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ERIC Number: EJ1093479
Record Type: Journal
Publication Date: 2015
Pages: 14
Abstractor: As Provided
Reference Count: 47
ISBN: N/A
ISSN: ISSN-1467-5986
Intercultural Education and Academic Achievement: A Framework for School-Based Policies in Multilingual Schools
Cummins, Jim
Intercultural Education, v26 n6 p455-468 2015
The paper reviews quantitative and qualitative research evidence regarding the relationship between intercultural education and academic achievement among students from socially marginalized communities. Intercultural education is conceptualized as including a focus both on generating understanding and respect for diverse cultural traditions and challenging inequitable distribution of resources and educational opportunities across social groups. As such, intercultural education incorporates notions such as critical literacy and culturally responsive education. By definition, socially marginalized communities have experienced social exclusion and discrimination, often over generations. Thus, educators who adopt an intercultural education orientation are also committed to challenging the operation of coercive relations of power within their school environments. The operation of societal power relations that affect marginalized group students' academic achievement can be conceptualized along a continuum ranging from "structural/societal," through "structural/educational," to "interpersonal." Structural/societal forms of discrimination are largely outside the scope of what educators can influence directly (e.g. housing segregation). However, the research evidence suggests that educators have considerable power to resist and challenge coercive power relations operating at both structural/educational (e.g. curriculum materials) and interpersonal (e.g. classroom interactions) dimensions of the continuum. Thus, the proposed framework represents an explanatory model to account for patterns of school success and failure among marginalized group students and a predictive model to specify educator behaviors that are likely to promote academic achievement.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A