NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ824805
Record Type: Journal
Publication Date: 2008
Pages: 9
Abstractor: ERIC
Reference Count: 14
ISBN: N/A
ISSN: ISSN-1052-2891
Fostering Awareness of Diversity and Multiculturalism in Adult and Higher Education
Baumgartner, Lisa M.; Johnson-Bailey, Juanita
New Directions for Adult and Continuing Education, n120 p45-53 Win 2008
Multiculturalism and diversity are often discussed in tandem. Indeed it is difficult to discuss one without clarifying the meaning of the other. This conversation can be further complicated by the emotional reactions that often accompany the exchange. In this article, the authors offer practical and educational-centered working definitions of diversity and multiculturalism, and they also explore how emotions can influence dialogues, curriculum, and classroom experiences. This article focuses on how race and ethnicity affect the educational process in the adult education classroom, including the role of emotions. The authors do not mean to imply that race and ethnicity are the only salient issues affecting the society. However, this article uses race as the lens through which to discuss how the positionality of students and teachers, their resulting understanding and beliefs, and the attached emotionality can affect the classroom. The authors include a brief discussion of how the intersection of other positionalities also affects the educational dynamic. Recommendations and strategies for fostering diversity and multiculturalism in the classroom are provided.
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A