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Descriptors:
Social Justice; Multicultural Education; Counselor Training; Ethnography; Student Attitudes; Holistic Approach; Graduate Students; Individual Development; Case Studies

Abstract:
Ethnographic fiction is a technique for educating counseling students about the relationship of social justice to counseling practice. Preliminary data indicate it is an effective tool, with counseling students (N = 48) reporting an increased understanding and appreciation of clients' life experiences from a holistic perspective. Furthermore, students reported that they were more motivated to address social justice issues in counseling. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Work Environment; Vocational Education Teachers; Teaching Methods; College Instruction; Immigrants; Student Diversity; Constructivism (Learning); Intervention; Faculty Development; Teacher Competencies; Vocational Education; Intercultural Communication; Cultural Pluralism; Multicultural Education

Abstract:
Immigration is an integral phenomenon of our globalising world. The increasing flow of people creates new challenges for educational institutions and workplaces. The purpose of this article is to address challenges that vocational teachers face with diversity at colleges and workplaces. Two research questions are addressed: how do teachers prepare immigrant students for working life? What challenges related to intercultural competence do teachers preparing immigrant students for working life face? The theoretical background lies in cultural-historical activity theory, developmental work research and in the concept of intercultural competence. The change laboratory method used in study is a formative intervention method evolved within developmental work research. The data comprised two change laboratories organised at the same vocational college in 2001 and 2011. The results showed that teachers' work with multicultural students and groups can be developed by following five perspectives: preparation, reflection, contribution, guidance and responding. Intercultural competence is constructed contextually and is intertwined with activities such as teaching, facilitating students' learning and cooperating with wor kplaces. The participants of the change laboratories experienced it as a good instrument for their intercultural work. Based on the results, some implications are suggested. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Boards of Education; Teacher Role; Mathematics Activities; Indigenous Populations; Action Research; Culturally Relevant Education; Preschool Teachers; Elementary School Teachers; Ethnology; Mathematics; Multicultural Education; Instructional Design; Mathematics Instruction; Program Implementation; Teaching Methods; Class Activities

Abstract:
The goal of Indigenous education is that it should be approached on the basis of the Indigenous language and culture; this is also the case with Sami education. The Sami School Board has stated that all teaching in Sami schools should be culturally based, despite the fact that Sami culture-based teaching is not specifically defined. Therefore, teachers themselves must adapt the teaching and as a result, usually no Sami culture-based mathematics teaching takes place. The aim of this article is to discuss Indigenous teachers' experiences with designing and implementing culture-based mathematics activities in Sami preschool and primary school. The teachers' work with culture-based mathematics activities took the form of "Sami cultural thematic work with ethnomathematical content," "Multicultural school mathematics with Sami cultural elements," and "Sami intercultural mathematics teaching." Culture-based mathematics activities took place within an action research study in the Swedish part of Sapmi. Sapmi comprises northern Norway, Sweden, and Finland, as well as the Kola Peninsula in Russia. In the action research study, six teachers conducted culture-based mathematics activities in preschool and primary school on the basis of the action research loop "plan-act-observe-reflect." During the study the teachers changed from a problem-focused perspective to a possibility-focused culture-based teaching perspective characterised by a self-empowered Indigenous teacher role, as a result of which they started to act as agents for Indigenous school change. The concept of "decolonisation" was visible in the teachers' narratives. The teachers' newly developed knowledge about the ethnomathematical research field seemed to enhance their work with Indigenous culture-based mathematics teaching. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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After School Programs; School Activities; Video Technology; Multicultural Education; Multilingualism; Indigenous Knowledge; Middle Schools; Multiple Literacies; Middle School Students; Immigrants

Abstract:
This article describes the inaugural year of a cross-cultural after-school program that used a problem-solving, project-based pedagogy to promote meaningful interactions between immigrant middle school students and their urban, low-income peers. The program relied on the students' local knowledge as they worked together to create social maps of their school and a multilingual video against gossip. These collaborations used local literacies to promote a multicultural perspective. (Contains 2 tables, 2 figures, 2 resources, and 1 online resource.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Cultural Differences; Student Teaching; Foreign Countries; Internship Programs; Study Abroad; International Programs; Teaching Styles; International Educational Exchange; Student Exchange Programs; Student Experience; Teaching Experience; Reflection; Multicultural Education; Achievement Gains; Comparative Education; Cross Cultural Studies; Student Educational Objectives; Participant Satisfaction

Abstract:
Twenty first century teachers need to be proficient in technology, skilled as reflective practitioners, and able to reflect on diversity in a myriad of ways: learning styles, special needs, cultural differences, racial differences, developmentally appropriate differences, teaching styles, and personality differences of children, teachers, parents, community members, and administrators. The paradigm shift of the 21st century is that teachers need to be team players who are skilled at operating in a variety of collaborative partnerships. Northeastern Illinois University (NEIU) in Chicago over the years has developed many international program experiences for students. Study abroad for a few weeks, a semester or a year provides an intensive way to experience another culture and see other ways of living life. This article takes a close look at a recent NEIU initiative, a program called Student Teaching and Korean Experience (S.T.a.K.E.). Students are able to complete an overseas student teaching internship in South Korea. We will examine students' reflections on their experience. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Indigenous Populations; Cultural Pluralism; Foreign Countries; Multicultural Education; Bilingualism; Monolingualism; Educational Experience; Indigenous Knowledge; Student Experience; Acculturation; Change Strategies; Educational Change; Politics of Education; Educational Policy; Cultural Context; Semi Structured Interviews; Content Analysis; Naturalistic Observation

Abstract:
The purpose of this article is to investigate whether, despite a shift in political and educational discourses over the last decades that suggests that Indigenous cultures and languages are recognized, any real change has occurred in terms of Indigenous education in Mexico. It is possible that official bilingual intercultural education is still just a goal. Data presented include four Indigenous students' accounts of their educational experiences in monolingual and bilingual schools. The findings suggest that Indigenous education still has assimilationist tendencies, as far as the mestizo identity and the use of Spanish are concerned, and these tendencies are based on a (neo)liberal vision of multiculturalism that promotes "ethnophagy". There is room for more changes to occur. (Contains 8 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Public Health; Writing (Composition); Multicultural Education; Interdisciplinary Approach; Theses; Ethnic Diversity; Educational Experience; Student Experience; Writing Skills; Writing Strategies; Group Experience; Group Activities; Group Dynamics; Social Psychology; Doctoral Dissertations; Research Projects; Student Research; Collaborative Writing; Foreign Countries

Abstract:
Writing groups for doctoral students are generally agreed to provide valuable learning spaces for Ph.D. candidates. Here an academic developer and the eight members of a writing group formed in a Discipline of Public Health provide an account of their experiences of collaborating in a multicultural, multidisciplinary thesis writing group. We consider the benefits of belonging to such a group for Ph.D. students who are operating in a research climate in which disciplinary boundaries are blurring and where an increasing number of doctoral projects are interdisciplinary in nature; in which both academic staff and students come from enormously diverse cultural and language backgrounds; and in which teamwork, networking and collaboration are prized but not always proactively facilitated. We argue that doctoral writing groups comprising students from diverse cultural and disciplinary backgrounds can be of significant value for postgraduates who wish to collaborate on their own academic development to improve their research writing and communication skills; at the same time, such collaborative work effectively builds an inclusive, dynamic research community. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cognitive Ability; Subcultures; Cultural Pluralism; Change Strategies; Critical Theory; Multicultural Education; Intercultural Programs; Cultural Awareness; Transformational Leadership; Organizational Climate; Organizational Culture; Social Justice; Administrative Principles; Sensitivity Training; Student Participation; Teacher Participation; Institutional Characteristics; Transformative Learning

Abstract:
In this article, the author provides a model that juxtaposes leadership, critical theory, and learning to address the needs of educators, the organization, and students. This model provides educators with a foundational approach to nurture students' critical consciousness through self-awareness and to actualize transformational change within their institution. The Layers of Critical Engagement help educators to frame and employ multiculturalism through identity development processes and contexts. College and university educators require training and exposure to experiences that will aid them in becoming self-reflective, in recognizing institutionalized otherblindness, and in manifesting productive ways in which they can serve as actively engaged advocates for change. In this regard, they position themselves within the institution as cultural workers who have successfully negotiated the application of the Layers of Engagement. Students need these cultural workers to generate genuine relationships with diverse populations and to help them develop into culturally competent citizens. The Layers of Engagement impact student learning by challenging students to construct a critically conscious lens, which empowers them to enhance their cognitive abilities and to involve themselves in implementing transformational change at the institutional, regional, and global levels. In order for this synthesis to transpire, the organization must reflect safe, inclusive, and intercultural themes. Members of the campus community should exhibit several forms of diversity, each sharing vocabulary and customs that encompass all constituencies and subcultures. This climate will foster global citizenship and will accommodate positive, sustainable change. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Educational Environment; Quality Control; Foreign Countries; Community Colleges; International Cooperation; Multicultural Education; Educational History; Educational Policy; Educational Improvement; Educational Development; Vocational Education; Prediction; Models; Futures (of Society); Educational Trends

Abstract:
Since 1986, with the creation of the Renovation ("Doi moi") policy, Vietnam has demonstrated a strong commitment to the improvement of its higher education system. After 25 years of opening its doors to the global educational environment, Vietnam has achieved some notable accomplishments. The country's higher educational system has become more diversified, more accessible, and more open to international cooperation. However, the management structure and quality assurance aspects of higher education still need significant improvement. One of the new and exciting opportunities for Vietnamese higher education is the development of community colleges. Even though colleges have long been a big part of the Vietnamese higher education system, most of them are specialized technical or vocational colleges. The emergence of community colleges, which resemble the U.S. community college model, is a fairly new phenomenon in Vietnam. This chapter analyzes the literature and the Vietnamese government's policies regarding the direction of higher education in general and community colleges in particular. Predictions and recommendations for the future of Vietnamese community colleges are also provided. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Indigenous Populations; Educational Technology; Cultural Pluralism; Teaching Methods; Foreign Countries; Electronic Learning; Citizenship Education; Multicultural Education; Case Studies; Elementary Secondary Education; Information Technology; Higher Education; History Instruction; Geography Instruction; Rural Schools; Females; Violence; Gender Issues; Mentors; Student Empowerment; College Freshmen; Social Networks; Teamwork; Computer Software; Resource Units; Minority Groups

Abstract:
Our differences in language, cultures, and history around the world play a vital role in the way we learn. As technology-based education continues to be used worldwide, there is an ever growing interest in how multiculturalism comes into effect. Multiculturalism in Technology-Based Education: Case Studies on ICT-Supported Approaches explores the multidisciplinary approaches to transculturality and multiculturalism and its influence on technology-based education. This comprehensive reference source is a collection of education cases which investigate transcultural education using theoretical aspects and practical applications inside a technological framework. This book aims to be a reference for university professors, students, and researchers alike. Contents include: (1) Multicultural Approach to Learning History and Geography at School in Europe (Valentina Zangrando, Antonio M. Seoane Pardo, Francisco J. Garcia-Penalvo, Alicia Garcia Holgado, and Lucia Garcia Holgado); (2) About the Use of the DMs in CLIL Classes (Anna Consonni); (3) Learning Object Model and Framework Design for the Digital Modules Production (Alicia Garcia Holgado, Francisco J. Garcia-Penalvo, Valentina Zangrando, and Antonio M. Seoane Pardo); (4) The Role of ICTs in Rural Schools of Patagonia (Flavio Caldas and Ana Garcia-Valcarcel Munoz-Repiso); (5) Intercultural Education with Indigenous Peoples and the Potential of Digital Technologies to Make it Happen (Evaristo Ovide); (6) Gender Violence Experiences of Urban Adult Indigenous Women: Case Study (M. Cruz Sanchez Gomez, Antonio V. Martin Garcia, Ana Maria Pinto Llorente, Paula Andrea Fernandez Davila, and Pamela Zapata Sepulveda); (7) Promoting Multiculturalism in Technology Based-Education: A Framework for the Improvement of Compatibility between Educators of Special Groups and their Learners and a Case Study on Educators of Roma in Greece to Prove its Efficiency (Maria Pavlis-Korres and Elena Garcia Barriocanal); (8) Closing and Opening of Cultures (Joaquin Garcia Carrasco, Evaristo Ovide, and Miriam Bormhan Puyal); (9) Understanding Culture and its Implications for E-Learning (Enric Serradell-Lopez, Christina Casado-Lumbreras, and David Castillo-Merino); (10) E-Mentoring in Global Software Development Teams: Success Factors to Develop a Common Culture (Ricardo Colomo-Palacios, Alok Mishra, Christina Casado-Lumbreras, and Pedro Soto-Acosta); (11) Teamwork and Project Experiences in Multicultural Environments for Computing Students (Luis Fernandez-Sanz); (12) Online Networking: Integrating International Students into First Year University through the Strategic Use of Participatory Media (Josh McCarthy); (13) Technology-Based Values Teaching in Secondary Education (Miriam Borhan Puyal, Susana Olmos-Miguelanez, Paola Perochena Gonzalez, and Maria Jose Rodriguez-Conde); and (14) An Enquiry into the use of Technology and Student Voice in Citizenship Education in the K-12 Classroom (Venus Olla). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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