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ERIC Number: EJ903813
Record Type: Journal
Publication Date: 2004
Pages: 12
Abstractor: As Provided
Reference Count: 4
ISBN: N/A
ISSN: ISSN-1443-1475
Teaching Processes and Practices for an Australian Multicultural Classroom: Two Complementary Models
Winch-Dummett, Carlene
International Education Journal, v4 n4 p102-113 2004
Which pedagogical processes and practices that target the recognition, value and sharing of world views in teaching and learning can be identified as strategies for learning to live together in an Australian multicultural classroom? The question is addressed by this paper, which presents two discrete but complementary pedagogical models that display the successful teaching processes and practices of teachers in Australian multicultural classrooms. These processes and practices accord with the Delors Report recommendations that education for the future should be organised around the four pillars of learning, namely, learning to be, learning to do, learning to know and learning to live together. The two complementary pedagogical models are informed by research in two primary schools in a multicultural urban area in NSW. The implications of these two models in respect to the lesson and syllabus outcomes, and the contribution of parental involvement to education are also examined. (Contains 7 tables and 3 figures.)
Shannon Research Press. Available from: Australian and New Zealand Comparative and International Education Society. ANZCIES Secretariat, Curtin University, Box U1987, Perth, WA Australia. Tel: +61-8-9266-7106; Fax: +61-8-9266-3222; e-mail: editor@iejcomparative.org; Web site: http://www.iejcomparative.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia