Why Multicultural Education Is More Important in Higher Education Now Than Ever: a Global Perspective
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The Strength of Social Norms Across Human Groups
PPSXXX10.1177/1745691617708631Gelfand et al.Strength of Social Norms 708631research-article2017 Perspectives on Psychological Science 2017, Vol. 12(5) 800 –809 The Strength of Social Norms Across © The Author(s) 2017 Reprints and permissions: Human Groups sagepub.com/journalsPermissions.nav DOI:https://doi.org/10.1177/1745691617708631 10.1177/1745691617708631 www.psychologicalscience.org/PPS Michele J. Gelfand1, Jesse R. Harrington1, and Joshua Conrad Jackson2 1University of Maryland and 2University of North Carolina at Chapel Hill Abstract Social norms are a defining feature of human psychology, yet our understanding of them is still underdeveloped. In this article, we present our own cross-cultural research program on tightness-looseness (TL)—which draws on field, experimental, computational, and neuroscience methods—to illustrate how going beyond Western borders is critical for understanding social norms’ functions and their multilevel consequences. Cross-cultural research enables us to account for the universal features of norm psychology but also explains the great cultural diversity we see in social norms around the globe. Keywords culture, diversity, neuroscience, individual differences, environment Imagine a world where everyone drives on both sides around town, to having conversations, to running an of the road. There are stoplights but no one pays atten- organization turn into an uncoordinated mess. tion to them. Trains, buses, and airplanes don’t operate Perhaps because of their important role in human with any fixed schedule. In conversations, people don’t behavior, social norms have been a central topic of greet each other, interrupt each other frequently, and study in psychology. The earliest studies of normative invade each other’s space. -
At Home in the World: Bridging the Gap Between Internationalization and Multicultural Education
Global Learning for All: The Fourth in a Series of Working Papers on Internationalizing Higher Education in the United States At Home in the World: Bridging the Gap Between Internationalization and Multicultural Education by Christa L. Olson, Rhodri Evans, and Robert F. Shoenberg Funded by the Ford Foundation AMERICAN COUNCIL ON EDUCATION The Unifying Voice for Higher Education Global Learning for All: The Fourth in a Series of Working Papers on Internationalizing Higher Education in the United States At Home in the World: Bridging the Gap Between Internationalization and Multicultural Education by Christa L. Olson, Rhodri Evans, and Robert F. Shoenberg Funded by the Ford Foundation AMERICAN COUNCIL ON EDUCATION The Unifying Voice for Higher Education © June 2007 American Council on Education ACE and the American Council on Education are registered marks of the American Council on Education. American Council on Education One Dupont Circle NW Washington, DC 20036 All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher. Additional copies of this publication are available for purchase at www.acenet.edu/bookstore for $20.00 per copy, plus shipping and handling. Copies also may be purchased by contacting: ACE Fulfillment Service Department 191 Washington, DC 20055-0191 Phone: (301) 632-6757 Fax: (301) 843-0159 www.acenet.edu When ordering, please specify Item #311578. Table of Contents Foreword .................................................. iii Executive Summary ........................................... v Introduction ................................................ vii Our Choice of Language . -
Introduction Multicultural Education Means Different Things to Different
Introduction Multicultural education means different things to different people. However, the differences are not as great, confusing, or contradictory as some critics and analysts claim. Many of these differences are more semantic than substantive, a reflection of the developmental level in the field and the disciplinary orientation of advocates. One should expect people who have been involved in a discipline or educational movement for a long time to understand and talk about it differently from those who are new to it. Similarly, educators who look at schooling from the vantage point of sociology, psychology, or economics will have differing views of the key concerns of schooling. Yet, these disparate analysts may agree on which issues are the most critical ones. Such differences over means coupled with widespread agreement on substance are naturally found in discussions of multicultural education. But this diversity should not be a problem, especially when we consider that multicultural education is all about plurality. The field includes educational scholars, researchers, and practitioners from a wide variety of personal, professional, philosophical, political, and pedagogical backgrounds. Therefore, we should expect that they will use different points of reference in discussing ethnic diversity and cultural pluralism. Yet, when allowances are made for these differences, a consensus on the substantive components of multicultural education quickly emerges. Such agreement is evident in areas such as the key content dimensions, value priorities, the justification for multicultural education, and its expected outcomes. Only when these fundamentals are articulated do variations emerge. Some advocates talk about expected outcomes, while others consider the major determining factor to be the group being studied; the arena of school action is the primary focus for one set of advocates, and still others are most concerned with distinctions between theory and practice. -
Cultural Group Selection Plays an Essential Role in Explaining Human Cooperation: a Sketch of the Evidence
BEHAVIORAL AND BRAIN SCIENCES (2016), Page 1 of 68 doi:10.1017/S0140525X1400106X, e30 Cultural group selection plays an essential role in explaining human cooperation: A sketch of the evidence Peter Richerson Emily K. Newton Department of Environmental Science and Policy, University of California– Department of Psychology, Dominican University of California, San Rafael, CA Davis, Davis, CA 95616 94901 [email protected] [email protected] http://emilyknewton.weebly.com/ www.des.ucdavis.edu/faculty/richerson/richerson.htm Nicole Naar Ryan Baldini Department of Anthropology, University of California–Davis, Graduate Group in Ecology, University of California–Davis, Davis, CA 95616 Davis, CA 95616 [email protected] https://sites.google.com/site/ryanbaldini/ [email protected] Adrian V. Bell Lesley Newson Department of Anthropology, University of Utah, Salt Lake City, UT 84112 Department of Environmental Science and Policy, University of California– [email protected] http://adrianbell.wordpress.com/ Davis, Davis, CA 95616 [email protected] [email protected] Kathryn Demps https://www.researchgate.net/profile/Lesley_Newson/ Department of Anthropology, Boise State University, Boise, ID 83725 [email protected] Cody Ross http://sspa.boisestate.edu/anthropology/faculty-and-staff/kathryn- Santa Fe Institute, Santa Fe, NM 87501 demps/ [email protected] http://scholar.google.com/citations?user=xSugEskAAAAJ Karl Frost Graduate Group in Ecology, University of California–Davis, Davis, CA 95616 Paul E. Smaldino [email protected] https://sites.google.com/site/karljosephfrost/ Department of Anthropology, University of California–Davis, Davis, CA 95616 [email protected] http://www.smaldino.com/ Vicken Hillis Department of Environmental Science and Policy, University of California– Timothy M. -
Microculture in Organisations Hull
2015-03-02 Micro Culture in Organisations What is it? Why does it matter? M. HEMADRI MBBS (Madras) FRCS (Edinburgh) MBA (Leicester) ATP (Intermountain) PSO (IHI) TMP (Kings Fund) ©M. HEMADRI Acknowledgement • Yorkshire and the Humber Leadership Academy • Health Education Yorkshire and the Humber 1 2015-03-02 My micro-world My micro culture CULTURE • CULTURE: the ideas, customs, and social behaviour of a particular people or society (Oxford English Dictionary) • Organizational culture is the behavior of humans within an organization and the meaning that people attach to those behaviors (Wikipedia) 2 2015-03-02 Culture in Society • Macro-culture • Context overlays (majority, overarching, dominant, large, common, visible. Historical time line related) • Small group macro-culture (Dominant micro-culture Representative-parliament Nonrepresentative- Oxbridge) MICRO CULTURE • Voluntary, short-lived, situation specific, ephemeral, non-verbal • Minority, weak, non-dominant, minimally visible • Powerful micro-culture (Think-tanks, extremists. ? Healthcare QI people) • Large group micro-cultures (women, ?unions?) • Yoga culture, Amish (not short lived) • SUBCULTURE 3 2015-03-02 • Macro-culture – similarity based (do not mind, understand and even tolerant of reduced values • Micro-culture – value (equality/morality/ethicality) based. Forced to tolerate ‘similarity’ • Subculture – difference/variance based MicroCulture • ALL MICROCULTURES • Structure • Activities – similar • Specifications/qualifications/knowledge – similar • ‘SUCCESSFUL MICROCULTURES’ -
Class, Style and Territory in the Drari Microcultures of Brussels
societies Article Class, Style and Territory in the Drari Microcultures of Brussels Mattias De Backer 1,2 1 Department of Criminology, KU Leuven, Oude Markt 13, 3000 Leuven, Belgium; [email protected] 2 Department of Sociology, Université de Liège, Place du 20 Août 7, 4000 Liège, Belgium Received: 30 May 2019; Accepted: 25 August 2019; Published: 11 September 2019 Abstract: Much like Parsons’s notion of “youth culture,” the tradition of subculture developed by the Birmingham School was criticised as being too romantic, too general, and too dependent on a simplistic model based on the inside/outside binary. Since the 1990s, “post-subcultural” studies have developed which prefer to focus on agency rather than structure. A “third school” of youth cultural studies focused on medium sizes groups and their attachment to place, which they called “microcultures”. This paper, drawing from fieldwork undertaken in Brussels between 2013 and 2016 with young people, studies members of the Brussels “street culture” called the drari, while zooming in on the combinations of personalities, the events they share and the locations they make their own. Specifically, this paper argues that the drari microculture does not fit in the binary model of (post-)subcultural theory, nor in the criminological frame of urban youth gangs, by focusing on the affective and class-related phenomena internal to their practices of territory-building. Keywords: subcultures; microcultures; territory; class; Brussels youth 1. Introduction A whole set of “-cultures” has been coined by sociologists to refer to young people. “Youth culture” was first used as a concept by Talcott Parsons [1] in order to describe a set of professedly unique, distinctive patterns among young people, which emphasised values such as hedonism, consumption and irresponsibility. -
The Effect of Macrocultures and Microcultures On
THE EFFECT OF MACROCULTURES AND MICROCULTURES ON VISUAL PERCEPTION A THESIS SUBMITTED TO THE DEPARTMENT OF PSYCHOLOGY OF THE STATE UNIVERSITY OF NEW YORK AT NEW PALTZ IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN PSYCHOLOGY By Emily Heimbender May 2015 Notice: Signature Page Not Included This thesis has been signed and approved by the appropriate parties. The signature page has been removed from this digital version for privacy reasons. The signature page is maintained as part of the official version of the thesis in print that is kept in Special Collections of Sojourner Truth Library at SUNY New Paltz. SUNY New Paltz theses are copyright protected and may be used for education or personal research only. Reproduction or distribution in part or whole is prohibited without written permission from the author. ACKNOWLEDGEMENTS I would like to thank my graduate adviser and thesis committee, Tabitha Holmes, Sarah Shuwairi, and Rebecca Swenson for all of their work offering guidance and feedback, helping with the completion of my thesis. I extend sincere gratitude to my grad group, Geena Altebrando, Andrew “Andy” Shimkus, David Chapleau, and Kiersten “Q” Donovan, for their encouragement and support in this process. A special thanks to Matthew Laudicina, librarian extraordinaire, for countless hours helping to edit earlier editions of this paper. Lastly, I want to thank my mother, Sandra Heimbender, who has always been there for me. She has been my emotional support system, and without her I would not have been able to write this thesis in its entirety. Thank you, Mom! TABLE OF CONTENTS I. -
Mapping Multicultural Education
Mapping Multicultural Education The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Levinson, Meira. 2010. Mapping Multicultural Education. In The Oxford Handbook of Philosophy of Education, ed. Harvey Siegel, 428-450. Oxford; New York: Oxford University Press. Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:10860786 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA Mapping Multicultural Education Meira Levinson Oxford Handbook of Philosophy of Education, ed. by Harvey Siegel.. Multicultural education is a conceptual mess. It stands in for people’s political aspirations, but has no independent meaning or value—despite its advocates’ pretences (and beliefs) to the contrary. This is not to say that the various meanings and values attached to multicultural education by its various proponents are themselves worthless; to the contrary, they are often both plausible and compelling. But these meanings and values neither derive from nor are clarified by the concept of “multicultural education” itself. Furthermore, “multicultural education” is saddled with so many different conceptions that it is inevitably self-contradictory both in theory and in practice; even in its most well-intentioned, assiduous, and effective implementation, it cannot simultaneously achieve all of the goals it is called upon to serve. Thus, I shall argue in this chapter, “multicultural education” has no independent identity or value beyond the various goals, practices, or content to which others attach it, and to know that an education is called “multicultural” is to know little if anything about its form, content, or aims. -
The Coding Manual for Qualitative Researchers for Manual Coding The
2E Second Edition The Coding Manual for Qualitative Researchers ‘This book fills a major gap in qualitative research methods courses. Saldaña has accomplished what has not been done before - creating a text that clearly identifies the many choices one has in coding their data. I wish I had this book when I started conducting qualitative research. It should be required reading for all.’ Mark Winton, Criminal Justice Instructor, University of Central Florida ‘An excellent handbook that helps demystify the coding process with a comprehensive assessment of different coding types, examples and exercises. As such it is a valuable teaching resource and it will also be of use to anyone undertaking qualitative analysis.’ Kevin Meethan, Associate Professor in Sociology, Plymouth University The ‘The Coding Manual describes the qualitative coding process with clarity and expertise. Its wide array of strategies, from the more straightforward to the more complex, are skillfully explained and exemplified. This extremely usable manual is a must-have resource for qualitative researchers at all levels.’ Coding Manual for Tara M. Brown, Assistant Professor of Education, Brandeis University The second edition of Johnny Saldaña’s international bestseller provides an in-depth guide to the Qualitative Researchers multiple approaches available for coding qualitative data. Fully up-to-date, it includes new chapters, more coding techniques and an additional glossary. Clear, practical and authoritative, the book: • Describes how coding initiates qualitative data analysis • Demonstrates the writing of analytic memos • Discusses available analytic software • Suggests how best to use The Coding Manual for Qualitative Researchers for particular studies In total, 32 coding methods are profiled that can be applied to a range of research genres from grounded theory to phenomenology to narrative inquiry. -
Culturally Responsive Multicultural Education Mayra Ortiz St
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Fisher Digital Publications St. John Fisher College Fisher Digital Publications Education Masters Ralph C. Wilson, Jr. School of Education 8-2012 Culturally Responsive Multicultural Education Mayra Ortiz St. John Fisher College How has open access to Fisher Digital Publications benefited you? Follow this and additional works at: http://fisherpub.sjfc.edu/education_ETD_masters Part of the Education Commons Recommended Citation Ortiz, Mayra, "Culturally Responsive Multicultural Education" (2012). Education Masters. Paper 289. Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations. This document is posted at http://fisherpub.sjfc.edu/education_ETD_masters/289 and is brought to you for free and open access by Fisher Digital Publications at St. John Fisher College. For more information, please contact [email protected]. Culturally Responsive Multicultural Education Abstract This paper identifies the many facets and importance of a multicultural/culturally responsive education. While a multicultural education affirms issues of identity and differences among people as a positive thing, it also uses this same lens to question and confront both historical and current issues of power and privilege in society. Today multicultural education strives to instruct teachers as to the ways in which culturally and linguistically diverse students learn and function in order for them to receive and experience the most diverse and culturally rich learning possible. Based in recognizing and accepting cultural differences, culturally responsive education is a pedagogy rooted not only in equality but also in fairness. -
In Search of Best Practices for Multicultural Education: Empirical Evidence from the Forum BEVI Project Mary Beth Tabit James Madison University
James Madison University JMU Scholarly Commons Dissertations The Graduate School Summer 2014 In search of best practices for multicultural education: Empirical evidence from the Forum BEVI Project Mary Beth Tabit James Madison University Follow this and additional works at: https://commons.lib.jmu.edu/diss201019 Part of the Psychology Commons Recommended Citation Tabit, Mary Beth, "In search of best practices for multicultural education: Empirical evidence from the Forum BEVI Project" (2014). Dissertations. 96. https://commons.lib.jmu.edu/diss201019/96 This Dissertation is brought to you for free and open access by the The Graduate School at JMU Scholarly Commons. It has been accepted for inclusion in Dissertations by an authorized administrator of JMU Scholarly Commons. For more information, please contact [email protected]. In Search of Best Practices for Multicultural Education: Empirical Evidence from the Forum BEVI Project Mary Beth Tabit A dissertation submitted to the Graduate Faculty of JAMES MADISON UNIVERSITY In Partial Fulfillment of the Requirements for the degree of Doctor of Psychology Department of Graduate Psychology August 2014 Acknowledgements I would like to extend my sincere gratitude and appreciation to my dissertation chair, Craig Shealy, for his constant support, encouragement, and unwavering confidence in me throughout this process. I would also like to thank Lee Sternberger and Renee Staton, members of my dissertation committee, for their feedback and guidance over the past two years. Additionally, I am incredibly grateful for the contributions and support offered by Lisa Legault, Wenjuan Ma, and Kayan Phoebe Wan. I would also like to thank my family, friends, and future husband; to see the pride you all feel has made this worth it. -
Approaches to Multicultural Education in Preservice Teacher Education Philosophical Frameworks and Models for Teaching
Personal Perspective Approaches to Multicultural Education in Preservice Teacher Education Philosophical Frameworks and Models for Teaching Earl Bradford Smith Introduction a society with no distinct majority—one cally, linguistically, and socioeconomically characterized by multicultural enclaves, diverse students (Banks, 2000). Today’s startling classroom diversity enormously mixed, encompassing an array Few cases have come before the reflects a major United States demographic of races, cultures, and languages never nation’s Supreme Court that so directly af- shift. According to the U. S. Census Bureau, before seen in schools. fected the minds, hearts, and daily lives of by the year 2040, White non-Hispanics will Teachers face multiple and complex so many Americans as the 1954 landmark make up less than half of the school-aged issues that challenge many of their tradi- Civil Rights case of Brown v. Board of population. By the year 2010, Hispanics tional educational practices and assump- Education of Topeka (Ethridge, 1979). The are projected to account for 43% of United tions. For example, majority-minority cases’s outcome barred the segregation of States population growth. The Hispanic relations, long a focus of concern in urban students by race in public schools. This deci- school-aged population is predicted to in- classrooms, are at the very least reconfig- sion continues to be important to the educa- crease by 64% over the next 20 years. The ured and may, in fact, be moot. In many tion reform movement for two reasons: (a) proportion of school-aged population that schools, there is no longer a majority group; Constitutionally sanctioned racially diverse is Asian non-Hispanic was estimated at 4% in others, the traditional White dominant, classes exist as a result of integration, and in 2000 and is projected to rise to 6.6% by Black minority nature of the racial com- (b) The preparation of teachers to effectively 2025.