Learning content of ‘multiculturalism’ for children in Taiwan’s elementary schools

2020 ◽  
Vol 18 (8) ◽  
pp. 1044-1057
Author(s):  
Yi-Huang Shih
Keyword(s):  
Elementary Schools ◽  
Gender Equality ◽  
Ethnic Groups ◽  
Gender Discrimination ◽  
Teaching Practice ◽  
Practical Knowledge ◽  
Language Teachers ◽  
Social Classes ◽  
Learning Content ◽  
Discrimination And Oppression

By reading, reviewing, analyzing and discussing the literature related to ‘multiculturalism’, this article aims to explore the learning content of ‘multiculturalism’ for children in Taiwan’s elementary schools. I analyze the focus of teaching from the perspectives of ethnicity, language, gender, religion and class. In terms of ethnicity, teachers should help children understand, respect and appreciate the cultures of various ethnic groups. In terms of language, teachers should teach children to respect the languages of ethnic groups. In terms of gender, teachers should cultivate children’s sense of gender equality and create a ‘gender-equal’ society to avoid gender discrimination and oppression. In terms of religion, teachers should teach children to respect, appreciate and be tolerant of religious beliefs. In terms of class, teachers must help children understand that members of various social classes should coexist peacefully to prevent class oppression. Additionally, teachers have a crucial role in teaching practice; teachers should increase their awareness of beliefs, values, educational ideals, practical knowledge and external environmental challenges; and teachers should be willing to use new approaches and changes to curricula. Active participation in curriculum formation and teaching practice is essential; otherwise, making the required substantial changes to the curriculum and teaching of ‘multiculturalism’ would be difficult. Based on the aforementioned discussion, children can be taught to recognize, respect and appreciate cultures and enhance their understanding of ‘multiculturalism’.

Incorporating gender issues into the classroom: Study on the teaching of gender-related courses in the general curriculum of Taiwan’s universities

2021 ◽  
pp. 147821032110096
Author(s):  
Yi-Huang Shih ◽  
Ru-Jer Wang
Keyword(s):  
General Education ◽  
Gender Equality ◽  
Gender Discrimination ◽  
Teaching Practice ◽  
Gender Issues ◽  
Mutual Respect ◽  
General Curriculum ◽  
Related Literature ◽  
University Campuses ◽  
Classroom Study

Gender equality is a universal and local issue. National policies have been initiated to ensure gender equality and to safeguard human rights on campus. Gender-related courses have been developed in the general education centers of various universities to allow the concept of gender equality to take root and flourish in these universities and to establish just and safe university campuses in Taiwan. This study examines the introduction of gender issues into the general curriculum of universities and discusses its implications for teaching practice and the establishment of gender-equal university campuses. After reviewing related literature, the following recommendations are made for the teaching of gender issues in universities’ general curricula: (a) teaching must be devoid of gender discrimination, (b) gender awareness for teachers, (c) consideration of gender differences in the teaching field, (d) implementation of reverence for justice in the teaching field, (e) increasing students’ awareness of gender equality, and (f) fostering a teaching atmosphere of mutual respect.

Of Nils and Nation: Selma Lagerlöf'sThe Wonderful Adventures of Nils

2008 ◽  
Vol 1 (2) ◽  
pp. 168-186 ◽  
Author(s):  
BJÖRN SUNDMARK
Keyword(s):  
Natural Resources ◽  
Ethnic Groups ◽  
School System ◽  
The State ◽  
Social Classes ◽  
State School ◽  
Linguistic Differences ◽  
Vested Interests ◽  
National Ideology ◽  
Selma Lagerlof

Recently past its centenary, The Wonderful Adventures of Nils (1906–7), by Selma Lagerlöf, has remained an international children's classic, famous for its charm and magical elements. This article returns to read the book in its original contexts, and sets out to demonstrate that it was also published as a work of instruction, a work of geography, calculated to build character and nation. Arguing that it represents the vested interests of the state school system, and the national ideology of modern Sweden, the article analyses Nils's journey as the production of a Swedish ‘space’. With a focus on representations of power and nationhood in the text, it points to the way Lagerlöf takes stock of the nation's natural resources, characterises its inhabitants, draws upon legends and history, and ultimately constructs a ‘folkhem’, where social classes, ethnic groups and linguistic differences are all made to contribute to a sense of Swedish belonging and destiny.

46 The Hidden Truth About Gender Bias in Surgery. A Systematic Review

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
C Wong ◽  
W H Lim ◽  
S R Jain ◽  
C H Ng ◽  
C H Tai ◽  
...  
Keyword(s):  
Gender Equality ◽  
Gender Discrimination ◽  
Work Conditions ◽  
Working Environment ◽  
Data Synthesis ◽  
Gender Barriers ◽  
Retention Factors ◽  
Full Text Review ◽  
Female Surgeons ◽  
Male Dominated

Abstract Introduction Gender discrimination remains pervasive in surgery, significantly impacting current and future surgeons and population health. This study analyses the gender barriers and critical retention factors for female surgeons and trainees in surgery. Method Five electronic databases were searched till May 2020. Titles and abstracts were sieved, followed by a full text review. Data synthesis and inductive thematic analysis were conducted using the Thomas and Harden methodology. Result 14 articles were included, involving 528 participants. Four themes were generated–unfavourable working environment, male-dominated culture, societal pressures and progress towards gender equality. Females in surgery often faced harassment, disrespect and perceptions of incompetence, resulting in hostile work conditions, which were aggravated by the inadequate support and mentorship. The persistence of male-dominated cultures was observed, with females facing prejudice and exclusion from professional and social circles. Differential treatment and higher expectations of female surgeons also arose from entrenched societal pressures. Despite these, increased acceptance of motherhood and greater recognition of contributions by female surgeons were reported, indicating some progress in gendered culture. Conclusions There is a need to increase female surgical leadership and allocate resources to address the deep-rooted causes of biased surgical culture and ingrained perceptions, to achieve greater gender equality in surgery.

Experiences of Stereotyping and Tracking in Appalachia: A Case in Consolidation and Social Class

2021 ◽  
pp. 155545892098233
Author(s):  
Connor J. Fewell ◽  
Michael E. Hess ◽  
Charles Lowery ◽  
Madeleine Gervason ◽  
Sarah Ahrendt ◽  
...  
Keyword(s):  
Middle School ◽  
Elementary Schools ◽  
Social Class ◽  
School Districts ◽  
Critical Incident ◽  
School Setting ◽  
Social Classes ◽  
School Level ◽  
Diverse Backgrounds ◽  
First Time

This case explores the complexities of how consolidation perpetuates stereotypes among different social classes in a rural Appalachian school setting. Examined are the experiences at the intersection of social class in rural U.S. school districts when two communities—one affluent and one underresourced—are consolidated. We present a nuanced critical incident that focuses on how school leaders perceive and address students’ experiences with tracking and stereotyping—particularly at a middle school level where elementary schools from diverse backgrounds attend school together for the first time.

scholarly journals Foreign Language Teachers’ Professional Development through Peer Observation Programme

2016 ◽  
Vol 9 (10) ◽  
pp. 39 ◽  
Author(s):  
Luis Miguel Dos Santos
Keyword(s):  
Professional Development ◽  
Hong Kong ◽  
Teaching Practice ◽  
Language Education ◽  
Language Teachers ◽  
Peer Observation ◽  
Good Tool ◽  
Teachers Perceptions ◽  
Teachers Professional Development ◽  
Observation Programme

<p>The<strong> </strong>purpose of the research is to explore the development of peer-observation programme for the use of an extension language school in Hong Kong. The research objectives were to explore teachers’ perceptions on a peer observation programme as a means to improve teaching practice, examine how teachers make sense of the peer observation programme after they have taken part in it and to suggest alternative approaches and measures by which schools can improve peer observation programmes in schools.</p><p>Data was collected from six teachers who participated in peer observation programme in Hong Kong through an interview process. The research has found out that peer observation can be a good tool for continuous professional development for teachers in order to develop their teaching strategies. This is especially important within the field of language education. From the analysis, most teachers are wary of the practicalities of peer observation due to the sensitivity that is associated with it. The research also found out that teachers think that if the peer observation approach is well developed, it can be potentially interesting or generate excitement among teachers.</p>

Positive Duties and Gender Equality

2005 ◽  
Vol 8 (1-2) ◽  
pp. 91-120 ◽  
Author(s):  
Colm O'cinneide
Keyword(s):  
Gender Equality ◽  
Gender Discrimination ◽  
Fourth Generation ◽  
Positive Duty ◽  
Public Authorities ◽  
Substantive Equality ◽  
Promote Gender Equality ◽  
Positive Duties ◽  
And Gender ◽  
First Time

The imposition since 1998 of a variety of positive equality duties upon public authorities has attracted comparatively little academic attention. However, these duties are a central part of current government equality initiatives, increasingly constitute a major part of the work of the UK's equality commissions, and have been described as an essential part of a new ‘fourth generation’ of equality legislation. It now appears likely that a positive duty to promote gender equality will soon be imposed upon public authorities, which will complement similar race and disability duties. Will the introduction of this positive gender equality duty add to, detract or complement existing statutory provisions? Given the danger that ‘soft law’ initiatives may undermine existing anti-discrimination controls, will the duty provide a clear steer to public authorities, or will it lack teeth, substance and direction, and possibly even prove counter-productive? Such positive duties are designed to compensate for the limitations of existing anti-discrimination law, by requiring the taking of positive steps to promote equality and eliminate discrimination, rather than just compelling a reactive compliance with the letter of the (equality) law. The justifications in principle for the introduction of such duties are strong: for the first time, the introduction of a positive gender duty will impose a clear legislative obligation upon public authorities to adopt a substantive equality approach and to take proactive action to redress patterns of disadvantage linked to gender discrimination. Serious concerns do however exist as to the extent to which such duties can be enforced, and the danger that they will simply encourage greater bureaucratic activity at the expense of real change. The proposed gender duty, as with the other duties that have been introduced, is no panacea. Nevertheless, it does constitute a good start, can serve a useful function by empowering public authorities to take positive action, and if effectively used will be a very valuable point of pressure to push for better things.

Second Language Acquisition Research and Language Pedagogy: A Critical View

2015 ◽  
Vol 7 (4) ◽  
pp. 1 ◽  
Author(s):  
Mohammad Reza Talebinejad ◽  
Aasa Moattarian
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teaching Practice ◽  
Structured Interview ◽  
Language Teachers ◽  
Language Pedagogy ◽  
Language Research ◽  
Class 1 ◽  
Research Findings

<p class="1"><span lang="X-NONE">Over the past several decades, a substantial body of research on second language acquisition has been provided. The current study was an attempt to investigate language teachers’ views on applying research findings in their every day practice of language teaching through a critical lens. Data for this qualitative study was collected by means of a semi structured interview with 10 language teachers teaching English at different language institutes in Iran. Analyses of data revealed that, although teachers find second language acquisition research a useful tool for their professional development; they do not usually consult bodies of research in their every day teaching practice. They report problems in applying second language research in their practice due to problems with practicality, particularity, and possibility. The findings suggest that language teachers need to be exposed to insight from SLA research and practice.</span></p>

scholarly journals Indonesian EFL Teachers Professional Knowledge Development during Their Participation in TSG: A Case Study

2016 ◽  
Vol 9 (8) ◽  
pp. 62
Author(s):  
Feni Munifatullah ◽  
Bachrudin Musthafa ◽  
Wachyu Sundayana
Keyword(s):  
Teaching Practice ◽  
Practical Knowledge ◽  
Group Discussion ◽  
Professional Knowledge ◽  
Teaching Experience ◽  
Knowledge Development ◽  
Teacher Study Group ◽  
Pedagogical Content ◽  
Efl Teachers ◽  
Asian Context

<p>The study examines three new EFL teachers professional knowledge development through discussion in a <em>Teacher Study Group (TSG)</em> in Indonesian (Asian) context. These three participants have less than five year-teaching experience and teach junior high schools in Bandarlampung in the time of the study. The data were collected through audio-visual recorded observation of TSG sessions teaching practice. They were converted into written trasncription. The analysis signifies that group discussion recalls participants’ case knowledge from distant experience while group reflection explores participants’ practical knowledge from their own immediate practice. Some of the knowledge is still fragmented and some has been integrated into pedagogical content knowledge (PCK). Both TSG group theme-based discussion and collaborative reflection manage to explore participants’ professional knowledge.</p>

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