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1

Olson, Brandy. "The effect of multicultural training on preservice teachers' attitudes toward multiculturalism and cultural diversity". Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001olsonb.pdf.

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2

Carling, Rylee. "Damsel in Distress or Princess in Power? Traditional Masculinity and Femininity in Young Adult Novelizations of Cinderella and the Effects on Agency". BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8758.

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Retellings of classic fairy tales have become increasingly popular in the past decade, but little research has been done on the novelizations written for a young adult (YA) audience. Critical multicultural analysis determining the effect of race, gender, disability, and more has been completed for both original fairy tale retellings and fairy tale retellings for children, but scholars have neglected popular YA novelizations. This study aims to determine how traditional masculinity and femininity affect agency in both male and female characters in YA novelizations of Cinderella. To examine the role of traditional masculinity and femininity in young adult novelizations of Cinderella, a qualitative study was designed to look at the five main archetypal characters of Cinderella, the prince, the stepmother and stepsisters, and the fairy godmother. The study used critical multicultural analysis as defined by Botelho & Rudman (2009) to examine uses of agency and other utilization of power from the characters, and the Bem Sex Role Inventory (1974) was employed to determine traditionally masculine and feminine traits exhibited by characters. Each novel was analyzed on an individual level to determine how traditional masculinity and femininity affected the agency of the characters, after the books were examined on a broader level to establish themes found across the selection. The general trend seemed to indicate that traditionally feminine traits hinder the agency of female characters while affecting male characters less or not at all. The analysis is followed by a discussion about the implications for both educators and readers of young adult literature.

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3

Dumm, Tommie Anne. "Multiculturalism". Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1999. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1999.
Source: Masters Abstracts International, Volume: 45-06, page: 2747. Typescript. Abstract precedes thesis as preliminary leaf. Includes bibliographical references (leaves 88-92).

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4

Erickson, Cynthia Hale. "Critical multiculturalism and preservice teacher education". [Pensacola, Fla.] : University of West Florida, 2008. http://purl.fcla.edu/fcla/etd/WFE0000118.

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Silverman, Bryan A. "CANADIAN IDENTITY, MULTICULTURALISM, AND A COSMOPOLITAN FUTURE". Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1403361821.

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6

Desai, Laura E. "Multiculturalism as social justice : embracing the difference /". The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488195154359193.

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7

Bargouthi, Sa'id. "Ideology, education, and multiculturalism : a study of Jewish education in Israel". Thesis, University of Liverpool, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400401.

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8

Dietz, Gunther. "Multiculturalism, interculturality and diversity in education an anthropological approach". Münster New York München Berlin Waxmann, 2009. http://d-nb.info/996059059/04.

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9

Farley, Lisa. "Reading critical multiculturalism as an ethical discourse". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/MQ59169.pdf.

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10

Nelson, Bethany. "Drama and multiculturalism : power, community and change". Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/45734/.

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This three phase research project, conducted with low-income students of color in an urban high school, addresses the use of process drama and playmaking as primary modes for addressing components of best practice in multicultural education, and altering the reproduction of hegemonic ideologies in schools. Further, the effects of classroom community on the learning outcomes of the project are considered. This is a qualitative study using participant observation as a primary form of data collection, followed by ethnographic interviews. Data analysis followed a primarily inductive process with a focus on the development of grounded theory to explain the outcomes. Discussion of project outcomes are considered in relationship to literature on the nature of ideologies, the ways that public schooling both supports and exacerbates existing dynamics, the suitability of public schools as potential sites of change in these dynamics, and the potential of applied drama/theatre to provide a viable alternative curricular approach for facilitating change in hegemonic reproduction in schools.

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11

Messer, Doug. "Review of current multicultural education resources and curriculum, with special attention given to their relevance to Christian education in the church". Theological Research Exchange Network (TREN) Access this title online, 2001. http://www.tren.com/search.cfm?p068-0259.

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12

Drake, Penny Marie. "Classroom as text: A study of the integration of multiculturalism". CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1076.

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13

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

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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).

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14

JENKINGS, PATRICIA ANNE BERNADETTE. "Australian Political Elites and Citizenship Education for 'New Australians' 1945-1960". University of Sydney. Policy and Practice, 2001. http://hdl.handle.net/2123/815.

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This educational history thesis contributes to knowledge of citizenship education in Australia during the 1940s and 1950s. It provides unique perspectives on an important part of Australian citizenship educational history. This examination of citizenship education also helps to explain contemporary trends and the recent revival of citizenship education in multicultural Australia. Following the Second World War, Australian political leaders initiated an unprecedented immigration programme to help develop and defend post-war Australia. The programme enjoyed bipartisan support and was extraordinary in terms of magnitude and nature. It became the catalyst for a citizenship education campaign orchestrated by Federal political leaders for the benefit of all Australians. The citizenship education campaign was, however, primarily aimed at non-British adult migrants. The intention of the Federal Government was to maintain the cultural hegemony of the Anglo-Celts evident in pre-war Australia. In accordance with government policy, the new arrivals were expected to assimilate into the Australian community and become loyal citizens. Citizenship rested on a common national language and thus, the focus was on teaching migrants of non-British origin English for the workplace, everyday intercourse and, as a means to dissuade migrant enclaves. This thesis comprises of three sections which illustrate how the citizenship education campaign was extended through: (i) official education channels; (ii) the media, specifically the Australian Broadcasting Commission; and (iii) annual citizenship conventions which encompasses a case study of the Good Neighbour Movement in New South Wales. These particular areas have been chosen as they identify important and different ways the campaign was expressed and funded. Discussion of the financial arrangements concerning the implementation of the campaign is important as it uniquely illustrates the power of the Federal authorities to direct the campaign as they considered necessary. It also highlights conflict between Federal and State authorities in dealing with the education of new arrivals, primarily due to the traditional two-tier system of government extant in Australia. The general theoretical framework of this thesis emanates from concepts and ideas of writers who illustrate, in general, the concentration of power within Australia society and supports this work's notion of a `top-down' paradigm, i.e. one invariably directed by the nation's political leaders. This paradigm is presented in an effort to provide an appreciation of the powerful nature of the Federal Government's immigration policy and citizenship education campaign in the dramatic post-war reconstruction period. The thesis is related to an elite theory of political change but with due consideration to issues of context, that is, Australian society in the 1940s and 1950s. Understanding that there was a citizenship education campaign provides a novel means of appreciating post-war immigration policy. The campaign embedded and tied together multifarious notions extant in the Australian Government policy for the Australian community in meeting the challenges of a nation experiencing massive social and economic change. Significantly, this study helps to explain the shift from the Anglo-Celtic, mono-cultural view of citizenship to one that officially recognises the culturally diverse nature of Australian society today.

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15

Jenkins, Patricia Anne Bernadette. "Australian Political Elites and Citizenship Education for 'New Australians' 1945-1960". Thesis, The University of Sydney, 2001. http://hdl.handle.net/2123/815.

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This educational history thesis contributes to knowledge of citizenship education in Australia during the 1940s and 1950s. It provides unique perspectives on an important part of Australian citizenship educational history. This examination of citizenship education also helps to explain contemporary trends and the recent revival of citizenship education in multicultural Australia. Following the Second World War, Australian political leaders initiated an unprecedented immigration programme to help develop and defend post-war Australia. The programme enjoyed bipartisan support and was extraordinary in terms of magnitude and nature. It became the catalyst for a citizenship education campaign orchestrated by Federal political leaders for the benefit of all Australians. The citizenship education campaign was, however, primarily aimed at non-British adult migrants. The intention of the Federal Government was to maintain the cultural hegemony of the Anglo-Celts evident in pre-war Australia. In accordance with government policy, the new arrivals were expected to assimilate into the Australian community and become loyal citizens. Citizenship rested on a common national language and thus, the focus was on teaching migrants of non-British origin English for the workplace, everyday intercourse and, as a means to dissuade migrant enclaves. This thesis comprises of three sections which illustrate how the citizenship education campaign was extended through: (i) official education channels; (ii) the media, specifically the Australian Broadcasting Commission; and (iii) annual citizenship conventions which encompasses a case study of the Good Neighbour Movement in New South Wales. These particular areas have been chosen as they identify important and different ways the campaign was expressed and funded. Discussion of the financial arrangements concerning the implementation of the campaign is important as it uniquely illustrates the power of the Federal authorities to direct the campaign as they considered necessary. It also highlights conflict between Federal and State authorities in dealing with the education of new arrivals, primarily due to the traditional two-tier system of government extant in Australia. The general theoretical framework of this thesis emanates from concepts and ideas of writers who illustrate, in general, the concentration of power within Australia society and supports this work's notion of a `top-down' paradigm, i.e. one invariably directed by the nation's political leaders. This paradigm is presented in an effort to provide an appreciation of the powerful nature of the Federal Government's immigration policy and citizenship education campaign in the dramatic post-war reconstruction period. The thesis is related to an elite theory of political change but with due consideration to issues of context, that is, Australian society in the 1940s and 1950s. Understanding that there was a citizenship education campaign provides a novel means of appreciating post-war immigration policy. The campaign embedded and tied together multifarious notions extant in the Australian Government policy for the Australian community in meeting the challenges of a nation experiencing massive social and economic change. Significantly, this study helps to explain the shift from the Anglo-Celtic, mono-cultural view of citizenship to one that officially recognises the culturally diverse nature of Australian society today.

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16

Skelly, Mary Elizabeth Anne. "Campus climate and diversity issues listening to students /". Diss., Montana State University, 2004. http://etd.lib.montana.edu/etd/2004/skelly/SkellyM0804.pdf.

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17

Buettner, Ludmila Nikolayevna. "How teachers' beliefs and understanding of multiculturalism influence instructional strategies used in classrooms". Scholarly Commons, 2003. https://scholarlycommons.pacific.edu/uop_etds/2461.

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During the last two decades, the issue of multiculturalism has gained exceptional importance in our schools. Yet, there is a lack of research that examines teachers' beliefs and understanding of multiculturalism and their influence on instructional strategies that are implemented. This study explored how teachers' beliefs and understanding of multiculturalism influence instructional strategies used in classrooms. A sample of ten teachers was selected from three public middle schools within a school district in San Joaquin County in Northern California. In this phenomenological study, intensity sampling was used for the selection of the participants. Out of ten teachers, five taught mathematics and five taught Language Arts. The data consisted of the interviews with each of the teachers, classroom observations, and the examination of instructional materials. Teachers' beliefs and understanding of multiculturalism were usually reflected in the instructional strategies that they utilized. In the analysis of data, the following themes were identified: “The Great Mosaic,” “The Learning Environment for Every Child,” and “Concerns Regarding Multiculturalism.” “The Great Mosaic” theme referred to different cultures that can be found in a classroom and in society. This theme dealt with teachers' beliefs regarding cultural diversity and their practices with which they attempted to address it. “The Learning Environment for Every Child” theme reflected teachers' beliefs about creating an environment where all students could learn. It also showed how teachers attempted to create such an environment. The “Concerns Regarding Multiculturalism” theme conveyed the concerns expressed by teachers about multiculturalism. Teachers explained that different problems related to multiculturalism still existed in society and schools and that improvement was necessary. This study has shown that teachers possessed certain beliefs and had some understanding of multiculturalism. Areas that need improvement were also revealed. These areas include, for example, the definition of multiculturalism and teachers' knowledge of instructional strategies, which foster multiculturalism, and of criteria for selecting multicultural content. The findings of this study have also shown that an in-depth understanding of multiculturalism is necessary.

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18

Trinca, Alysha. "Multiculturalism and the resignification of the Enlightenment tradition : implications for education". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0005/MQ43966.pdf.

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19

Moran, Bridget A. "Universalism and Multiculturalism: The Failings of French and American Civic Education". Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/cmc_theses/1253.

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For over a century, both France and the United States have struggled with how to best bring citizens and immigrants into a common culture through civic education. While it is still true that both countries attempt to bring citizens into a common culture, it appears that the two countries have diverged in the past few decades. While the U.S. still highlights the importance of democratic values and active political participation, we do not attempt to bring everyone into a greater common culture. Instead, civics and historical curriculum take a multiculturalist approach, celebrating different cultures and historical heroes that have come from a variety of racial, ethnic, and religious backgrounds. Conversely, French civic curriculum emphasizes a universal common culture that all citizens are a part of. While the French acknowledge that citizens come from a variety of different backgrounds, differences are not celebrated. Instead common values like human rights and laïcité (secularism) are emphasized. While these two approaches appear very different, upon further inspection one will find that the two approaches have similarities. By the French ignoring cultural differences and the U.S. only discussing the superficial aspects of culture, both trivialize culture and ignore the deeper cultural differences that cause division. Ultimately, the lack of discussion surrounding cultural differences does not allow citizens to have honest and productive discussions about the controversies that arise in pluralistic societies.

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20

Pankratz, David Barclay. "Multiculturalism and the arts : an analysis of conceptual foundations and policy issues /". The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487779120908115.

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21

Iler, Sarah M. "The History of “Multicultural” in the United States During the Twentieth Century". The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1482068203633072.

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22

Hill, James Hill. "The Experiences of Grade 4 Public Elementary School Teachers Regarding Multiculturalism". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3106.

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An increasing number of multicultural students are attending U.S. public schools. At a Title I elementary school in a rural region of the southern United States, multicultural students had not met academic standards as measured by state exams, and state scores had been very low for 5 consecutive years. The purpose of this qualitative case study was to understand the instructional strategies used by Grade 4 teachers in helping multicultural students pass state tests. The conceptual framework was Vygotsky's theory of cognitive and social constructivism and Gardner's theory of multiple intelligences. The foci of research questions were on identifying teachers' instructional strategies and clarifying why those strategies are used. Nine teachers who had taught in multicultural classrooms were selected via purposive sampling and were interviewed individually. Data were analyzed using thematic analysis. Themes that emerged included the use of educational software, students' learning styles, and differentiation of instruction. Key findings indicated that these Grade 4 teachers incorporated students' background knowledge and interests into lessons and educational resources authored by multicultural authors. The resulting project was a professional development program for Grade 4 teachers of multicultural students that includes a workshop, PowerPoint presentation, an executive summary, and instructional strategies. These findings will help teachers improve their instructional strategies, which will, in turn, enance the learning of these Grade 4 students.

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23

Wellington, Yuriko Carol. "To know, to care, and to act. Multiculturalism: Where do we go from here?" Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280224.

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This study explored the multicultural nature of the curriculum in the Department of Culture and Literacy Studies, an interdisciplinary graduate program in education at a major research institution in the Southwest United States. Initiated in response to my own experiences of cultural discontinuity as a student in the department and fueled by reports of similar experiences from other foreign and minority colleagues, the study considered the notion of multiculturalism in academia from several different perspectives. First, it used traditional process/product methodology to quantitatively and qualitatively analyze the content of course syllabi, texts and other resources. Second, it used the phenomenological process of focused life histories to look closely at the extent to which culture and history impact a student's perception and experience of a multicultural curriculum. Third, the study explored Slaughter's (1997) suggested relationship of social movement theory to post-secondary curriculum development by linking the themes emerging from the narrative professional life histories of professors to concepts and practices reflected in their course syllabi. The study sought to situate the multicultural CLS curriculum within the larger social context with which it interacted, and examine its impact from the multiple perspectives of faculty, students, and institutional curricular structures. I established a theoretical framework for this study's examination of multicultural education curriculum with three major dimensions: content, process and orientation. The results of this study provide a basis for understanding the impact of the prior experiences of teachers and students in constructing and responding to curriculum, and may be used to inform departmental policy and classroom practices in university classrooms. The study particularly contributes to curriculum studies by bridging the fields of higher education and multicultural education, by offering a new way of looking at curriculum and curricular practices, and by providing new evaluation criteria that others can use to examine the impact of curriculum and curricular practices on teaching and learning.

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24

Barise, Abdullahi. "The effectiveness of case-based instruction vs. the lecture-discussion method in multicultural social work /". Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35853.

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The purpose of the present study was to compare the effectiveness of case-based instruction and lecture-discussions in enhancing students' multicultural social work competence and their reflective self-regulation to learn multicultural social work. The sample consisted of undergraduate social work students enrolled in a multicultural social work practice course which was composed of two classes, the Special Bachelor of Social Work (SBSW) and the Regular Bachelor of Social Work (RBSW). The students in the SBSW had higher levels of education, mean age, and mean GPA than the students in the RBSW class. Each of these classes was divided into two sections. Participants were randomly assigned to these two sections in which case-based instruction in a section (n = 20 for the SBSW class; n = 19 for the RBSW class), and lecture-discussions in the other section (n = 20 for the SBSW class; n = 19 for the RBSW class) were used to teach the same course content. To control for instructor effects, the researcher and another instructor both taught the two sections of each class, one with case-based instruction and the other with lecture and discussions. The randomized pretest posttest control group design was used in this study. Case analyses scored through Cross-Cultural Counseling Inventory-Revised and student self-reports using the Multicultural Counseling Inventory were used to measure multicultural social work competence. To measure levels of students' self-regulated learning in relation to the course, students were administered the Motivated Strategies for Learning Questionnaire. The same data were collected both at the beginning of the study and at the end of the study. The length of the study was 8 weeks. Two procedures were followed to ensure treatment fidelity: two observers recorded the extent to which class plans reflecting the content and methods of instruction were implemented and students completed questionnaires evaluating the extent to which each method of instr

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25

Jayakumar, Uma Madhure. "Can higher education meet the needs of an increasingly diverse society and global marketplace? campus diversity and cross-cultural workforce competencies /". Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1320974521&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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26

Gummow, Maureen Theresa. "Linking children's literature with multiculturalism and nutrition". CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1017.

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27

Irving, Hyacinth Michèle. "An analysis of Ontario's junior division social studies textbooks in relation to multiculturalism". Thesis, University of Ottawa (Canada), 1986. http://hdl.handle.net/10393/4674.

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Davis, Christian J. "American higher education in the Arabian Gulf - a force for liberation". Monterey, California : Naval Postgraduate School, 2010. http://edocs.nps.edu/npspubs/scholarly/theses/2010/Jun/10Jun%5FDavis%5FChristian.pdf.

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Thesis (M.A. in Securities Studies (Middle East, South Asia, Sub-Saharan Africa))--Naval Postgraduate School, June 2010.
Thesis Advisor(s): Looney, Robert ; Second Reader: Kadhim, Abbas. "June 2010." Description based on title screen as viewed on July 14, 2010. Author(s) subject terms: Qatar, United Arab Emirates, UAE, branch campus, higher education, Arabian Gulf Includes bibliographical references (p. 113-121). Also available in print.

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Ragsdell, Loretta Arian. "Multiculturalism in United States Higher Education Institutions: The Lived Experiences of Enrolled International Students". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2943.

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Since 2006, international student enrollment in U.S. higher education institutions has increased significantly, which has precipitated an increase in the institutions' multiculturalism. A mechanism to facilitate the integration of students of different cultures within a multicultural institution would be valuable to fostering positive educational experiences for all students. The purpose of this phenomenological study was the inclusion of multiculturalism within U.S. higher education institutions. Banks' multiculturalism theory provided the study's conceptual framework. Six international students were interviewed, and their responses were analyzed to answer 2 research questions concerning the lived experiences of international students enrolled in U.S. higher education institutions and the inclusion of multiculturalism in the institution's curriculum, programs, policies, and practices and regarding their institutions' efforts to assist them in adjusting to and integrating. Data were analyzed to identify the emerging themes. According to the study's findings, multiculturalism was included in most of the participants' higher education institutions; however, the students felt their expectations had not been met, and that the institutions could have done more to assist them with cultural and social integration and navigation through the institutions' educational systems. The findings of this study create an opportunity for social change by informing U.S. higher education institutions on the ways to enhance programs, service, and curriculum to best meet the needs of enrolled international students.

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30

Mackey, Renee L. "The stranger is one of us". Theological Research Exchange Network (TREN), 2003. http://www.tren.com.

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Harewood, Terrence O'Neal. "Struggling to find black counternarratives multiculturalism, black entertainment television, and the promise of 'Star Power' /". Oxford, Ohio : Miami University, 2002. http://www.ohiolink.edu/etd/view.cgi?miami1020349622.

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Thesis (Ph. D.)--Miami University, Dept. of Educational Leadership, 2002.
Title from first page of PDF document. Document formatted into pages; contains 354 p. Includes bibliographical references (p. 336-354).

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32

Kozel, Sarah D. "Exploring pre-service teachers' sense of responsibility for multiculturalism and diversity: scale construction and construct validation". The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407225325.

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33

Bourassa, Gregory N. "An autonomist biopolitics of education| Reframing educational life in the age of neoliberal multiculturalism". Thesis, The University of Utah, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10162741.

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Building upon an emerging literature of educational biopolitics, this dissertation develops and thinks through some concepts to explore the prevailing forms of educational life (constituted bíos) that schools commonly promote in the service of constituted power and, alternatively, the kinds of educational life (constituent bíos) that call constituted power into question and portend new possibilities and alternative arrangements of being. In considering the kinds of life that schools typically allow and disallow, this philosophical dissertation poses the following educational problem: schools have long celebrated and reproduced a limited and corrosive formulation of educational life (constituted bíos) while foreclosing constituent forms. Moreover, the emergent social, political and epistemological strengths of students marginalized in the configuration of constituted power—the component parts of constituent bíos —are routinely deemed inferior in schools and often regarded as a contaminating threat that must be eliminated. Using the concepts of constituent and constituted bíos as units of analysis, this study explores how progressive and critical educational approaches, such as culturally relevant teaching and resistance theory, also fail to account for and appreciate constituent forms of educational life. In order to offer a more nuanced understanding of the relation between forms of life and schools, this study offers an autonomist biopolitics of education. With this orientation, constituent bíos is recognized as the foundational and constitutive motor to which schools are constantly reacting and attempting to “deal with.” Such a perspective might help educators be more attuned and responsive to the constituent dimensions of social ontology.

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Burt, Stephen Edward. "Policy and theory on race and education : a critique of multiculturalism and anti-racism". Thesis, University College London (University of London), 1988. http://discovery.ucl.ac.uk/10019674/.

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Multicultural and Anti-Racist Education have emerged in the 1980's as the main alternative approaches to race and education. But the debate between them has become a sterile one. The central arguments of the 'radical' critique that underpins anti-racist education have revealed fundamental flaws in the analysis and strategy of multicultural education. However, this has not lead to a coherent alternative framework for policy and practice. Rathef, it has suggested that it is theoretically and practically impossible to oppose racism in and through education. My aim is to demonstrate that such a conclusion depends upon errors in how the 'radical' critique theorises the racial structure of society, in how it analyses policy and practice 'on race in education and consequently, in how it relates racial structure to educational processes. The theoretical and methodological differences with the 'radical' critique provide the major foci of the thesis. The first is an extensive consideration of theories of racial stratification which draws upon an outline of race relations in post-war Britain. The second is the analysis of different approaches to race and education, their periods of dominance, their base values and concepts and the relation between them. The third focus is the 'anti-racist' policy of an LEA and this allows one to clarify the relation of LEA policy to national policy and school practice. Fourthly, I outline a model of institutional racism in education in order to give detail of the relation between racial structure and educational processes. The final focus is the ideological and practical educational context for multicultural and anti-racist education. Through the issues that I consider I aim to suggest a theoretical and methodological framework for the analysis of policy and practice which incorporates the insights of the 'radical' critique but engages with the complexity of the relation between race and education.

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Martin, Marilyn M. "The cognitive and affective outcomes of a cultural diversity in business course in higher education". Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4414.

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Thesis (Ed. D.) University of Missouri-Columbia, 2006.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 3, 2007) Includes bibliographical references.

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Shorey, Mary Elizabeth. "An Investigation of Four Exemplary School Library Media Specialists and How They Incorporate Multicultural Literature into the Curriculum /". The Ohio State University, 1996. http://books.google.com/books?id=T63gAAAAMAAJ.

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Simmons, Llewellyn Eugene. "BERMUDA MIDDLE SCHOOL TEACHERS OF SOCIAL STUDIES: AN ANALYSIS OF INTERPRETATIONS SURROUNDING EDUCATION, MULTICULTURALISM AND PEDAGOGY". Oxford, Ohio : Miami University, 2002. http://www.ohiolink.edu/etd/view.cgi?miami1028906710.

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Thesis (Ph. D.)--Miami University, Dept. of Educational Leadership, 2002.
Title from first page of PDF document. Document formatted into pages; contains xii, 296 p. Includes bibliographical references (p. 273-289).

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Hollister, Rachel. "Culturally relevant teaching in action". Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Hollister_RMIT2010.pdf.

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Perkins, Zalika. "Embracing Identity And Narrative In Art For Self-empowerment". Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/art_design_theses/138.

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This arts-based thesis will explore ethnic identity and narrative in symbolic self-portraiture as themes for a body of work. This paper will discuss how identity and narrative play an important role in the empowerment of the artist and viewer. It will also show how this can be incorporated into an art classroom engaged in multicultural learning and the study of visual culture to empower students and give them opportunities to narrate their life stories.

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Vítková, Eva. "Role vzdělávání v soudobé společnosti na příkladu České republiky". Master's thesis, Vysoká škola ekonomická v Praze, 2010. http://www.nusl.cz/ntk/nusl-85402.

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This diploma thesis examines whether and how does the Czech educational system respond to the growing cultural diversity of the Czech society. At the theoretical level, it defines the role of Education in a Multicultural society and within the implementation of Multicultural policy. The main part of the work consists of analysis of schoolbooks for the subjects History, Civics and Literature. Insitutional pespective, analysis of school curriculum and a case study focusing on faculties of Pedagogy are also considered. The thesis concludes that the concept of the Czech Educational system is monocultural and thus not responsive to the change of social reality. A few strategic and concrete steps deriving from the outcomes of the analysis and a comparative approach are presented. These steps should help to switch from a monocultural educational system to a multicultural one. The author argues that key changes need to be realized in the field of future teacher traning as well as in the area of schoolbooks, that are currently largely reproducing cultural stereotypes and that don't reflect culturally plural composition of the society.

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

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Kataoka, Naoko Carleton University Dissertation Canadian Studies. "Language education as a cultural policy; Canadian multiculturalism and official language training for adult immigrants". Ottawa, 1996.

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Taha, Maisa C. "Cultivating Convivencia: Youth and Democratic Education in Southeast Spain". Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/319997.

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Convivencia, or conviviality/coexistence, represents a pivotal node in Spanish ideologies of multiculturalism. Long touted as the legacy of interreligious harmony in Al- Andalus (A.D. 711-1492), contemporary pedagogical convivencia involves a complex of innovative policies, curricula, and activities which idealize distinct ways of communicating and enacting egalitarianism across myriad differences. This dissertation establishes this idealization as an artifact of Spain’s historic struggles with democracy and newfound struggles with cultural pluralism from immigration. I approach education as a focal sphere in which to examine the daily construction and maintenance of this ideal. Specifically, I draw on twelve months’ fieldwork at three secondary schools in the municipality of El Ejido (Almería) to argue that the universalist bent of contemporary convivencia pedagogies tends to obscure and invalidate minority student perspectives. My primary concern lies with the experiences of Moroccan youth, who during my research belonged to the largest, most stigmatized immigrant group in the area and whose stereotyped association with patriarchy, piety, and cultural isolationism placed them at odds with the values most fervently promoted in convivencia lessons, especially gender equality. I show how one unintended consequence of these interventions was that intolerance persisted not despite, but through, lessons on tolerance—a troubling finding for a place like El Ejido, which has seen some of the worst interracial violence in Europe. Using audio recordings collected at one school during democratic education classes and related activities, I identify patterns in teacher-student and student-student interactions that reveal how convivencia was constructed (and undermined) as a discursive performance of progressivism. Stance prompting, stance assessment, and stance attribution comprised tools that allowed teachers to defend their situational and moral authority while compelling students toward self-reflection and empathy. I reveal these repertoires as exclusionary to Moroccan youth, who were positioned as “others” unqualified to speak as progressive subjects, while their native-born peers launched critiques, and even insults, with impunity. Convivencia lessons, taught through classes mandated at the national and regional levels, politicized interactions and sparked various forms of resistance or pushback from students. Using analytic frameworks from linguistic anthropology and building on studies of diversity and civic education, Spanish social history, and liberalism and modernity, I argue that the dialogues analyzed in this dissertation represent tensions ever-present in projects of democratic equality. I ultimately describe convivencia pedagogies as ritualized instantiations of dominant social norms that inadvertently ostracize rather than unite youth across differences. While the shape of these efforts have much to do with Spain’s mottled history with democracy, these findings hold significance for educators everywhere insofar as heartfelt support for seemingly unassailable ideals—including human rights, gender equality, and racial equality—can smuggle in ethnocentrist biases.

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Mohammed, Mariam Okoye. "The influence of multiculturalism on the social and educational development of university students in Nigeria". Thesis, University of Hull, 1996. http://hydra.hull.ac.uk/resources/hull:3939.

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Osuji, Marynnachebem Veronica. "Fostering Multiculturalism in Higher Education : A case study of university teacher’s perception and pedagogical strategies for fostering multicultural education in Sweden". Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-147297.

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Education should empower all students to attain their maximum potentials as learners. Equally, it makes them socially acquainted and dynamic people in local, national, and international situations. Multicultural education (MCE) emphasizes the essential need to set up institutions to promote the transformation of society in general and the elimination of misconceptions, prejudice, oppression, and injustice. This study analyses university teachers’ perceptions of and pedagogical strategies for fostering multicultural education in Swedish higher education as well as how individual teachers’ backgrounds and views influence their strategies of fostering MCE in Sweden. It embraces a qualitative research method and a case study design in attempting to answer how and what research questions. The concepts of education, culture, multiculturalism and race are examined and used to offer insights to the whole study. The theory of globalization and social justice theory have been utilized in this investigation to ground and control the research process. The findings of this study show an important pedagogical tool in teaching students of different backgrounds. However, teachers face a range of challenges on strategies of implementation, which is mainly their insufficient knowledge about what MCE actually is.

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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/.

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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.

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Newman, Kevin. "A sense of belonging creating a multicultural environment in a predominantly White independent school /". Diss., Restricted to subscribing institutions, 2005. http://proquest.umi.com/pqdweb?did=921046431&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Uttley, Clarissa M. "Multicultural awareness in college freshmen : an examination of measures and interventions /". View online ; access limited to URI, 2008. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3328733.

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Curley, Janet Laura. "Preparing student teachers for diverse classrooms : a case study of constructivist supervision /". view abstract or download file of text, 1999. http://wwwlib.umi.com/cr/uoregon/fullcit?p9955918.

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Thesis (Ph. D.)--University of Oregon, 1999.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 213-225). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9955918.

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Bibb, Wanda. "Perceptions of Eight High School Principals Regarding World-Mindedness in Education". Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/77224.

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The purpose of this study was to explore the perceptions of eight high school principals regarding world-mindedness. Classrooms filled with students of various heritages present a three-fold challenge to principals: a) to welcome and educate students of all heritages; b) to teach students to respect and accept people who are different from themselves; and c) to graduate students prepared to live and work in a global economy. The study involved interviewing principals from eight high schools in central and northern Virginia: a) three public high schools with relatively high percentages of LEP students; b) three public schools with much lower percentages of LEP students; and c) two private international schools. The interview questions probed not only how the principals felt about world-mindedness but also about their roles in building world-minded schools and how they would recognize world-mindedness. The findings were as follows: a) all participants agreed on the importance of world-mindedness in education; b) world-minded practices were absent from some schools; c) offering the International Baccalaureate Program did not necessarily make a school highly world-minded; d) participants did not need extensive experiences outside the United States to be highly world-minded; e) demands from outside forces encouraged participants to be world-minded; f) community demographics affected participants' perceptions of schools' levels of world-mindedness; g) participants in schools with diverse student bodies seemed to be more world-minded; h) highly world-minded participants used conversations to raise and maintain world-mindedness; i) highly world-minded participants used websites to promote world-mindedness; j) highly world-minded schools possessed tangible and intangible elements of world-mindedness; and k) some participants confused world-mindedness with anti-racism. Implications were that principals should a) seek professional development opportunities; b) include world-mindedness in communications; c) start with tangible elements to build intangible elements of world-mindedness; and d) have frequent conversations about world-mindedness with stakeholders. The recommendations for further research included a) creating world-mindedness continuums; b) building world-mindedness in homogeneous student bodies; c) using international schools as world-mindedness models; and d) distinguishing world-mindedness from anti-racism efforts. In conclusion, the growing diversity in U.S. classrooms presents principals with a mandate to work toward high levels of world-mindedness and, thus, become diversity change agents.
Ed. D.

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