Journal articles: 'Multiethnic Education'

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Barnes, Diane. "Multiethnic Parentage." Journal of Ethnic And Cultural Diversity in Social Work 10, no. 3 (March 2001): 31–48. http://dx.doi.org/10.1300/j051v10n03_03.

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Greenwald, Oksana. "Trends of Higher Education Evolution in the Multiethnic Environment of Mining Regions." E3S Web of Conferences 278 (2021): 03013. http://dx.doi.org/10.1051/e3sconf/202127803013.

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Internationalization of higher education as a national strategy has resulted in intensive growth of the number of international students in the regional universities. A current multiethnic educational environment requires defining the trends of the regional higher education evolution aimed at training both students and educators for productive and efficient cross-cultural interaction hence enhancing the quality of higher education. The analysis of the researches devoted to sustainable development of Kuzbass (West Siberia, Russia), national and international normative legal documents regulating the implementation of multicultural education, and the experience in training international students at the flagship university of Kuzbass – Kemerovo State University – has been conducted. As a result, the following trends of the multiethnic higher education evolution have been defined: the purposeful organization of multiethnic educational environment; the shaping of tolerance to multiethnic environment in both students and teaching staff; the training of university teaching staff for professional activity in multiethnic environment, particularly, for designing the content of multicultural education along with applying modern interactive educational technologies. The defined trends promote higher quality of education and regional human capital as indispensable provision for sustainable development of the coal mining region Kuzbass.

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Auster, Lawrence. "America: Multiethnic, not multicultural." Academic Questions 4, no. 4 (December 1991): 72–84. http://dx.doi.org/10.1007/bf02683115.

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NOMOTO, Hiroyuki. "Multicultural and Multiethnic Education in Japan." Educational Studies in Japan 4 (2009): 53–65. http://dx.doi.org/10.7571/esjkyoiku.4.53.

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Shah, Saeeda. "Leading Multiethnic Schools." Educational Management Administration & Leadership 34, no. 2 (April 2006): 215–37. http://dx.doi.org/10.1177/1741143206062495.

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Paris, Django. ""They're in My Culture, They Speak the Same Way": African American Language in Multiethnic High Schools." Harvard Educational Review 79, no. 3 (September 1, 2009): 428–48. http://dx.doi.org/10.17763/haer.79.3.64j4678647mj7g35.

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In this article, Paris explores the deep linguistic and cultural ways in which youth in a multiethnic urban high school employ linguistic features of African American Language (AAL) across ethnic lines. The author also discusses how knowledge about the use of AAL in multiethnic contexts might be applied to language and literacy education and how such linguistic and cultural sharing can help us forge interethnic understanding in our changing urban schools. The article not only fosters an understanding of how AAL works in such multiethnic urban schools, but also sheds light on opportunities for a pedagogy of pluralism—a stance toward teaching both within and across differences.

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Leeman, Yvonne, and Trees Pels. "Citizenship Education in the Dutch Multiethnic Context." European Education 38, no. 2 (June 2006): 64–75. http://dx.doi.org/10.2753/eue1056-4934380205.

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Bidwell, Lee. "Book Review: Multiethnic Moments." Teaching Sociology 36, no. 2 (April 2008): 174–76. http://dx.doi.org/10.1177/0092055x0803600214.

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Burlakova, Mariya V., and Tatiyana V. Burlakova. "Career-oriented training of students within multi-ethnic groups at pedagogical university: a new vision of the individualized education." Yaroslavl Pedagogical Bulletin 2, no. 119 (2021): 19–25. http://dx.doi.org/10.20323/1813-145x-2021-2-119-19-25.

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The phenomenon of multiethnic groups is becoming an urgent issue at the university level. An increased number of mixed groups of learners from different cultures highlights the lack of appropriate methods and means of planning the educational process and requires developing a newer scientific understanding of the education individualization as a strategy for training specialists at the pedagogical university. This paper deals with the theoretical foundations of the individualization in students training in the multiethnic group. The authors have set the objectives of studying the passport of the current national project «Education» by the Russian government; of analyzing the theoretical foundations of multicultural education; of developing some new principles which are to complete the author's concept of individualization of professional training of students at the pedagogical university; of describing the culture maps as a means of individualization of education within multiethnic groups. The authors come to the conclusion that even general understanding of students’ culture-specific behaviours in the educational environment, made into the culture map for each individual multiethnic university group of the university,can help to promote mutual understanding between the subjects of the educational process, which is a factor of the outer individualization. Besides, it can help students accurately understand the professional goals of their training at a Russian pedagogical university, and motivate students to develop an active social attitudes, which is a factor of the inner individualization of training. The authors emphasise the important role of the culture-specific factors in the process of individualization of professional training of students in the multiethnic group of a pedagogical university. The results obtained in the paper can be used in education in order to increase the attractiveness and competitiveness of the Russian universities in the international education industry.

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NAKAYAMA, Aoi. "Education for Multicultural and Multiethnic Diversity in Germany." Comparative Education 2000, no. 26 (2000): 130–47. http://dx.doi.org/10.5998/jces.2000.130.

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Meier, Kenneth J. "Multiethnic Moments: The Politics of Urban Education Reform." Perspectives on Politics 5, no. 03 (August 16, 2007): 626. http://dx.doi.org/10.1017/s1537592707071770.

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Lundquist, Barbara Reeder. "Doctoral Education of Multiethnic-Multicultural Music Teacher Educators." Design For Arts in Education 92, no. 5 (June 1991): 21–38. http://dx.doi.org/10.1080/07320973.1991.9934856.

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Au, Kathryn H. "Culturally Responsive Instruction: Application to Multiethnic Classrooms." Pedagogies: An International Journal 2, no. 1 (May 10, 2007): 1–18. http://dx.doi.org/10.1080/15544800701343562.

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Corson, David. "Realities of teaching in a multiethnic school." International Review of Education 37, no. 1 (1991): 7–31. http://dx.doi.org/10.1007/bf00598165.

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Boleng, Didimus Tanah, Sonya V. T. Lumowa, Evie Palenewen, and Aloysius Duran Corebima. "THE EFFECT OF LEARNING MODELS ON BIOLOGY CRITICAL THINKING SKILLS OF MULTIETHNIC STUDENTS AT SENIOR HIGH SCHOOLS IN INDONESIA." Problems of Education in the 21st Century 75, no. 2 (April 20, 2017): 136–43. http://dx.doi.org/10.33225/pec/17.75.136.

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Teachers play an important role in the world of education, including in the process of planning the learning activities. A meaningful learning will be able to provide a good effect on students’ thinking ability. One of the students’ thinking skills that can be empowered is the critical thinking. Critical thinking skills can help a person to face the challenges of a globalized world. This research aimed at revealing the effect of PBL learning model on the critical thinking skills of multiethnic students. The design of this research was quasi experimental in non-equivalent pretest-posttest control group design. This research was conducted on multiethnic students of class XI Science in July-December 2016, in Samarinda, Indonesia. The results of the data analysis showed that learning model had an effect on students’ critical thinking skills. PBL model had a mean score of students’ critical thinking skill 73.81% higher than that of the conventional learning. Ethnics had an effect on students' critical thinking skills. The mean score of students’ critical thinking skills of Javanese was 11.94% higher than that of the Kutai ethnic, and 13.17% higher than that of the Banjar ethnic. Keywords: learning model, problem based learning, critical thinking skills, multiethnic students.

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Campbell, Patricia Shehan. "Introducing Multicultural/ Multiethnic Music Education To the School Curriculum." NASSP Bulletin 76, no. 544 (May 1992): 36–41. http://dx.doi.org/10.1177/019263659207654408.

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Zaitseva, Elena Aleksandrovna, and Anatoliy Vyacheslavovich Nuzhdin. "Peculiarities of teaching and educating students in multiethnic educational environment." Samara Journal of Science 5, no. 2 (June 1, 2016): 154–59. http://dx.doi.org/10.17816/snv20162304.

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One of the main aims and objectives of Modern Russian education is to make a human be ready for effective working and interacting in the multiethnic educational environment. Different aspects of the multiethnic education are registered in numerous Legal Acts of the Russian federation. Educators multiethnic competence comprises such aspects as knowing national, religious, gender and other peculiarities of students under training, respective attitude towards them; the ability to behave in terms of cultural conformity as well as the ability to organize meaningful dialogue in a multiethnic group and to use these cultural peculiarities to enrich students personal experience. Moreover, educators multiethnic competence also includes understanding of students ethnopsychological reactions which are conditioned by their cultural background and national identity. The trainee has to anticipate and to resolve a conflict in a multiethnic group. Cultural studies of different nationalities have to be organized in different ways: among the most popular methods we are bound to mention the historical studies of nations and the annexation of different ethnic communities to the Russian federation, the history of an ethnic group contribution to the heroic deeds during wars and while defending the homeland. One of the most effective ways of understanding and assimilating other peoples traditions and customs is to make students participate in different national festivals, religious holidays and feasts. Reading national poets and writers contributes greatly to the better acquisition of the material as well. There are some other methods to get acquainted with cultures for example, National days, learning national games, songs, poems; collective projects, competitions, contests; work with families and family celebrations of national holidays with national food, family stories about strong family traditions and customs; training exercises which cultivate students tolerance towards other nations and ethnic groups etc.

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Basu, Ranu. "Multiethnic neighbourhoods as sites of social capital formation." Education, Citizenship and Social Justice 1, no. 1 (March 2006): 59–82. http://dx.doi.org/10.1177/1746197906060713.

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STANFIELD, JOHN H. "Multiethnic Societies and Regions." American Behavioral Scientist 40, no. 1 (September 1996): 8–17. http://dx.doi.org/10.1177/0002764296040001004.

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KARKLINS, RASMA, and BRIGITA ZEPA. "Religious-Centered Multiethnic Societies." American Behavioral Scientist 40, no. 1 (September 1996): 33–45. http://dx.doi.org/10.1177/0002764296040001006.

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Serrant-Green, Laura. "Communication and Health in a Multiethnic Society." Nurse Education Today 23, no. 5 (July 2003): 388–89. http://dx.doi.org/10.1016/s0260-6917(02)00212-5.

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Sabogal, Fabio, Regina Otero-Sabogal, Rena J. Pasick, Christopher N. H. Jenkins, and Eliseo J. Pérez-Stable. "Printed Health Education Materials for Diverse Communities: Suggestions Learned from the Field." Health Education Quarterly 23, no. 1_suppl (December 1996): 123–41. http://dx.doi.org/10.1177/109019819602301s10.

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Health education materials designed for the general population may be perceived as unattractive, irrelevant, or unclear by members of certain cultural groups. Given the increasingly multicultural demographics of the United States, planners need to be aware of the specific characteristics of a target audience to address cultural differences and similarities in health messages. The authors describe the use of the subjective culture methodology and social marketing to develop health education materials targeted to multicultural populations, illustrate cultural factors that should be considered when designing printed materials, and outline steps in the design of attractive, stimulating, and culturally appropriate materials. The authors describe the challenges and problems in designing printed materials for multiethnic communities, give suggestions for written educational messages, present a summary of the lessons learned in the development of materials for ethnically diverse populations, and give examples of success stories in multiethnic communities.

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Piper, Heather. "Negotiating political identities: multiethnic schools and youth in Europe." Cambridge Journal of Education 41, no. 2 (June 2011): 243–44. http://dx.doi.org/10.1080/0305764x.2011.575280.

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Walker, Allan, and Clive Dimmock. "Leading the Multiethnic School: Research Evidence on Successful Practice." Educational Forum 69, no. 3 (September 30, 2005): 291–304. http://dx.doi.org/10.1080/00131720508984697.

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de Abreu, Guida, and Ed Elbers. "The social mediation of learning in multiethnic schools: Introduction." European Journal of Psychology of Education 20, no. 1 (March 2005): 3–11. http://dx.doi.org/10.1007/bf03173207.

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Koubeissy, Rola, and Genevieve Audet. "Teachers’ critical reflection: what are the practices for social justice in education?" L’éducation en débats : analyse comparée 11, no. 1 (December 22, 2021): 60–77. http://dx.doi.org/10.51186/journals/ed.2021.11-1.e433.

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This article explores teachers’ participation in the school’s social justice system through the lens of the critical multicultural approach (May & Sleeter, 2010; May, 2000; 2003). Based on a research project about reconstruction and the theorization of teachers’ stories of practice (Desgagné, 2005) in a multiethnic context, data was collected from teachers in highly multiethnic primary schools in Québec. They were asked to narrate a story about a problem or an event with an immigrant or refugee student in their class. Four of these stories have been selected for this article. Our aim was to analyze the teachers’ cultural responses and their perception of their roles in supporting their students. Our analysis shows that although these teachers tend to make changes to their students’ reality, they cannot escape or contest “alone” the norms of an academic, societal and political system that governs its power relationships and privileges, its dominant norms and values.

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SINYAGINA, NATALYA, and MAYRANUSH GEVORGYAN. "INTERNATIONAL AND POLYCULTURAL DIALOG: RELEVANCE OF THE EDUCATION SYSTEM AND DIAGNOSTIC CAPABILITIES." Main Issues Of Pedagogy And Psychology 5, no. 2 (September 13, 2014): 25–36. http://dx.doi.org/10.24234/miopap.v5i2.14.

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The article is focused on the modernization of international multicultural dialogue. Many works of foreign and Armenian researchers are explored about the theme. It is presented a complex of diagnostic methods which allows to research the features of international multicultural dialogue in the monoethnic and multiethnic environment.

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King, Edith W. "Reflections: effects of systemic racism on multiethnic youth." Intercultural Education 33, no. 3 (May 4, 2022): 360–63. http://dx.doi.org/10.1080/14675986.2022.2071035.

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Cooper, Michael. "Creating Universities for a Multiethnic and Multicultural World: A Utopia?" Journal of Studies in International Education 11, no. 3-4 (September 2007): 522–30. http://dx.doi.org/10.1177/1028315307304188.

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Dahlstedt, Magnus. "The Politics of Activation: Technologies of Mobilizing “Multiethnic Suburbs” in Sweden." Alternatives: Global, Local, Political 33, no. 4 (October 2008): 481–504. http://dx.doi.org/10.1177/030437540803300405.

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Since the 1990s, the idea of “mobilization from below” has become a salient feature in Swedish debates on “multiethnic suburbs.” In this article, the idea of “mobilization from below” is analyzed in three different policy areas—democracy, urban, and education policy. Following Michel Foucault and his theories of power and governmentality, the ambition of “mobilizing multiethnic suburbs” is analyzed as particular “technologies of government” creating citizens as “active” and “responsible” subjects. In the urge to “activate” citizens, it is argued, a neoliberal agenda has gained momentum in Swedish politics, further emphasizing the role of individual responsibilities and initiatives against public arrangements and interventions.

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SINYAGINA, NATALYA, and MAYRANUSH GEVORGYAN. "CLASSIFICATION OF RISKS OF MULTICULTURAL EDUCATION IN MONOETHNIC AND MULTIETHNIC ENVIRONMENT." Main Issues Of Pedagogy And Psychology 13, no. 1 (April 12, 2017): 35–40. http://dx.doi.org/10.24234/miopap.v13i1.200.

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This article is focused on the risks of multicultural education taking into account the ethnic composition of the region. The authors substantiate the relevance of multicultural education based on the results of empirical research conducted in high schools of Armenia and Russia. It is noted that the development and implementation of pedagogical models and programs of multicultural education are calculated only positive results, in real conditions of practice, it is impossible to avoid the risks. Identified and substantiated the following risks of multicultural education: strategical, risks of disagreement, dispositional, personality, psychological, communicative, technological, social-cultural risks.

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Voronchenko, Tatiana, and Nina Vinogradova. "SEARCHING FOR WAYS OF IMPROVING TEENAGERS’ TOLERANCE: DETERMINATION BY MULTIETHNIC ENVIRONMENT." CBU International Conference Proceedings 4 (September 22, 2016): 367–71. http://dx.doi.org/10.12955/cbup.v4.781.

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The coexistence of people of different cultures within a state, as a consequence of mass migration, has created an urgent need to identify ways to promote effective interethnic dialogue and harmonic social relationships. This study examines the problem exemplified in the multiethnic Transbaikal region of the Russian Federation, where more than one hundred nationalities cohabit. The paper illuminates the notion of tolerance, and interprets an array of sociological data to analyze the level of teenagers’ tolerance in a multiethnic environment. Methods of study include a research survey, correlation analysis, and a systematic approach to interpreting results. Modern education systems require institutions to be competent in providing conditions for the formation of tolerance as a quality in a teenager’s personality. The results of this research show that a multiethnic environment provides an effective context for a teenager to form and improve tolerance through interethnic dialogue, and that special pedagogical strategies in educational institutions could contribute to improving cultural awareness and peaceful coexistence.

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Gorgorió, Núria, and Núria Planas. "Social representations as mediators of mathematics learning in multiethnic classrooms." European Journal of Psychology of Education 20, no. 1 (March 2005): 91–104. http://dx.doi.org/10.1007/bf03173213.

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Mohd Yusof, Najeemah, Anna Christina Abdullah, and Norlida Ahmad. "Multicultural Education Practices in Malaysian Preschools with Multiethnic or Monoethnic Environment." International Journal of Multicultural and Multireligious Understanding 1, no. 1 (June 7, 2015): 12. http://dx.doi.org/10.18415/ijmmu.v1i1.7.

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In today’s increasingly diverse world, ethnicity has a dramatic impact on a growing child. The ‘melting pot’ concept has given children whether from majority or minority ethnic groups have contact with groups other than their own and must learn to live with ethnic diversity. Ethnic diversity affects social interaction among students of different ethnic groups. Social interaction among students of different ethnic groups has been a major focus of study in Malaysia in recent years. Schools in Malaysia have students from a variety of ethnic, linguistic, religious and cultural backgrounds. When students of a variety of backgrounds are put under one roof, there is a strong tendency to differentiate and polarize. One of the main causes for students to differentiate and polarize is due to the monoethnic environment. Preschools must begin a focused and concerted effort to provide for today’s children the skills, attitudes, and knowledge they will need to be successful in the pluralistic and interdependent world in which these children will live and work as adults. Among these competencies are the ability to be multilingual and the ability to be cross-culturally competent. A multicultural classroom, then, is one that features positive teacher expectations for all children, a learning environment that supports positive interracial contact, and a curriculum that is multicultural in content and varied in pedagogy. This article will discuss Multicultural Education Practices by teachers in Malaysian Preschools with a multiethnic or monoethnic environment. A study was conducted in 200 preschools in North Malaysia. The nature of multicultural education in this study is classified according to an instrument which is related to the children’s’ lives. The teachers were given a set of questionnaires and findings were analyzed quantitatively.

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Chaudhari, Prema, and Jane Elizabeth Pizzolato. "Understanding the Epistemology of Ethnic Identity Development in Multiethnic College Students." Journal of College Student Development 49, no. 5 (2008): 443–58. http://dx.doi.org/10.1353/csd.0.0028.

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de Abreu, Guida, and Tony Cline. "Parents' representations of their children's mathematics learning in multiethnic primary schools." British Educational Research Journal 31, no. 6 (December 2005): 697–722. http://dx.doi.org/10.1080/01411920500314869.

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Palaiologou, Nektaria. "Negotiating political identities: multiethnic schools and youth in Europe." Intercultural Education 22, no. 2 (April 2011): 233–34. http://dx.doi.org/10.1080/14675986.2011.567084.

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Yamauchi, Lois A., Tara Nakagawa, and Kathryn Murdoch. "Ethnic Attitudes Among Elementary School Students in a Multiethnic School Community." Journal of Research in Childhood Education 12, no. 2 (June 1998): 155–65. http://dx.doi.org/10.1080/02568549809594881.

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Bartosh, Olena, Tetiana Atroshchenko, and Iryna Kozubovska. "Enhancing interethnic tolerance in masters of education in Ukrainian multiethnic primary school." Práxis Educacional 18, no. 49 (February 15, 2022): e9262. http://dx.doi.org/10.22481/praxisedu.v18i49.9262.

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Interethnic tolerance is a determining part of professional competence of Masters of Education (Primary Teaching) in Ukraine. It is seen both as a social order for the modern education system, as a personal-professional quality formed on the basis of humanistic worldview, allowing to perform professional duties effectively. The paper’s aim is to introduce education of Masters of Education into the context of interethnic tolerance formation to perform professional duties in the multiethnic educational environment of primary school. The paper examines the experience of 199 Masters of Education (Primary Teaching) who graduated with the learning strategy to improve the level of interethnic tolerance formed. We used a combination of research methods: analysis of normative documents and curricula, observation of students’ performance, questionnaire, testing, pedagogical experiment, quantitative and qualitative analysis of experimental data. To improve the level of interethnic tolerance formed we developed and introduced methodical support for the effective organisation of extra / curriculum, independent work and pedagogical practice. The developed learning procedure, implemented in the experimental group, gave positive results in the formation of interethnic tolerance by motivational-value, cognitive, activity-behavioural, and reflexive-creative components. The number of students in the experimental group with high level of interethnic tolerance formed increased by 23.48%; with sufficient level − increased by 14.54%; with average and low level − decreased by 16.07% and 21.94%, respectively. The research findings are relevant for other educational programs.

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Saino, Maria. "A New Language for Groups: Multilingual and Multiethnic Groupwork." Social Work With Groups 26, no. 1 (December 8, 2003): 69–82. http://dx.doi.org/10.1300/j009v26n01_05.

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Veress, Emőd. "Language and Law in Multiethnic Societies: The Case of Transylvania." International Journal for the Semiotics of Law - Revue internationale de Sémiotique juridique 33, no. 3 (July 17, 2020): 929–44. http://dx.doi.org/10.1007/s11196-020-09754-1.

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Abstract Transylvania is a multiethnic society that was part of the Hungarian legal space for centuries. Still, after the WWI, this territory became part of Romania, alongside with a significant number of Hungarian-speaking minority population. What happened with Hungarian as a legal language after the annexation of Transylvania to Romania? The article deals with the history and current status of Hungarian legal language in Romania, emphasizing the frequent contradictions between legal texts and realities, the importance of political context, and fluctuations in the minority rights. The focus is on two problems: the language of legal education and the language of the court proceedings. There are arguments brought to prove the conditionality between these two at the intersection of history of legal education and minority rights.

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Peshkin, Alan, and Carolyne J. White. "Four Black American Students: Coming of Age in a Multiethnic High School." Teachers College Record: The Voice of Scholarship in Education 92, no. 1 (September 1990): 21–38. http://dx.doi.org/10.1177/016146819009200103.

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Mickelson, Roslyn Arlin, and Mokubung Nkomo. "Integrated Schooling, Life Course Outcomes, and Social Cohesion in Multiethnic Democratic Societies." Review of Research in Education 36, no. 1 (March 2012): 197–238. http://dx.doi.org/10.3102/0091732x11422667.

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Kalsner, Lydia, and M. Carole Pistole. "College Adjustment in a Multiethnic Sample: Attachment, Separation-Individuation, and Ethnic Identity." Journal of College Student Development 44, no. 1 (2003): 92–109. http://dx.doi.org/10.1353/csd.2003.0006.

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McElmurry, Beverly J., Aaron G. Buseh, and Margaret Dublin. "Health Education Program to Control Asthma in Multiethnic, Low-Income Urban Communities." Chest 116 (October 1999): 198S—199S. http://dx.doi.org/10.1378/chest.116.suppl_2.198s.

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Saltmarsh, Sue. "Lessons in Safety: Cultural Politics and Safety Education in a Multiracial, Multiethnic Early Childhood Education Setting." Contemporary Issues in Early Childhood 11, no. 3 (January 2010): 288–98. http://dx.doi.org/10.2304/ciec.2010.11.3.288.

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Pica-Smith, Cinzia. "Children's Perceptions of Interethnic and Interracial Friendships in a Multiethnic School Context." Journal of Research in Childhood Education 25, no. 2 (March 18, 2011): 119–32. http://dx.doi.org/10.1080/02568543.2011.555495.

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Bozic, Gordana. "Reeducating the Hearts of Bosnian Students: An Essay on Some Aspects of Education in Bosnia and Herzegovina." East European Politics and Societies: and Cultures 20, no. 2 (May 2006): 319–42. http://dx.doi.org/10.1177/0888325404273502.

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The article looks into the present education system in Bosnia and Herzegovina and the influence of politics in the creation and maintenance of segregated schools. It analyzes the concept of “educational protectionism,” which underlines the difference between “ethnically correct education” and “adequate education,” the latter being embedded in the human rights for group minorities to have education that reflect their language, culture, history, and religion. The article presents a preliminary case study of a multiethnic schoolin Popov Most, Eastern Bosnia, analyzing parents’ attitudes toward controversial educational issues such as language, religious teaching, and history.

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Krsteska-Papic, Biljana. "Intercultural dimension of the upbringing and educational contents through extracurricular activitie." INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION VII, no. 1 (June 24, 2019): 1–6. http://dx.doi.org/10.22333/ijme.2019.13001.

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Republic of North Macedonia (RNM) is a multiethnic and multicultural society. The ethnic heterogeneous structure of the population is an indicator that the educational priority should be to support constructive initiatives to promote the idea of intercultural education, as a basic link for cooperation and communication between different ethnic communities. The educational system of the RNM is facing a great challenge in developing prerequisites for intercultural education as a planned and long-term upbringing and educational approach. Starting from the need for advancing the multiethnic and multicultural reality in the country, the Nansen Dialogue Centre Skopje prepared the Conception for Intercultural Education of the RNM. As an official state development document, it provides an opportunity for fostering of upbringing and educational process in direction of improvement of communication, cooperation and understanding between members of different ethnic communities in upbringing and educational institutions. As a philosophy and approach, the intercultural education should be a key tool in the process of initiation and support for building interactive and harmonious relationships in the community. Implementation and coordination of a large number of extracurricular activities may further enrich the quality of intercultural school life. The Nansen model for intercultural education is an educational model in RNM that enables successful integration of students, parents and teachers of different ethnic communities through a modern upbringing and educational process, based on a variety of intercultural extracurricular and project activities.

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Karim, Abdul Raqib. "Lim Teck Ghee, Alberto Gomes and Azly Rahman (eds) - Multiethnic Malaysia: Past, Present and Future." ICR Journal 1, no. 4 (July 15, 2010): 717–20. http://dx.doi.org/10.52282/icr.v1i4.715.

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The average Malaysian non-fiction section in any bookstore looks like a country club photo-album full of political elites, a stoic collection of post-colonials endorsing the viewpoint of the status quo they help create. There are few books on the market that address the evolution of Malaysia’s multiethnic society, let alone those that address its tumultuous colonial past, its uneasy scandal-laden present and its often uncertain and constantly shifting future trajectory. So being able to read just such a book in Multiethnic Malaysia: Past, Present and Future, with its no-holds-barred approach to addressing the country’s ethnic issues was sorely needed. Indeed, its attempts to challenge and counter the currently prevailing rather bland and simplistic narratives on social history - and thus, the justifications for the various economic and political policies - is very much the whole point of the book.

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Journal articles on the topic 'Multiethnic Education'

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