Cultural Diversity Pedagogy and Meta-Case Design PDF Download
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Author: Neal Dreamson
Publisher: Routledge
ISBN: 1000339750
Category : Education
Languages : en
Pages : 192
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Book Description
Responding to the growing need for educators to have a deeper understanding of cultural diversity, this book provides a theoretically-rich and empirically-sound analysis of diversity education, to develop a new cultural diversity pedagogy. The author deconstructs and navigates the complex field of diversity education, arguing for a more socially engaged approach, in which educators and researchers develop their perspectives on cultural diversity by examining their own assumptions, values, and beliefs. This is explored through a series of 10 case studies based in primary school settings demonstrating that teaching and learning environments are crucial to the success of cultural diversity.
Author: Neal Dreamson
Publisher: Routledge
ISBN: 1000339750
Category : Education
Languages : en
Pages : 192
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Book Description
Responding to the growing need for educators to have a deeper understanding of cultural diversity, this book provides a theoretically-rich and empirically-sound analysis of diversity education, to develop a new cultural diversity pedagogy. The author deconstructs and navigates the complex field of diversity education, arguing for a more socially engaged approach, in which educators and researchers develop their perspectives on cultural diversity by examining their own assumptions, values, and beliefs. This is explored through a series of 10 case studies based in primary school settings demonstrating that teaching and learning environments are crucial to the success of cultural diversity.
Author: Rosa Hernández Sheets
Publisher: Pearson
ISBN:
Category : Education
Languages : en
Pages : 268
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Book Description
Focuses on preparing teachers for how to teach diverse populations in a school setting. Multicultural education. Designed for undergraduate and graduate-level courses on multicultural education in colleges of education.
Author: Management Association, Information Resources
Publisher: IGI Global
ISBN: 1522592806
Category : Education
Languages : en
Pages : 1652
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Book Description
As the world becomes more globalized, student populations in educational settings will continue to grow in diversity. To ensure students develop the cultural competence to adapt to new environments, educational institutions must develop curriculum, policies, and programs to aid in the progression of cultural acceptance and understanding. Multicultural Instructional Design: Concepts, Methodologies, Tools, and Applications is a vital reference source for the latest research findings on inclusive curriculum development for multicultural learners. It also examines the interaction between culture and learning in academic environments and the efforts to mediate it through various educational venues. Highlighting a range of topics such as intercultural communication, student diversity, and language skills, this multi-volume book is ideally designed for educators, professionals, school administrators, researchers, and practitioners in the field of education.
Author: Luciana Cardoso de Castro Salgado
Publisher: Springer Science & Business Media
ISBN: 1447141148
Category : Computers
Languages : en
Pages : 141
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Book Description
A Journey Through Cultures addresses one of the hottest topics in contemporary HCI: cultural diversity amongst users. For a number of years the HCI community has been investigating alternatives to enhance the design of cross-cultural systems. Most contributions to date have followed either a ‘design for each’ or a ‘design for all’ strategy. A Journey Through Cultures takes a very different approach. Proponents of CVM – the Cultural Viewpoint Metaphors perspective – the authors invite HCI practitioners to think of how to expose and communicate the idea of cultural diversity. A detailed case study is included which assesses the metaphors’ potential in cross-cultural design and evaluation. The results show that cultural viewpoint metaphors have strong epistemic power, leveraged by a combination of theoretic foundations coming from Anthropology, Semiotics and the authors’ own work in HCI and Semiotic Engineering. Luciana Salgado, Carla Leitão and Clarisse de Souza are members of SERG, the Semiotic Engineering Research Group at the Departamento de Informática of Rio de Janeiro's Pontifical Catholic University (PUC-Rio).
Author: Ludmila Messitidis
Publisher:
ISBN:
Category :
Languages : en
Pages : 139
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Book Description
There has been a limited amount of research concerning designing learning environments for cultural inclusivity. Even though students enter educational systems with cultural designations, the teaching workforce in this system does not reflect their cultural composition. There is a need for bridging the cross-cultural teaching gap. The purpose of this study was to explore whether three instructional designers (i.e. current graduate students enrolled in a Master's program of Educational Technology in the Department of Education) from Concordia University are in the process of designing learning environments for cultural inclusivity. In order to successfully accomplish data enrichment one more participant/teacher with experience in Nunavik was added to this case study. This study addresses how participants are proceeding in order to design learning environments for cultural inclusivity. The three participants were chosen through a purposeful sampling method and one participant was chosen through a snowball sampling method, and case studies were constructed mainly through in-depth interviews. Results show that all of the participants are prepared to take extra steps to maximize their knowledge and skills to design for diverse learners. Results reveal how these instructional designers, Linda, Eduard and Francine, as well as a teacher Sydney are developing appropriate strategies and techniques for their culturally diverse learners while developing an effective program or training materials. The key strategies for instructional design that demonstrate respect for multicultural diversity include: (1) researching the target audience in-depth, (2) integrating a diverse perspective across cultures, (3) incorporating the characteristics and learning styles of diverse cultures, (4) including both individual and cooperative learning, (5) tailoring the design to students' different strengths and needs, (6) implementing ongoing effective communications throughout the lesson in order to monitor students' understanding, (7) being flexible and adaptable to make adjustments if necessary, (8) using educational technology tools, (9) providing flexibility by offering students multiple options, and (10) making learning more effective by asking a lot of questions, which will allow students to actively participate during their learning, rather than passively consuming the information. These prescriptions are discussed in the context of creating a more effective school experience for students and teachers. Keywords: culture, sociocultural consciousness, culturally sensitive instructional designer, collectivism versus individualism, instructional design, multicultural competence, cultural inclusivity.
Author: Yehudit Judy Dori
Publisher: Springer
ISBN: 3319666592
Category : Science
Languages : en
Pages : 380
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Book Description
This book addresses the point of intersection between cognition, metacognition, and culture in learning and teaching Science, Technology, Engineering, and Mathematics (STEM). We explore theoretical background and cutting-edge research about how various forms of cognitive and metacognitive instruction may enhance learning and thinking in STEM classrooms from K-12 to university and in different cultures and countries. Over the past several years, STEM education research has witnessed rapid growth, attracting considerable interest among scholars and educators. The book provides an updated collection of studies about cognition, metacognition and culture in the four STEM domains. The field of research, cognition and metacognition in STEM education still suffers from ambiguity in meanings of key concepts that various researchers use. This book is organized according to a unique manner: Each chapter features one of the four STEM domains and one of the three themes—cognition, metacognition, and culture—and defines key concepts. This matrix-type organization opens a new path to knowledge in STEM education and facilitates its understanding. The discussion at the end of the book integrates these definitions for analyzing and mapping the STEM education research. Chapter 4 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com
Author: Sprott, Katherine
Publisher: IGI Global
ISBN: 1799836541
Category : Education
Languages : en
Pages : 284
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Book Description
In order to promote effective learning, individuals must feel fully appreciated within their own unique identities (i.e., ethnicities, language differences, socioeconomic status, gender, religions). Culturally competent educators employ practices that acknowledge and build on cultural diversity and that identify students themselves as resources and honors assets possessed within the context of the school community. Designing Culturally Competent Programming for PK-20 Classrooms is a comprehensive research publication that explores strategies and best practices for designing culturally competent curricula and serves as a courier for stakeholders fostering inclusive and forward-thinking opportunities in PK-20 classrooms. Highlighting a wide range of topics such as ethics, leadership, and organizational development, this book is ideal for educators, administrators, academicians, curriculum developers, instructional designers, researchers, and students.
Author: Elisabeth Hildt
Publisher: Springer Nature
ISBN: 3031515609
Category :
Languages : en
Pages : 368
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Book Description
Author: Carla Jackson Bell
Publisher: Routledge
ISBN: 1317659104
Category : Architecture
Languages : en
Pages : 265
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Book Description
Since the early 1800s, African Americans have designed signature buildings; however, in the mainstream marketplace, African American architects, especially women, have remained invisible in architecture history, theory and practice. Traditional architecture design studio education has been based on the historical models of the Beaux-Arts and the Bauhaus, with a split between design and production teaching. As the result of current teaching models, African American architects tend to work on the production or technical side of building rather than in the design studio. It is essential to understand the centrality of culture, gender, space and knowledge in design studios. Space Unveiled is a significant contribution to the study of architecture education, and the extent to which it has been sensitive to an inclusive cultural perspective. The research shows that this has not been the case in American education because part of the culture remains hidden.
Author: Django Paris
Publisher: Teachers College Press
ISBN: 0807775703
Category : Education
Languages : en
Pages : 294
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Book Description
Culturally Sustaining Pedagogies raises fundamental questions about the purpose of schooling in changing societies. Bringing together an intergenerational group of prominent educators and researchers, this volume engages and extends the concept of culturally sustaining pedagogy (CSP)—teaching that perpetuates and fosters linguistic, literate, and cultural pluralism as part of schooling for positive social transformation. The authors propose that schooling should be a site for sustaining the cultural practices of communities of color, rather than eradicating them. Chapters present theoretically grounded examples of how educators and scholars can support Black, Indigenous, Latinx, Asian/Pacific Islander, South African, and immigrant students as part of a collective movement towards educational justice in a changing world. Book Features: A definitive resource on culturally sustaining pedagogies, including what they look like in the classroom and how they differ from deficit-model approaches.Examples of teaching that sustain the languages, literacies, and cultural practices of students and communities of color.Contributions from the founders of such lasting educational frameworks as culturally relevant pedagogy, funds of knowledge, cultural modeling, and third space. Contributors: H. Samy Alim, Mary Bucholtz, Dolores Inés Casillas, Michael Domínguez, Nelson Flores, Norma Gonzalez, Kris D. Gutiérrez, Adam Haupt, Amanda Holmes, Jason G. Irizarry, Patrick Johnson, Valerie Kinloch, Gloria Ladson-Billings, Carol D. Lee, Stacey J. Lee, Tiffany S. Lee, Jin Sook Lee, Teresa L. McCarty, Django Paris, Courtney Peña, Jonathan Rosa, Timothy J. San Pedro, Daniel Walsh, Casey Wong “All teachers committed to justice and equity in our schools and society will cherish this book.” —Sonia Nieto, professor emerita, University of Massachusetts, Amherst “This book is for educators who are unafraid of using education to make a difference in the lives of the most vulnerable.” —Pedro Noguera, University of California, Los Angeles “This book calls for deep, effective practices and understanding that centers on our youths’ assets.” —Prudence L. Carter, dean, Graduate School of Education, UC Berkeley
