The Acquisition of Generic Skills of Culturally-diverse Student Cohorts

2011 ◽  
Vol 20 (6) ◽  
pp. 605-623 ◽  
Author(s):  
Monica Keneley ◽  
Beverley Jackling
Keyword(s):  
Culturally Diverse ◽  
Generic Skills ◽  
Diverse Student ◽  
Student Cohorts

scholarly journals Two Left Feet: Dancing in Academe to the Rhythms of Neoliberal Discourse.

2011 ◽  
Vol 17 (1) ◽  
Author(s):  
Colleen McGloin ◽  
Jeanette Stirling
Keyword(s):  
Cultural Competence ◽  
Culturally Diverse ◽  
Ethical Practice ◽  
Indigenous Students ◽  
University Policy ◽  
Diverse Student ◽  
Competence Training ◽  
Student Cohorts ◽  
Indigenous Educators ◽  
Australian Universities

Following the recommendations by the 2008 Bradley Report into higher education, cultural competence training has attracted attention and funding in Australian universities. This paper attempts to initiate a conversation about the implications of cultural competence in its current formation as it also attends to the tensions we experience as non-Indigenous educators teaching both Indigenous and non-Indigenous students. We argue that current models of cultural competence are structured by the prevailing neoliberalist discourse that continues to regulate Australian universities, through language and practice. Drawing on the metaphor of dance, we locate the ‘steps’ that find us, awkwardly at times, attempting to balance the demands of university policy with the cultural diversity and multiple subjectivities of our students. We contend that from within the current framework of cultural competence, attempts to locate an ethical practice that speaks to the increasingly culturally diverse student cohorts in our classrooms are becoming increasingly complex.

Telling Reflections: Teaching Sustainably in a Complex Learning Environment

2016 ◽  
Vol 32 (1) ◽  
pp. 80-90 ◽  
Author(s):  
Debbie Prescott
Keyword(s):  
Environmental Sustainability ◽  
Teacher Educator ◽  
Learning Design ◽  
Contextual Cues ◽  
Online Delivery ◽  
Regional University ◽  
Assessment Tasks ◽  
Environmentally Responsive ◽  
Diverse Student ◽  
Student Cohorts

AbstractThis article examines learning design in a postgraduate preservice teacher setting. The overarching aim was to embed environmentally responsive approaches throughout two companion units for diverse student cohorts. This article reports on a teacher educator self-study in a regional university with extensive online delivery for large units (300–800 students) in a 1-year course. The author examines how assessment tasks in literacy- and numeracy-oriented units are designed to meaningfully integrate environmental sustainability using contextual cues, collaborative learning, complex tasks, and reflexivity. The author argues for the use of these four key guidelines of environmentally responsive pedagogies alongside environmental education programs to emphasise messages of sustainability even in units that are not traditionally environmentally oriented. Challenges include problematising the nature of effective teaching and dealing with the complexities of purposeful learning. Innovative unit learning design alone, however, is inadequate if the surrounding systems are fragmented and seen as separate to learning about sustainability.

Pre-Service Teachers' Intercultural Sensitivity, Multicultural Efficacy, and Attitudes Toward Multilingualism

2019 ◽  
pp. 211-227
Author(s):  
Ioannis Karras ◽  
Julia A. Spinthourakis ◽  
Vasilia Kourtis-Kazoullis
Keyword(s):  
Culturally Diverse ◽  
Language Attitudes ◽  
Intercultural Sensitivity ◽  
Foreign Languages ◽  
Diverse Students ◽  
Culturally Diverse Students ◽  
Program Of Study ◽  
Diverse Student Populations ◽  
Diverse Student ◽  
Different Populations

Preparing teachers to assist linguistically and culturally diverse students to integrate is difficult as the paradigm is not limited to students but radiates outwards. Preparation of teachers in Greece has involved the incorporation of foreign languages and courses in multiculturalism in their program of study in an effort to promote multilingualism (ML), multicultural efficacy (ME), and intercultural sensitivity (IS). In this research brief, the authors attempt to look at how we prepare teachers to meet increased challenges migration of very different populations brings to their teaching as well as how their attitude toward multilingualism, ME, and IS may be interrelated. The study's main objectives are to measure this group's level of IS, ME, and multilingual language attitudes and examine their relationship. The goal is to determine how well equipped these pre-service teachers are to deal with the linguistically and culturally diverse student populations they will be called upon to teach and what facilitates them achieving this end.

C.U.L.T.U.R.E.: marketing education in the age of cultural diversity

2014 ◽  
Vol 56 (6) ◽  
pp. 503-520
Author(s):  
Allison Ringer ◽  
Michael Volkov ◽  
Kerrie Bridson
Keyword(s):  
Culturally Diverse ◽  
Assessment Practices ◽  
Learning Approaches ◽  
Cultural Backgrounds ◽  
Global Marketplace ◽  
Content Type ◽  
Marketing Education ◽  
University Marketing ◽  
Diverse Student ◽  
Perceived Relevance

Purpose – The purpose of this paper is to investigate the role Australian University marketing students’ cultural backgrounds play in their learning and their perceptions of assessment and explores whether current assessments appropriately address the differing needs of a culturally diverse student population. Design/methodology/approach – The paper adopts a qualitative approach utilising five focus groups, each comprised of 12 students. Findings – Results indicate learning environments, learning and assessment approaches and assessment tasks each bring their own benefits, constraints and challenges to studying in a culturally diverse environment. Principles are presented for adoption by marketing educators in order to foster a vibrant, inclusive learning environment which meets the educational needs and wants of a culturally diverse student cohort. Research limitations/implications – The number of students representing different global regions or countries limited this study. With the exception of students from Australia and the Asian region, there were minimal students representing other cultural backgrounds despite every attempt being made to be culturally inclusive across global regions. Practical implications – The paper presents the principles of C.U.L.T.U.R.E. and recommends their integration into learning approaches and assessment practices across Schools and Faculties at the tertiary level. Originality/value – This paper fulfils an identified need to study a culturally diverse student cohort's perceptions and attitudes towards learning approaches and assessment practices and their perceived relevance to the provision of core graduate business and generic skills necessary for employability in the global marketplace.

scholarly journals Monocultural Education in a Multicultural Society:The Case of Teacher Preparation in Botswana

2009 ◽  
Vol 11 (2) ◽  
Author(s):  
Annah Anikie Molosiwa
Keyword(s):  
Teacher Education ◽  
Multicultural Education ◽  
Culturally Diverse ◽  
Learning Needs ◽  
Ministry Of Education ◽  
Multicultural Society ◽  
Pedagogical Skills ◽  
Diverse Student ◽  
Diverse Student Population ◽  
Implementation Stage

In several policy documents reviewing the country’s education system, the Ministry of Education has made noteworthy pronouncements on how to improve teacher education in Botswana. This mainly concerns equipping teachers with pedagogical skills to better address the learning needs of the linguistically and culturally diverse student population. Even though at policy level it is acknowledged that Botswana is a multicultural society, at implementation stage there is no such evidence. This article argues that lack of implementation of policy pronouncements contradicts the government’s aspirations to provide equal learning opportunity to all learners. The infusion of courses in multicultural education at teacher education level is seen as an alternative.

scholarly journals Subtle Multicultural Advantages of Online Learning: A Focus on Perspective-Taking

2020 ◽  
Vol 4 (4) ◽  
pp. p132
Author(s):  
Julia Penn Shaw
Keyword(s):  
Online Learning ◽  
Deep Learning ◽  
Virtual Environment ◽  
Perspective Taking ◽  
Culturally Diverse ◽  
Online Courses ◽  
Virtual Learning ◽  
Culturally Diverse Students ◽  
Diverse Student Populations ◽  
Diverse Student

Many teachers have been challenged by the unexpected and rushed transition to online learning, forcing them to modify their courses for a virtual environment in a matter of weeks, or even days. Hopefully, they will soon see pedagogical advantages of virtual learning that may be overlooked during this unprecedented time—in addition to the current benefit of protecting the health of faculty, staff, and students. Four that are presented here are particularly relevant to teachers of culturally diverse students who increasingly enroll in online courses: (1) cycles of reflection, (2) scaffolded integration of content, (3) articulate communication, and (4) visible responsibility for learning. The advantages to both deep learning and perspective-taking—both of particular interest to culturally diverse student populations—are presented for each of the four benefits.

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