Dissertations / Theses: 'Multicultural education'

1

Silverman, Karen M. "Multicultural art education /." View abstract, 1999. http://library.ctstateu.edu/ccsu%5Ftheses/1548.html.

Full text

Abstract:

Thesis (M.S.)--Central Connecticut State University, 1999.
Thesis advisor: Dr. Cassandra Broadus-Garcia. " ... in partial fulfillment of the requirements for the degree of Master of Science [in Art]." Includes bibliographical references (leaves 65-68).

APA, Harvard, Vancouver, ISO, and other styles

2

Rosé, M. Alejandra. "Education students' perceptions of multicultural education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1995. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23767.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Takahashi, Mika. "Multicultural preservice teacher education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0005/MQ29572.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Takahashi, Mika. "Multicultural preservice teacher education." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26762.

Full text

Abstract:

This study examined instructional strategies and their impacts on preservice teachers' attitude toward multicultural issues and learners. A qualitative phenomenological approach is used for this study because of my philosophical belief in multiple realities.
The research site was a classroom of the Multi-Cultured/Multi-Racial course offered by the Faculty of Education in an English University located in the Montreal area. The studied course was a compulsory preservice teacher training course implemented for the first time in response to the requirement of the Ministry of Education in Quebec.
The data were gathered through classroom observation, questionnaires distributed to preservice teachers in the classroom, interviews with five preservice teachers enrolled in the studied course, and an interview with the course director.
Sessions of cooperative learning and discussions following videos seemed to be effective to deepen preservice teachers' understandings of multicultural issues and teaching. The effects that the studied course had on preservice teachers differed among respondents depending on their previous experience. Preservice teachers with minimal multicultural experience felt that they learned a lot from the course, whereas preservice teachers with more multicultural experience felt that the course fell short of their expectations.

APA, Harvard, Vancouver, ISO, and other styles

5

Goodman, Brandie M. "Teachers' perceptions of multicultural education /." View online, 2008. http://repository.eiu.edu/theses/docs/32211131464901.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Taylor, Tina. "Teachers attitudes' toward multicultural education." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999taylort.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Pearson, Ann Marie. "The importance of multicultural education." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1603.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Hwang, Kyu-ho. "Liberal education in a multicultural society." Thesis, King's College London (University of London), 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338483.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Yas, Arlene Marion. "Perceptions of educational slides : implications for multicultural and development education." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26636.

Full text

Abstract:

The problem investigated was the analysis of connotative meaning of educational materials. Slides of Third World plantation workers were rated on two 15-scale semantic differential forms by a group of Scottish teacher trainees. The scales, generated from general qualitative guidelines found in multicultural and development education literature, were tested for their relevance to the specific experimental materials in a pilot study. The persons depicted in the slides were labelled with different descriptive terms - loaded and neutral. Each subject was exposed to one type of label. The results demonstrated that the persons depicted in the slides were not perceived to be presented in an equal manner. Although both persons received mostly negative ratings, the image of the tea picker was generally rated more positively than that of the plantation worker. The overall photographs were also responded to differentially. The picker slide received more positive responses than did the worker slide. The adjective scales were grouped together into clusters and analysed for treatment and interaction effects. Treatment labels significantly affected at least some of the ratings. In the case of the plantation worker, the loaded label guided the viewers to more positive perceptions, at least on certain scale clusters. The discovery that more intense judgements were less affected by label treatment indicated that viewers' responses were influenced by their own personal attitudes towards the individual depicted as well as by the manner in which the individual was presented. The relationship between person perception and slide evaluation was not found to be statistically significant. More indepth research is required to determine the actual behaviour resulting from the attitudes revealed in the present type of study. Would teachers or teacher trainees actually use these slides in the classroom environment? And would they refer to the individuals depicted in the derogatory fashion implied by some of the judgements expressed? And finally, what effects would such negative teacher attitudes have on their pupils?
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

APA, Harvard, Vancouver, ISO, and other styles

10

Meier, Lori T. "Social Studies Education in a Multicultural Society (Elementary Education)." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etsu-oer/7.

Full text

Abstract:

The materials in this OER collection are designed to complement the course, Social Studies Education in a Multicultural Society. This course, designed for senior-level students in an elementary education teacher preparation program, explores the foundations, themes, content, and pedagogies of elementary social studies education in a multicultural society. Presented as a series of video episodes, each episode focuses on a foundational element of social studies teaching and learning. From curriculum frameworks to national social studies publications to historical thinking to geographic awareness, each episode is meant to support the development of the elementary social studies teacher.
https://dc.etsu.edu/etsu-oer/1006/thumbnail.jpg

APA, Harvard, Vancouver, ISO, and other styles

11

Bangura, Yusif. "Multicultural Education: The Relationship Between Preservice Teachers' Multicultural Self-Efficacy and Cultural Awareness When Teaching in Multicultural Classrooms." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522682134643678.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Zuloaga, Carole. "Multicultural literature." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/845.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Attilee, Sheryl. "Multicultural Competency in Online Counseling Courses: Before and After a Multicultural Counseling Course." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6302.

Full text

Abstract:

The importance of multicultural counseling training received much attention for decades, however, studies on effective training focused on multicultural counseling training in a face-to-face environment with minimal focus on online training environments. These studies found that face-to-face interactions had the most impact on multicultural training. Therefore, the current study was an evaluation of online master's counseling students' and graduates' multicultural attitudes to determine the effectiveness of online multicultural training using Banks' transformative approach. The research questions focused on the significant difference in participants' recalled multicultural attitude scores (know, care, and act) before an online multicultural counseling course as compared to recalled multicultural attitude scores after an online multicultural counseling course as measured by the Multicultural Attitude Scale Questionnaire (MASQUE). A quantitative survey design was used with a convenience sample of 129 students enrolled in online counselor education programs to measure their multicultural attitude changes before and after a multicultural counseling course. Results were analyzed using MANCOVA with group designs and interpreted using a one-tailed F-test to determine if there were statistically significant differences in the multicultural attitude scores of students before and after completing an online multicultural counseling course. The results indicated a statistically significant difference in Knowledge scores (F(1, 112) = 59.23, p < .001) and Care scores (F(1, 112) = 73.57, p < .001) from before as compared to after taking the course. Ultimately, the results established the effectiveness and reputation of online counselor education programs and multicultural counseling training.

APA, Harvard, Vancouver, ISO, and other styles

14

Castilla, Greg S. "Carlos Bulosan : conceptual progenitor of multicultural education /." Thesis, Connect to this title online; UW restricted, 1995. http://hdl.handle.net/1773/7613.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Dang, Yue. "The Contribution of Multicultural Counseling Competencies to Multicultural Supervision Competencies Among Counseling Supervisors." University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1496967532380558.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Loewald, Uyen. "Multicultural community development /." View thesis, 1994. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20031202.153318/index.html.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Rogers, Audrey Green. "Understanding preservice educators' multicultural identity development." Thesis, Rivier University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3624573.

Full text

Abstract:

This study explored undergraduate teacher candidates' multicultural identity development. Forty-three participants were in two sections of the course Introduction to Education. The research questions investigated the ways in which candidates examine their cultural awareness, knowledge of diverse learners, and effective practices for 21st century classrooms. Participants in Group 1 experienced face-to-face instruction on issues of diversity. Group 2 engaged in a blended format with an educational online social networking site that extended class discussions on issues of diversity.

Quantitative and qualitative approaches were used to collect and analyze data. The findings revealed that instruction on multicultural awareness, knowledge, and skills in a one semester course had an effect on participants. Both groups demonstrated increased cultural self-awareness, appreciation of cultural differences, and knowledge of diverse cultures. There is evidence to suggest that the use of an online social network made a significant difference in the changes in Group 2 participants who evidenced greater changes in attitudes and beliefs in both the quantitative and qualitative data and analyses.

Understanding how candidates learn about and develop cultural competence extends research literature on educator preparation for diverse classrooms. The implications for teacher educators suggest a focus on the identity transformation process of teacher candidates and reexamination of the ways candidates are prepared for the multicultural realities of schools and society.

APA, Harvard, Vancouver, ISO, and other styles

18

McDowell, Anne Joan. "Multicultural, multiracial leadership camps." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/30903.

Full text

Abstract:

Few qualitative and quantitative studies of multicultural, multiracial leadership programs, or simply MLPs, have been undertaken. This qualitative study is based upon a case study methodology. A comparison of one school board's MLP with similar MLPs offered by other local boards of education is offered. A description and analysis of contemporary Canadian social, cultural, political, and linguistic diversity establishes the context in which these programs are set. A number of different definitions of terms associated with multiculturalism are discussed. Multiculturalism is based upon five general principles: (1) the retention and development of cultures, (2) the sharing of cultures, (3) the development of positive, equitable, and participatory individual and intergroup relations, (4) the respect and observance of human rights and civil liberties, and, (5) equality and equity. Education programs, policies and actions, including MLPs, are based upon some or all of the principles of multiculturalism. The design and implementation of these programs is symbolic of the furtherevolution of multicultural education from a systemic approach within education to a specific curriculum strategy. Within the thesis, a number of conclusions are reached. First, the full implementation of equality and equity within the Canadian society requires greater emphasis; policies, programs and actions which are designed to realize approach this ideal are mandatory. Second, greater access to government reports and materials is required. Third, the area of MLPs requires further investigation and analysis. Four, MLPs are based upon theory and field based strategies designed to increase tolerance, understanding, and acceptance of minority groups. Five, many MLPs share certain commonalities, but are modified according to individual school board needs and resources. Six, among the board level MLPs considered, the Ontario Multicultural, Multiracial Leadership Camp was highly influencial in the design and implementation of local school board camps. Seven, the MLP of the Board being studied requires modification; a number of models of multicultural leadership camps are offered as possible choices.
Education, Faculty of
Graduate

APA, Harvard, Vancouver, ISO, and other styles

19

Ramaswamy, Aparna. "Cultivating Multicultural Counseling Competence." Thesis, University of the Cumberlands, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10591898.

Full text

Abstract:

The concept of multiculturalism has traditionally referred to visible racial and ethnic cultural differences among people, and has expanded to include other marginalized and oppressed populations in the United States in the past 25 years. However, in the context of counselor education, there appears to be an incomplete understanding of what constitutes multicultural competence, the characteristics a competent counselor embodies, and how counselor education programs are evaluated for their efficacy in cultivating multicultural competence. The hypothesis guiding the current study was that there are shared characteristics between a mindful counselor and a multiculturally competent counselor such as cultural humility, increased awareness, genuineness, cultural empathy, and a non-judgmental disposition. To explore this further, the researcher used a mixed method research methodology to explore the phenomena of multicultural counseling competence and mindfulness. The qualitative aspect of this study involved the use of a hermeneutic phenomenological approach to correlate the attributes that are shared between these two phenomena, while the quantitative aspect involved using the Mindful Attention Awareness Scale and Everyday Multicultural Competencies / Revised Scale of Ethnocultural Empathy to statistically measure the magnitude of the correlation between mindfulness and multicultural competence. A grounded theory for the cultivation of multicultural counseling competence is presented in the final chapter as a synthetic outcome of this study.

APA, Harvard, Vancouver, ISO, and other styles

20

Vandervelde, Woodfork Michelle R. "Multicultural educational leadership : a case study /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7691.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Abdullah, Amal. "Examining Pre-Service Teachers' Understanding of Multicultural Education." University of Toledo / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1279222553.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Mullins, Lorie. "The Effects of Multicultural Diversity Training on the Development of a Multicultural Perspective in Preservice Teachers." TopSCHOLAR®, 1998. http://digitalcommons.wku.edu/theses/271.

Full text

Abstract:

The purpose of the present study was to investigate the effects of a multicultural diversity workshop in helping preservice teachers to develop a multicultural perspective and to determine whether any significant differences existed for the preservice teachers in terms of their gender, age, geographic background, and preferred teaching level. Participants were 216 preservice teachers enrolled in an educational psychology course at Western Kentucky University in Bowling Green, Kentucky. A repeated-measures design was used to determine if significant changes had occurred as a result of the preservice teachers' attendance of a multicultural diversity workshop. The method of assessment involved four composite scales developed from a pre- and post-survey about diversity issues. The results of the present study indicated that, after attending the workshop, preservice teachers demonstrated positive changes in their awareness of discrimination, interaction with diverse groups, and comfort level with diverse others. Some significant differences for the preservice teacher demographics of age, geographic background, and preferred teaching level were also discovered. Implications for further research are discussed.

APA, Harvard, Vancouver, ISO, and other styles

23

Thekiso, Maria Monki. "Learner and educator interaction in multicultural schools." Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-12182006-170400/.

Full text

Abstract:

Thesis (M.Phil. (Education for Community Development)) -- University of Pretoria, 2005.
Summaries at end of chapters. Includes bibliographical references. Available on the Internet via the World Wide Web.

APA, Harvard, Vancouver, ISO, and other styles

24

Savvidis, Thanasis. "Leadership and multicultural education : an analysis of multicultural leadership practice in a Cypriot primary school." Thesis, Open University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.580683.

Full text

Abstract:

This study set out to gain an understanding of the leadership practice in response to the multicultural orientation of education due to the increasingly multicultural environment of schools in Cyprus. The research aimed to analyse the complexity of leadership and ME by investigating the different school stakeholders' roles in and contribution to the leadership behaviour and practice of ME in a Cypriot primary school. Aiming to provide an in depth and rounded view of the beliefs, and behaviours of the different stakeholders that may affect the processes of leadership practice for ME, the study adopted a qualitative, case study design. Purposive sampling and criterion-based selection were used to select a primary school and to identify stakeholders within that school to participate in the study. The participants were the headteacher, teachers, parents, students and inspector of the school. The main research instrument employed as the semi-structured interview. Other data collection methods included observation, concept map, conversation, documents and open questionnaire. Data were analysed using thematic analysis by employing themes and codes both preconceived as well as grounded in the data. The study used Bronfenbrenner's (1979) ecological model as a conceptual framework to analyse the evidence and examine the research aims. The findings reveal the complexity of multicultural leadership practice and the influence of the different school stakeholders' beliefs and behaviour. Furthermore, the research findings highlight the importance of a moral, democratic and distributed discourse of leadership in response to multiculturalism,: accompanied by forms of transformational and instructional leadership. Another outcome is that the practice of multi cultural leadership is affected by the ecological system of the school in various ways. Finally, some behaviours and characteristics (conceptualizations of ME, multicultural competence, celebrating diversity, parental and communal involvement, state support, school culture, relationships, curriculum, collaboration, experience and personal qualities, school's support system) are presented as those that may enable or disable multicultural leadership practice in the school in numerous different ways. The findings discussed in this report provide important data that could be interesting for researchers and professionals in the field of educational leadership, multi cultural education and school policy. These concern school stakeholders (teachers, headteachers, students, parents, governors and inspectors), policy makers and providers of leadership professional development programmes.

APA, Harvard, Vancouver, ISO, and other styles

25

Shepard, Brandi A. "Using Dramatic Literature to Teach Multicultural Character Education." University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1311813861.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Evans, Hyesuhn Jeanna. "Perceived Benefit of a Special Education Multicultural Class." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/9246.

Full text

Abstract:

The purpose of this thesis study was to explore and examine the experiences andperceptions of special education preservice teachers (PSTs) preparing to work with students with mild to moderate or severe disabilities relative to completing a required special education multicultural class as part of their required course of study. An Interpretative Phenomenological Analysis (IPA) was incorporated to collect and analyze naturalistic interview data from 24 PSTs who were closest to the real-life contexts of this study. Each participant had completed the same multicultural class one year prior to being individually interviewed. At the time of the interviews, participants had completed a teaching practicum and were participating in their teaching internship or had completed a teaching internship. Findings indicated that as a group, PSTs perceived six overall benefits from the special education multicultural course. Perceived benefits included the benefit of an expanded understanding of culture; the benefit of assignments that led to greater understanding; the benefit of moving from a lens of stereotypes, fixed mindsets, and single stories towards more empathic understandings; the benefit of leveraging a safe classroom environment in order to consider personal biases; the benefit of shame rejection protocols providing emotional space for participants to work on recognizing privilege; and the benefits of learning from instructor's characteristics and pedagogical teaching strategies. Furthermore, findings from the data analysis indicated that students reported more easily applying broader concepts from the multicultural course to teaching contexts. On the other hand, findings from the data also indicated that students seemed to struggle more with applying specific teaching strategies to new teaching contexts. Moving forward, those who teach this special education multicultural class may consider including more targeted role-plays and directed learning experiences that hone in on specific teaching strategies as applied to a variety of teaching contexts. PSTs need to practice and receive feedback on applying teaching strategies that are culturally sensitive. Additionally, strategies should stem from empathy-based personal self-reflection of one's cultural impact.

APA, Harvard, Vancouver, ISO, and other styles

27

Vernon, Garfield. "Multicultural Practitioners' Experiences in Nonschool Cultural Competence Education." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3214.

Full text

Abstract:

Multicultural practitioners promote cultural competence among individuals to create awareness and tolerance of others who are culturally different. Yet, current research on cultural competence education primarily focused on practitioners in the traditional school setting instead of individuals in nonschool settings. This basic qualitative study investigated how multicultural practitioners in nonschool settings experience their attempts to develop cultural competence in constituents. Bennett's intercultural sensitivity, Koehn and Rosenau's multicultural competence, and Quappe and Cantatore's cultural awareness models informed the semi-structured interviews with 8 multicultural practitioners obtained via snowball sampling. Data were manually coded and analyzed to develop themes. Results indicated four ways participants conceptualized cultural competency, a five-part approach to cultural competence promotion, seven varying efforts to develop cultural competence, seven challenges that hindered their work, and four areas of success. Future studies might investigate differences in cultural competency efforts used by specific cultural groups and multicultural practitioners' growth as professionals to help to determine professional development programs that warrant implementation. This study will generate interest in developing cultural competence in groups and settings beyond the reach of traditional educational settings, thereby contributing to social change.

APA, Harvard, Vancouver, ISO, and other styles

28

Nyarambi, Arnold. "Effective Multicultural Teaching: Challenges and Opportunities." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/8243.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Meese, Ann Robisch. "Multicultural curricula in Missouri public schools : influences, correlates, status, and effects /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9737896.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Cochrane, Victoria Rae. "Literacy through multicultural literature." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1601.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Walker, Dixon Shirley Ann. "Principal's Perceptions of the Multicultural Leadership in Urban Schools." Thesis, Cabrini University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10974706.

Full text

Abstract:

The purpose of this qualitative case study was to ascertain the perceptions of a principal regarding leadership insights into the ability to lead effectively in urban and multicultural education settings. The researcher determined that the potential existed for this participant, who was actively working to address issues brought on by diversity, to serve as a role model for culturally-responsive teaching through a case study. The increasing diversity among prekindergarten to Grade 12 students requires a more adequately trained, culturally aware faculty and staff. This case study used the theoretical lenses of the critical race theory, the model of Black identity development, and White identity development to examine the experiences of diverse cultures upon academic social structures. Four main research questions guided this study to determine the principal’s ability to lead in a multicultural urban setting effectively: (a) what are the principal’s perceptions about cultural awareness and his/her responsibility for serving increasingly diverse students, staff, and communities; (b) in what ways does a principal’s perceptions of his/her capacity to lead effectively and demonstrate cultural awareness in an urban school with increasingly diverse students, staff, and communities evolve in practice over time; (c) what are the principal’s perceptions of their past effectiveness to lead in a culturally responsive manner while serving increasingly diverse students, staff, and communities; and (d) what are the principal’s perceptions of their preparedness to lead in a culturally responsive and culturally competent manner while serving increasingly diverse students, staff, and communities. School principals play a critical role in improving schools. This in-depth study interviewed a principal that had demonstrated 3 years of effective multicultural leadership experience over a diverse ethnic and gender population of students within the public urban school system.

APA, Harvard, Vancouver, ISO, and other styles

32

Barnett, Elizabeth F. "Student learning in a community college multicultural course /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7919.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Wada, Ryoko. "The concept of multicultural education in western societies and its relevance to Japanese education /." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31146.

Full text

Abstract:

The objectives of this study were (1) to examine the nature and extent of cultural diversity in Japan; (2) to ascertain the meaning of multicultural education in both the North American and Japanese contexts; and (3) to make judgements concerning the relevance of multicultural education to Japanese education.
It was determined that Japanese society is indeed a culturally diverse one, that the cultural minorities are relatively small in numbers and that the Japanese government has traditionally followed a policy of the cultural assimilation of minorities.
Using conceptual analysis to investigate the meanings of multicultural education, the study found that the concept as developed in North America includes such elements as intercultural education, multiethnic education, minority education, human rights education, anti-racist education, democratic education, political education, education for social justice and peace education. These supporting meanings were found to have both distinctiveness yet also overlapping value associations.
The study reached the conclusion that a qualified concept of multicultural education has relevance to Japanese society, but that the degree of relevance depends upon the extent to which the government follows policies that strengthen or moderate traditional cultural values, recognizes and supports the development of minority cultural communities and encourages openness in its immigration and refugee policies.

APA, Harvard, Vancouver, ISO, and other styles

34

Salinas, Cynthia Suzel. "Perceptions of multicultural education in a teacher education program : a naturalistic inquiry case study /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Ibrahim, Eronif. "A case study of Texas regional education service center multicultural/diversity trainers' perception of teacher resistance and structural barriers to multicultural education." [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-2489.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Fenwick, Stephanie. "Exploring Faculty Members’ Multicultural Competence at a Faith-Based Institution." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/480.

Full text

Abstract:

This study explored challenges related to issues of diversity for faculty members teaching in nontraditional adult degree completion programs. The problem addressed was an increasing expectation that faculty members facilitate learning to help increase the cultural proficiency of their students without having prior training or needed experience. A critical appreciative inquiry (CAI) case study methodology with a transformative conceptual framework was used to explore the intersection of effective adult learning paradigms and multicultural competence. The primary research question addressed the cultural competence challenges that faculty members confront when teaching in the adult classroom. A purposeful sample of 188 faculty members was selected to take a self-reflective survey. Ten participants then self-selected to participate in follow-up focus groups and interviews. Qualitative data analysis was conducted through line-by-line analysis resulting in emergent themes, both in the self-reflective survey and in the focus groups and interviews, and then filtered through the change process phases of CAI. Findings revealed a need for further knowledge about diversity scholarship and identity formation, particularly related to sociocultural power differentials that may impact student learning engagement. The resulting project was a training module with opportunities for follow-up faculty learning communities to deepen learning about inclusive practice. Positive implications for social change included, but were not limited to, increased critical consciousness for faculty members and the successful use of CAI as a methodology for facilitating nondefensive dialogue in faith-based institutions of higher learning.

APA, Harvard, Vancouver, ISO, and other styles

37

Metro-Roland, Dini. "Culture, dialogue, & multicultural education a philosophical hermeneutic approach /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3324526.

Full text

Abstract:

Thesis (Ph.D.)--Indiana University, School of Education, 2008.
Title from home page (viewed on May 12, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3086. Advisers: Jesse Goodman; Luise McCarty.

APA, Harvard, Vancouver, ISO, and other styles

38

Derksen-Bergen, Tesia. "Divergent intersections : multicultural education and peer interactions in schools." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/62499.

Full text

Abstract:

For decades, Canadian multiculturalism policy has promoted a vision of integration in which all people have the right to practice and maintain their culture of origin while at the same time helping to build a diverse nation. Critics, however, argue that the policy tends to essentialize cultural identity and serves only to “manage” diversity. On a smaller scale, schools are a primary site for integration and identity negotiation for young people in Canada. In British Columbia, multicultural curricula in secondary schools aims to celebrate the contributions to society of “other” cultures, as well as acknowledge Canada’s racist past. Critical questions of privilege, power, and oppression are often left out of this discussion, and scholars have rightly asked whether multicultural education is able to address systemic racism and inequities. This research contributes to our comprehension of how and to what extent multicultural education in schools affects interactions among peers from many different ethnocultural backgrounds. I interviewed 30 students enrolled in a Grade 11 Social Studies course at a secondary school in Abbotsford, British Columbia to ask them how the process of multicultural integration materializes in their everyday lived experiences of identity formation, sense of belonging, and peer interaction. I find that students’ lived realities of multiculturalism, racialization, privilege, and oppression, both intersect with and diverge from the British Columbia Social Studies curricula. Their embodied experiences are far more complex than any simple definition or stated aim of multicultural education. These findings justify the implementation of critical multicultural education in schools, which might welcome students’ lived realities into discussions of multiculturalism and racialization, thus bringing the hidden curriculum to light.
Arts, Faculty of
Geography, Department of
Graduate

APA, Harvard, Vancouver, ISO, and other styles

39

Park, Jeong-ae. "A socioanthropological approach to multicultural art education in Korea." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1298492792.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Shaw, Gary William. "Multicultural art education: a comparison of theory and practice." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1299522903.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Monseur, Judith M. "Multicultural education theory and practice : a study of congruence /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487948440825732.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

King, Sharondrea R. "Pre-service teachers' perception and knowledge of multicultural education." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000227.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Phahlamohlaka, Teuns. "Challenges of inclusive education in multicultural public primary schools." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/60972.

Full text

Abstract:

After the ushering of the democratic dispensation in 1994 an increased diversity in the society and schools of South Africa resulted from the policies and legislations adopted to integrate the earlier ethnically divided educated system. This democratic dispensation did not only bring about political change, but also aimed at democratising the education system and eradicating the inequalities of the past. This is in line with the constitution of South Africa which provides all children, young people and adults with human rights and education benefits. The South African public schools' educators are tasked with the responsibility of ensuring that all learners with different educational needs are taught in a regular classroom. Providing teaching to multicultural classes requires positive experiences and support of inclusive schooling. The purpose of the study is to establish the challenges of teaching inclusive education in a multicultural class in the Gauteng Province public primary schools. This study used a qualitative research approach where participants were interviewed using one-on-one semi structured interviews and probes for clarity and depth. Data was analyzed inductively so as to use the results of the analysis as basis for subsequent data collection through follow up interviews. Ten (10) post level one educators from five multicultural primary schools managing challenges of inclusive education (Foundation Phase and Intermediate Phase) were purposively sampled. Official documents like the White Paper 6 (2001) on the rights of learners with educational needs, and the South African Schools Act (1996) were analyzed to get information on how educators should go about teaching inclusive education to multicultural classes. The findings of the study will contribute to the knowledge base on the management of challenges of inclusive education in multicultural public primary schools about the support structures required and may also inform policy makers.
Dissertation (MEd)--University of Pretoria, 2017.
Education Management and Policy Studies
MEd
Unrestricted

APA, Harvard, Vancouver, ISO, and other styles

44

Tatum, Terri Jean. "Restructing a curriculum for multicultural education in language arts." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/658.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Blandon, Alondra Marcela. "Incorporating multicultural education criteria into Project Learning Tree curricula." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3285.

Full text

Abstract:

Many environmental educators have realized that in order to effectively teach environmental sensitivity and literacy, they must approach their audience through a cultural context. Thus, environmental education lessons need to incorporate strategies used in multicultural education in order to be more culturally inclusive. This project includes the identification of multicultural education criteria and the application of these to three lessons from Project Learning Tree: PreK-8 Environmental Education Activity Guide.

APA, Harvard, Vancouver, ISO, and other styles

46

McCoy, Katherine E. "Looking awry : a genealogical study of pre-service teacher encounters with popular media and multicultural education /." Connect to resource, 1995. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1110482673.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Chang, Chien-Ni. "How did the OSU M.Ed. program prepare teachers to be multiculturally competent?" Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1124218490.

Full text

Abstract:

Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains xi, 227 p.; also includes graphics (some col.). Includes bibliographical references (p. 208-221). Available online via OhioLINK's ETD Center

APA, Harvard, Vancouver, ISO, and other styles

48

Kruse-Guth, Anne-Sophie I. "The effectiveness of a multicultural awareness day program /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Nganga, Lydiah Wangui. "Multicultural curriculum issues in Wyoming early childhood programs." Laramie, Wyo. : University of Wyoming, 2005. http://proquest.umi.com/pqdweb?did=1023146451&sid=2&Fmt=2&clientId=18949&RQT=309&VName=PQD.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Huie, May Marie. "Multicultural Education In Multiple Subject Teacher-Training Programs In California." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/3391.

Full text

Abstract:

The purpose of this study was to investigate the extent to which multicultural education is included in the multiple subject training programs in California. A rating scale was developed and applied to the evidence presented in the Program Approval Review Documents and the External Assessment Reports of sixty professional preparation programs approved by the Commission on Teacher Credentialing to provide teacher-training. The overall results of this study indicate that approximately twenty-two percent (22%) of the institutions received a rating of "1". A rating of "1" means that these institutions restrict their multicultural training to activities such as cultural fairs and ethnic songs, thereby showing an inadequate commitment to provide multicultural teacher-training. Approximately seventy-six percent (76%) of the institutions received a rating of "2". A rating of "2" means that these institutions show an "adequate" commitment to provide multicultural teacher-training and indicates that there is at least a minimal recognition of the importance of diversity. Institutions that received a rating of "2" meet the basic intent of the Commission-mandated multicultural guidelines. Approximately 3% of the institutions received a rating of "3", demonstrating a strong commitment to provide multicultural teacher-training as evidenced by the presence of multicultural elements, such as a recognition of the strength of diversity and accurate presentation of facts, throughout the total training program.

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Multicultural education'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles