GAME-BASED METHOD IN MULTICULTURAL TRAINING OF SPECIALISTS IN US HIGHER EDUCATION

The aim of the study is to analyze the methods of multicultural training in US higher school. Theoretical research methods have been used as well as pedagogical and historic methods. The stages of formation and development of multicultural education in the USA are the following: stage I – from the 20’s to the first half of the 50’s of the 20th century; stage II – the mid-50’s to the early 80’s; stage III – the beginning of the 80’s to the present day. At present, multicultural education in the USA has the status of state educational policy, which is enshrined in law. National Association for Multicultural Education was established in 1990, later various higher education institutions with multicultural research centers. Multicultural training in higher education includes a variety of learning technologies (problem-based learning, personality-oriented technology, technology of group learning activities, learning technology as research, interactive, information technology, technology of concentrated learning, portfolio technology, etc.), methods (game methods, project method, case method, transition registers, trainings (attributive, intercultural, cultural assimilator), forms (traditional lecture, lecture for two, lecture in the press-conference format, discussion-style seminar, report-format seminar, seminar in the format of extended talk, excursions, tutorials, etc.). Training of specialists for intercultural interaction is carried both in the process of classroom studies, also during practice, independent work, participation in scientific research, various extracurricular professionally-oriented educational activities. Special attention is paid to the analysis of game methods and their important role in multicultural training of teachers, social workers and other specialists.

Open Science and Multicultural Research: Some Data, Considerations, and Recommendations

Objectives: There are two potentially useful but nonintersecting efforts to ensure that psychological science is valid and credible, and helps understand the diversity of human experiences. Whereas American ethnic minority psychology/cultural diversity (EM/D) research focuses on culturally competent, contextual psychological understanding of understudied and underserved populations, current open science (OS) approaches emphasize material and data sharing, and statistical proficiency to maximize replicability of mainstream findings. Three studies illuminated the extent and reasons for this bifurcation, and OS’s potential impact on EM/D research. Methods and Results: In Study 1, we reviewed the editorial/publishing policies and articles appearing in four major EM/D journals on the degrees of support for and use of OS. Journals varied in policies; 32 of 823 empirical articles incorporated any OS practices. Study 2 was a national mixed methods survey of EM/D researchers’ (N=141) and journal editors’ (N=15) views about and use of OS practices. Editors were more familiar with and accepting of OS practices than researchers. Themes emerged about the perceived impact of OS on scientific quality, possible professional disadvantages for EM/D researchers, and concerns about the welfare of and ethical risks posed for participants of color. In Study 3, we explored research participants’ beliefs about data sharing and the credibility of science/scientists (N=1,104). Participants reported accepting attitudes toward OS-recommended data sharing, and favorable views about psychological science. Conclusions: We provide data-driven recommendations for all researchers to assemble the best tools for engaging in culturally competent and transparent research and in generating valid and useful knowledge.

How the Tenth Indian Survived: An Indigenous Reclamation

The lack of longitudinal multicultural research in academia leaves no other option for the illumination and transformation of education towards more diverse and equitable opportunities than to acknowledge and incorporate the experiences of those previously marginalised by the mainstream through the study of ethnographic narratives, such as this one, which seeks to inform and enlighten all readers. In this article, the author encapsulates her personal experience as an adoption survivor and her journey of reclamation through education.

Objects in focus groups: Materiality and shaping multicultural research encounters

This paper discusses some opportunities and challenges of using objects in focus groups, to explore multicultural encounters and experiences of living together. Drawing on feminist approaches to human embodiment, it argues that material approaches hold the potential to investigate the embodied and relational experiences of encounters with/across difference of diverse participants in sensitive ways. The materials were touchable objects such as pens and papers that help connect across differences in identity, experience and opinion, share experiences and stories with unknown others, communicate across (non)verbal barriers, misunderstandings and tensions, and accommodate moments of silence and reflection. Originally meant to ease and structure discussion, objects emerged as a central ‘medium’ or ‘instrument’ of research encounters through which participants can capture, express and share complex narratives about encountering others and multicultural living, underscoring the use of objects as an impactful method in feminist and participatory research.

EMRI ~ NHS PRESENTATION

NHS Presentation at the Edinburgh Multicultural Research Institute

Practicing What We Preach: Reclaiming the Promise of Multicultural Transition Programming

Translating multicultural research and theory into practices that improve transition outcomes for all children especially, youth who come from predominantly culturally and ethnically diverse (CED) communities, remains a substantial challenge for career transition specialists (CTSs) today. The purpose of this article was to consider the state of transition programming for CED youth with disabilities, paying particular attention to the clinical applications of Banks’s dimensions of multicultural pedagogy in addressing inequities in transition programming. In light of this discussion, a set of five research- and practice-based tips for CTSs, special education teachers, and other members of individualized transition teams are shared.