities, including, race, ethnicity, language, gender, and sexual orientation. Inorderto advance inclusion for all students in the higher education classroom, we propose integrating universal design, culturally sustaining pedagogy, and constructivist approaches to teaching and learning. We aim to not only forward an integrative theoretical framework for inclusive pedagogy grounded in a constructivist perspective, but to also provide practical strategies that promote a more inclusive undergraduate classroom.

PENDIDIKAN ISLAM DAN BAHASA ARAB MULTIKULTURAL DI MADRASAH

EMPIRISMA ◽  
2015 ◽  
Vol 24 (2) ◽  
Author(s):  
Ahmad Rifa'i
Keyword(s):  
Multicultural Education ◽  
Cultural Diversity ◽  
Teaching And Learning ◽  
Arabic Language ◽  
Content Structure ◽  
Human Culture ◽  
School Programs ◽  
Race Ethnicity ◽  
Different Characteristics ◽  
Policies And Practices

Multicultural education means to learn about, prepare for, and celebrate cultural diversity. It requires changes in school programs, policies and practices. Experts agreed that the content, structure and specific practices in multicultural education are different according to the settings. This article will focus its discussion on multural education in teaching Arabic language. It found that multicultural education in teaching and learning Arabic language can be implemented in maḥārah al-arbā’, including learning maḥārah qirā’ah, mahārah kalām, mahārah kitābah, and mahārah istimā’. In globalization era, problems of multiculturalism are inevitable, including in learning Arabic because language is a human culture, which has different characteristics in terms of race, ethnicity, religion, geography and language.Keywords: Pendidikan Multikultural, Bahasa Arab, Maḥārah al-Arbā’

“Know Who They Have in Front of Their Eyes”: A Justice as Praxis Paradigm for Teaching and Learning

2020 ◽  
Vol 43 (2) ◽  
pp. 101-107
Author(s):  
Sakeena Everett
Keyword(s):  
Public Schools ◽  
Language Arts ◽  
Grade Level ◽  
Teaching And Learning ◽  
English Language ◽  
The United States ◽  
Learning Opportunities ◽  
Secondary English ◽  
Secondary English Language Arts ◽  
Race Ethnicity

Inequitable access to learning opportunities has intersectional consequences for Black students in general and gifted education. Equally important, all students (regardless of race, ethnicity, gender, socioeconomic class, and grade-level), more often than not, lack invaluable opportunities to learn about the innumerable contributions of students and families of color in the United States and worldwide. To address these injustices, Ladson-Billings advocated for a shift from “justice as theory toward justice as praxis.” In this article, I unpack the components of justice as praxis work, and I discuss how I engaged in this work in my secondary English Language Arts (ELA) classroom. I address the following questions: What does it mean “to be seen” from the perspective of a Black male academically high-achieving student? What is needed for teachers to adopt a justice as praxis paradigm to improve their teaching and learning with students who have not been well served in public schools?

scholarly journals TRANSFORMASI PENDIDIKAN UNTUK MENGATASI KONFLIK MASYARAKAT DALAM PERSPEKTIF MULTIKULTURAL

2019 ◽  
Vol 2 (2) ◽  
pp. 64-80
Author(s):  
Aidil Sudarmono
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Scientific Development ◽  
Multicultural Society ◽  
Knowledge Based ◽  
Future Society ◽  
Race Ethnicity ◽  
Mutual Tolerance ◽  
Multicultural Perspective

Globalization is a process that integrates series of global life. The link between globalization and education will have new society namely a society based on "knowledge-based-society". For that reason, education is vital in realizingn a future society based on science, because the process of transformation through education and scientific development will occur. Transformation of education in multicultural perspective should facilitate teaching and learning process that change essential mono-cultural essential perspective, which is full of prejudice, and discriminative to the multicultural perspective which respect differences, tolerance, and open mindedness.Transformation of education should also be able to provide the partly designing the materials, methods, curriculum that enable people enlightening idea, tobe aware of the importance of mutual tolerance, respect for differences in inethnicity, religion, race, ethnicity and culture of Indonesia's multicultural society

Vocabulary Work in the Process of Analyzing Literary Texts (On the Material of the Modern Textbook for a Multiethnic School)

2018 ◽  
Vol 79 (9) ◽  
pp. 16-21
Author(s):  
M. A. Aristova ◽  
Zh. N. Kritarova
Keyword(s):  
Content Analysis ◽  
Teaching And Learning ◽  
First Language ◽  
Literary Text ◽  
Comprehensive Analysis ◽  
Literary Texts ◽  
Systematic Method ◽  
Modern Textbook ◽  
Ethnic Schools

The purpose of the study is to determine the main directions and prospects of developing vocabulary work based on literary texts in a multi-ethnic school.Research Methods: the systematic method, theoretical and content-analysis. In accordance with its objective, the research was carried out on the basis of the analysis of contents and teaching and learning materials concerned with the study of literary texts in modern textbooks aimed at the learners of multi-ethnic schools belonging to different languages and nations.The necessity for a special work with culturological vocabulary in the course of the comprehensive analysis of literary texts in multi-ethnic schools is justified, the role of culturological commentary in the perception of a literary text by learners for whom Russian is not their first language is defined, examples are given.

Diminishing Barriers to the Praxis Examination in Communication Sciences and Disorders

2011 ◽  
Vol 1 (2) ◽  
pp. 64-71
Author(s):  
Luis F. Riquelme
Keyword(s):  
Geographic Location ◽  
The United States ◽  
Success For All ◽  
Speech Language Pathology ◽  
Barriers To Success ◽  
Call To Action ◽  
Language Pathology ◽  
National Certification ◽  
Race Ethnicity ◽  
Passing Score

Abstract Passing the Praxis Examination in speech-language pathology or audiology can be a difficult task. A passing score is the entry to a list of requirements for national certification (CCC-SLP, CCC-A) and for state licensure in the United States. This article will provide current information on the examination and address barriers to success that have been identified over the years. A call to action may serve to refocus efforts on improving access to success for all test-takers regardless of race/ethnicity, ability, or geographic location.

Understanding How Students Learn: Preparing Students to Become Professionals

2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Graduate Courses ◽  
Speech Language Pathologists ◽  
Community Partners ◽  
Scholarship Of Teaching ◽  
Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

The Use of Supplementary Podcasting as an Instructional Tool in an Online Classroom Setting

2008 ◽  
Vol 11 (2) ◽  
pp. 61-66
Author(s):  
Jennifer C. Friberg
Keyword(s):  
Continuing Education ◽  
Teaching And Learning ◽  
Classroom Setting ◽  
Educational Tool ◽  
Instructional Tool ◽  
Online Classroom ◽  
Potential Applications ◽  
Education Tool ◽  
Professional Learners ◽  
Professional Disciplines

Abstract The use of podcasting is incredibly widespread, with experts estimating that 60 million Americans will be using podcasting in some form by 2010. The use of podcasting has grown beyond entertainment to become an educational tool, showing promise as a way to disseminate information and create networks of professional learners. However, despite the growing clinical and educational uses of podcasting in other professional disciplines, podcasting is being used primarily as a continuing education tool for speech-language pathologists and audiologists at this time. This article provides guidelines and examines the potential applications for use of podcasting in teaching and learning in communication sciences and disorders.

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