Cultural Diversity in Russia: Addressing the Challenges of CSR-Related Diversity in Education

2016 ◽  
pp. 257-267
Author(s):  
Olga Kovbasyuk
Keyword(s):  
Cultural Diversity ◽  
Diversity In Education

Navigating the development of pre-service teachers’ intercultural competence and understanding of diversity

2015 ◽  
Vol 9 (2) ◽  
pp. 98-110 ◽  
Author(s):  
Jayne M. Leh ◽  
Maike Grau ◽  
John A. Guiseppe
Keyword(s):  
Cultural Diversity ◽  
Intercultural Competence ◽  
Time Frame ◽  
Future Research ◽  
Content Type ◽  
Language And Culture ◽  
Face To Face ◽  
Integrated Method ◽  
Cultural Project ◽  
Diversity In Education

Purpose – The purpose of this paper is to investigate the effects of online intercultural exchange (OIE) to mediate a cross-cultural project with pre-service teachers in two countries. Design/methodology/approach – Using a population of convenience, students from one American and one German university were assigned to mixed multi-cultural project groups and collaborated outside of class to address the importance of diversity in education; two weeks later, students met face-to-face as a large group and discussed their findings. All students completed pre- and post-surveys to assess cultural preconceptions, pedagogical beliefs regarding technology-mediated instruction and globalization. Findings – Pre- and post-surveys and reflective essays indicated that OIE reduced concerns before meeting face-to-face and the process successfully facilitated a deeper understanding of cultural diversity in education. Research limitations/implications – Generalizing results given the limited time frame of OIE and face-to-face interactions to other populations is cautioned. Future research should investigate extended interactions. Originality/value – These results suggest the value of OIE with these pre-service teachers as an integrated method for teaching language and culture, broadening understanding of cultural diversity, and promoting familiarity in culturally diverse settings prior to an international field experience.

scholarly journals Culture, emotions and narratives in education for cultural diversity: A sociocultural approach

Psihologija ◽  
2016 ◽  
Vol 49 (4) ◽  
pp. 415-429 ◽  
Author(s):  
Mirza Muller
Keyword(s):  
Cultural Diversity ◽  
Cultural Dimensions ◽  
Pedagogical Practices ◽  
Psychosocial Effects ◽  
Student Interactions ◽  
Teacher Student ◽  
Personal Experiences ◽  
Emotional Aspects ◽  
Sociocultural Research ◽  
Diversity In Education

Developing a reflexive stance on personal emotions and experiences relating to otherness is one of the main goals of innovative pedagogical activities designed to combat racism. This novel socio-constructivist approach to cultural diversity in education seems an interesting alternative to essentialist approaches, as it involves the learner and uses reflexivity to foster change. However, little is yet known about the psychosocial effects of introducing emotions and personal experiences into the learning environment. In this paper, adopting a sociocultural theoretical framework, we describe two pedagogical settings in which students? emotions and personal experiences were addressed in a multicultural context. The results of our first study showed that, in some teacher-student interactions, students? verbalized emotions were articulated in a more generic discourse. Working with emotions can therefore lead to what we call a secondarization process, whereby personal experiences are related to collective and conceptualized knowledge. However, these pedagogical practices may also generate unexpected outcomes that hinder learning. The second study explored the structuring effect of (self-)narratives, viewed as psychological instruments. These findings are discussed with a view to informing the debate on the role of emotional aspects in education, and sociocultural research in psychology examining the complex interplay between individual and cultural dimensions in learning.

scholarly journals O ensino de estatística e a educação para a diversidade: uma experiência de formação de professores em Angola / Statistical education and education for diversity...

2019 ◽  
Vol 9 (1) ◽  
pp. 183
Author(s):  
Thiago Mena
Keyword(s):  
Cultural Diversity ◽  
Undergraduate Students ◽  
Mathematics Teachers ◽  
Training Experience ◽  
Statistical Education ◽  
The Social ◽  
Diversity In Education ◽  
Teachers Training ◽  
The Ideal

O artigo contempla uma discussão sobre algumas perspectivas de trabalho, destinado à formação de professores de matemática, que visam associar a prática do ensino de estatístico à promoção do ideal de educação para a diversidade. Não se pretende oferecer uma metodologia estruturada, mas apontar e debater possibilidades, no sentido de estimular construções metodológicas diversas por parte dos próprios professores. No desenvolvimento do texto, procede-se com uma imersão nos estudos sobre os aspectos sociais e cognitivos relacionados ao ensino de estatística, traçando paralelos com estudos sobre diversidade cultural na educação. Finaliza-se com a explanação de uma experiência de formação oferecida a alunos dos cursos de licenciatura de uma universidade da província do Cuanza Sul, em Angola.Palavras-chave: Ensino de estatística; Educação e diversidade. ABSTRACT: The article approaches a discussion about some work guidelines, driven to the mathematics teachers training, which aim to associate the practice of statistic teaching to the promotion of the ideal of education for diversity. There is no intention to offer a structured methodology, but to point out and discuss possibilities, in order to stimulate diverse methodological constructions by the teachers themselves. In the development of the article, there is an immersion in the studies about the social and cognitive aspects related to the teaching of statistics, building parallels with studies on cultural diversity in education. It ends with an explanation of a training experience offered to undergraduate students from a university in the province of Cuanza Sul, Angola.Keywords: Statistical education; Education and diversity.

scholarly journals Ways to Maintain ELLs’ Cultural Diversity in Education - Taking Three New York Elementary Schools as Examples

2022 ◽  
pp. 35-39
Author(s):  
Xiaotian Wang ◽  
Keyword(s):  
New York ◽  
English Language Learners ◽  
Second Language ◽  
Elementary Schools ◽  
Cultural Diversity ◽  
English Language ◽  
The United States ◽  
Cultural Backgrounds ◽  
Esl Education ◽  
Diversity In Education

English as a second language (ESL) education refers to teaching non-native English speakers English as a second language. The number of English language learners (ELLs) is increasing in the United States in recent decades because of globalization, including immigrants, international students, merchants, refugees, etc. One of ELLs’ main characters is their various cultural backgrounds. Teaching and maintaining a diverse class within a safe learning environment can benefit students both now and in the future. In this case, understanding ELLs’ diverse cultures and knowing how to maintain ELLs’ cultural diversity is a significant consideration in American ESL education nowadays. This study reviews the cultural diversity in American ESL education by analyzing three New York elementary schools. The author summarizes some critical ways to maintain ELLs’ cultural diversity from four aspects: (1) the background of American ESL education and cultural diversity; (2) cultural diversity in school; (3) cultural diversity in family; (4) cultural diversity in communities. Finally, the study indicates the significance of connections among schools, families, and communities and identifies some difficulties when maintaining cultural diversity in education.

CREADE: resource centre for cultural diversity in education

2006 ◽  
Vol 17 (5) ◽  
pp. 485-497 ◽  
Author(s):  
Montserrat Grañeras ◽  
Patricia Mata ◽  
Mariana Ruiz de Lobera ◽  
Martina Tuts ◽  
Patricia Vale‐Vasconcelos
Keyword(s):  
Cultural Diversity ◽  
Diversity In Education

scholarly journals Images of the Other in Childhood: Researching the Limits of Cultural Diversity in Education from the Standpoint of New Anthropological Methodologies

2008 ◽  
Vol 1 ◽  
Author(s):  
Gonzalo Jover ◽  
David Reyero
Keyword(s):  
Cultural Diversity ◽  
Skin Color ◽  
The Other ◽  
Primary School Children ◽  
Visual Anthropology ◽  
Autonomous Community ◽  
Community Based ◽  
Multicultural Environment ◽  
Culturally Different ◽  
Diversity In Education

This paper presents the justification, methodology, main results and pedagogical implications of a study on how children represent others, carried out with primary school children in the Madrid Autonomous Community. Based on a methodological design suggested by the new ways Cultural studies and Visual anthropology provide for approaching reality, we have tried to answer the question, “What do these children see in the images of those who are culturally different?” One of the results of the study indicates how cultural differences such as customs and forms of dress outweigh physical differences such as skin color in the representations the children made of others. Most of all, the results reveal the great richness of detail the children saw hidden behind the images of others. We should take steps so that the current education system’s efforts to promote tolerance and recognition do not drown that rich and varied detail in conceptions of cultural diversity that are too narrow and unyielding. Now more than ever, cultures ought not be seen as closed units that build walls and unsavable limits between themselves, but as sets of interacting trends. Educating in a multicultural environment thus means teaching to see the relativity and artificiality of cultural borders, helping to find the “you” living in the other, the particular biography superseding all tags and labels.

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