1,728,830 research outputs found
Rethinking multiculturalism, reassessing multicultural education report 3
Full text linkRethinking Multiculturalism/Reassessing Multicultural Education Project Report Number 3: Knowledge Translation and Action Research is the outcome of the final stage of Rethinking Multiculturalism/Reassessing Multicultural Education (RMRME), an Australian Research Council (ARC) Linkage Project between the University of Western Sydney (UWS), the NSW Department of Education and Communities (DEC) and the Board of Studies, Teaching and Educational Standards (BOSTES) incorporating the former NSW Institute of Teachers (NSWIT) and the Board of Studies.
It follows two earlier reports, Rethinking Multiculturalism/Reassessing Multicultural Education Project Report Number 1: Surveying NSW Public School Teachers and Rethinking Multiculturalism/Reassessing Multicultural Education Project Report Number 2: Perspectives on Multicultural Education.
This final report provides a macro analysis of site-specific action research projects that were conducted during 2012 into issues of multicultural education in each of the 14 project schools. These schools were a diverse mix of: primary/secondary, high LBOTE/low LBOTE, high SES/low SES and urban/rural.
Multicultural education includes a range of programs: ESL, parent engagement, intercultural understanding and anti-racism, designed not only to meet the needs of LBOTE students and their families but to equip all students with the necessary capacities to navigate the culturally complex world in which they live.
The rationale for the inclusion of these very different types of schools in RMRME was to ascertain not only how multicultural education was understood and practised across a full range of NSW schools but also how they would then undertake rethinking these processes through their involvement in the project
Preparation of Fox Valley Technical College faculty for multicultural education
Full text linkIncludes bibliographical references.The purpose of this study was to determine the level of preparedness of Fox Valley Technical College faculty for multicultural education. The demographics of the district population were changing rapidly, and faculty must be prepared to meet the needs of multicultural students. A survey was administered to full- and part-time faculty of Fox Valley Technical College. The survey was intended to collect data about levels of education and experience, perceived training needs, level of comfort with multicultural education and level of interest in further training. The data gathered was analyzed to determine the need for future training, training subjects, and the training formats preferred by faculty. The results of this research provide a basis on which to build future professional growth training at Fox Valley Technical College. The training for faculty will ensure higher success for both faculty and students
Rethinking multiculturalism, reassessing multicultural education report 1
Full text linkThis report provides insights into the current practices of multicultural education and the opinions and understandings of New South Wales (NSW) public school teachers around increasing cultural and linguistic diversity in schools and the broader Australian community. The report is the outcome of the first stage of the Rethinking Multiculturalism/ Reassessing Multicultural Education (RMRME) Project, a three-year Australian Research Council (ARC) Linkage Project between the University of Western Sydney, the NSW Department of Education and Communities (DEC) and the NSW Institute of Teachers. Surveying teachers about these and related matters seemed a useful first step in considering the state of multicultural education some forty years after its inception (Inglis, 2009). The project as a whole involved a state-wide survey – the focus of this report – as well as focus groups with teachers, parents and students in 14 schools in urban and regional NSW, and a professional learning program informing the implementation of action research projects in each school.
Read also:
Rethinking multiculturalism, reassessing multicultural education report 2: http://apo.org.au/node/42670
Rethinking multiculturalism, reassessing multicultural education report 3: http://apo.org.au/node/42671
 
Research In Multicultural Education
No full textA work specifically written to encourage research into multicultural education and to help researchers work through some of the inherent problems that face schools with mulicultural students
Identifying training needs for multicultural education of pre-school teachers:: a Singapore case study
Full text linkThe purpose of this study is to Identify the training needs for multicultural education of pre-school teachers In Singapore. There are two tasks involved in this study. The first task Is to Investigate the concepts and issues related to multicultural education and pre-school teacher education In the context of Singapore. The second task is to use the results of the investigation in the first task as input for the design of a framework for a multicultural component to be conducted In the teacher-training program for preschool teachers in Singapore. While a review of related local and international literature was done to meet the first task, a survey was conducted to meet the second task. The survey was aimed at answering the overall research question, that is, What do pre-schoolteachers in Singapore already know or understand about multicultural education? The overall research question was further broken down into sub-research questions from which items for the questionnaire were drawn. A sample of about 60 pre-school teachers was selected and asked to complete the questionnaire to ascertain their level of understanding of and experience in multicultural education and its importance in early childhood, as well as their views on what they thought were the training needs In multicultural education for pre-school teachers. The data collected were analyzed using the Information gathered from the review of related local and International literature. The data showed that while most teachers believe that multicultural education is important and should be taught in the early years, they have a simplistic, narrow or superficial understanding of multiculturalism and multicultural education. The data also showed that while some teachers have a positive experience in multicultural environments and with multicultural people, their knowledge and experience was superficial and limited. Finally, the data also showed that the teachers agreed that a multicultural component be incorporated in the pre-schoolteachers-training program. These findings are Important in identifying the needs of pre-school teachers in Singapore as well as to develop a framework to meet their needs. This framework would then provide the basis for designing the multicultural component in the pre-school teacher-training program. This study could lead to further research on meeting the needs of pre-school teachers in other areas of teacher-training, as well as meeting the needs of preschool teachers in other teacher-training institutes in or outside Singapore. It could also lead to a new research on the effectiveness of the component on multicultural education for pre-school teachers
Intercultural and Multicultural Education: Enhancing Global Interconnectedness
No full textBy addressing intercultural and multicultural education in a global context, this volume brings together the dynamic discussions and lively debate of intercultural and multicultural education taking place across the world. Not content with discussion of theory or practice at the expense of the other, this collection of essays embodies dialogical praxis by weaving together a variety of epistemologies, ideologies, historical circumstances, pedagogies, policy approaches, curricula, and personal narratives. Contributors take readers to the countries, schools, and nongovernmental agencies where intercultural education and multicultural education, either collectively or singularly, are active (often central) concepts or practices in the daily educational undertaking and discourse of society. Readers are also informed about how intercultural education and/or multicultural education within a country came to be and will learn about the debates over intercultural education and/or multicultural education at both the government and local level
Rethinking Multiculturalism, Reassessing Multicultural Education. Project Report Number 2: Perspectives on Multicultural Education
No full textThis second report provides an analysis of 42 focus groups involving a total of 222 parents, teachers and students in the 14 targeted schools. These included primary and secondary schools from a range of contexts: urban and rural, high and low socio-economic status (SES), and high and low levels of cultural diversity (see Table 1, p.9). The views recounted here are not intended to be representative of the schools themselves (which remain anonymous) nor of teachers, parents and students in NSW as a whole. Nevertheless, they provide a useful record of diverse perspectives to be found across NSW schools regarding multiculturalism and multicultural education
Rethinking Multiculturalism, Reassessing Multicultural Education. Project Report Number 3: Knowledge Translation and Action Research
No full textThis final report provides a macro analysis of site-specific action research projects that were conducted during 2012 into issues of multicultural education in each of the 14 project schools. These schools were a diverse mix of: primary/secondary, high LBOTE/low LBOTE, high SES/low SES and urban/rural. Multicultural education includes a range of programs: ESL, parent engagement, intercultural understanding and anti-racism, designed not only to meet the needs of LBOTE students and their families but to equip all students with the necessary capacities to navigate the culturally complex world in which they live. The rationale for the inclusion of these very different types of schools in RMRME was to ascertain not only how multicultural education was understood and practised across a full range of NSW schools but also how they would then undertake rethinking these processes through their involvement in the project
Recovering the Space for Indigenous Self-Determination: Multicultural Education in Colonized Hawai‘i
No full textIn this piece, the author presents key problems with multiculturalism and multicultural education as expressed by those involved in indigenous education in Hawai‘i. The author describes the racialized identities and hierarchies in the island setting and articulates an approach to multicultural education, grounded in multicultural experiences in Hawai'i. This organic approach, which is rooted in the blending of indigenous and settler cultures, addresses the impasse by emphasizing the rights of indigenous people, including the right to self-determination
Rethinking Multiculturalism, Reassessing Multicultural Education. Project Report Number 1: Surveying New South Wales Public School Teachers
No full textThis report provides insights into the current practices of multicultural education and the opinions and understandings of New South Wales (NSW) public school teachers around increasing cultural and linguistic diversity in schools and the broader Australian community. The report is the outcome of the first stage of the Rethinking Multiculturalism/ Reassessing Multicultural Education (RMRME) Project, a three-year Australian Research Council (ARC) Linkage Project between the University of Western Sydney, the NSW Department of Education and Communities (DEC) and the NSW Institute of Teachers. Surveying teachers about these and related matters seemed a useful first step in considering the state of multicultural education some forty years after its inception (Inglis, 2009). The project as a whole involved a state-wide survey – the focus of this report – as well as focus groups with teachers, parents and students in 14 schools in urban and regional NSW, and a professional learning program informing the implementation of action research projects in each school
- …
