Multicultural Teaching in Regions (Within Sustainability Conception in Education)
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Published:
Jun 30, 2019
Keywords:
sustainability conception in education, multicultural teaching and education, prospects of multicultural education development
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Abstract
This research is dedicated to the study of the sustainability conception in education adopted by multicultural processes. The results of this research are analysed from a study conducted at Samara State University of Social Sciences and Education and Ludwigsburg Pedagogical Institute.
Multicultural teaching develops dynamically. It seems possible to develop an instrument to evaluate on an ongoing basis as to how to improve multicultural teaching further within regional policy. For this, we aim to demonstrate the importance of using Inter- and trans-disciplinary methods as a significant contributor in many countries to better understand perspectives to analyse multicultural teaching in regions. To further the ideas about the perspectives to develop multicultural teaching, we feel strongly that action-oriented and reflective and responsible methods are an important mediator to ensure multicultural teaching. Hence, in this research we speak about the integrative model, in particular, considering the relationship that exists between the educational practices to increase the role of education and the determinate needs of peoples of all nationalities and the new phenomenon of the regional policy. To do so, we use structural and functional approach. The ideas presented here attempt to visually organise the views upon which Russian intercultural experts have reached in particular considering the methods that exist to improve multicultural teaching.
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Zhukova, T., Bogoslovskiy, V., Dobudko, T., Sevenyuk, S., & Vershinina, L. (2019). Multicultural Teaching in Regions (Within Sustainability Conception in Education). Space and Culture, India, 7(1), 274-284. https://doi.org/10.20896/saci.v7i1.437
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References
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Mensah, F. M., Brown, J. C., Titu, P., Rozowa, P., Sivaraj, R., & Heydari, R. (2018). Preservice and inservice teachers’ ideas of multiculturalism: Explorations across two science methods courses in two different contexts. Journal of Science Teacher Education, 29(2), 128-147.
Merleau-Ponty, M. (2015). The Cultural Limits of Legal Tolerance. Law's Religion: Religious Difference and the Claims of Constitutionalism, 105.
Nieto, S., Bode, P., Kang, E. & Raible, J. (2008). Identity, Community and Diversity: Retheorising multicultural curriculum for the postmodern era. In F. M. Connelly, M. F.He, & J. Phillion (Eds.), The Sage handbook of curriculum and instruction, 225 p.
Osler, A. (2011). Teacher interpretations of citizenship education: national identity, cosmopolitan ideals, and political realities. Journal of Curriculum Studies, 43(1), 1-24.
Palatkina, G. (2007). Multicultural education of young people throughout Russia. Multicultural education of youth: the principle of ethnic tolerance: monograph. Astrakhan, 128 p.
Parris, T. M., Kates, R. W. (2003). Characterising a sustainability transition: Goals, targets, trends, and driving forces, Proceedings for the National Academy of Sciences, 100(24), 8068-8073.
Pereverzeva, Y. V. & Shamne, A. N. (2017, November). Financing higher education: experience of Russia and Germany. In 7th International Scientific and Practical Conference "Current issues of linguistics and didactics: The interdisciplinary approach in humanities"(CILDIAH 2017). Atlantis Press.
Portera, A. (2008). Intercultural education in Europe: epistemological and semantic aspects. Intercultural Education, 19, 481-491.
Rasmussen, P. (2009). Lifelong learning as social need and as policy discourse. Oxford: Symposium Books, pp. 5-100.
Sorokin, P. (2017). Social and cultural dynamics: A study of change in major systems of art, truth, ethics, law and social relationships. Routledge.
Sung, Y., Lee, J. A., Kim, E., & Choi, S. M. (2016). Why we post selfies: Understanding motivations for posting pictures of oneself. Personality and Individual Differences, 97, 260-265.
Vargas, C. M. (2000). Sustainable development education: Averting or mitigating cultural collision. International Journal of Educational Development, 20(5), 377-396.
Arsal, Z. (2019). Critical multicultural education and preservice teachers’ multicultural attitudes. Journal for Multicultural Education, 13(1), 106-118.
Bertelsman, S. (2010). Making lifelong learning tangible. Gütersloh, pp. 77-78.
Biserova, G., & Shagivaleeva, G. (2019). Socio-Psychological Adaptation of International Students to Learning and Professional Activities. Journal Space and Culture, India, 6(5), 99-114. https://doi.org/10.20896/saci.v6i5.411
Bosse, E. (2010). Vielfalt erkunden – ein Konzept für interkulturelles Training an Hochschulen. Schlüsselqualifikation interkulturelle Kompetenz an Hochschulen. Grundlagen, Konzepte, Methoden. Wiesbaden: VS Verlag für Sozialwissenschaften, pp. 109-133.
Burns, R. J., & Welch, A. R. (2018). Contemporary perspectives in comparative education. Routledge.
De Melendez, W. R., & Beck, V. (2018). Teaching young children in multicultural classrooms: Issues, concepts, and strategies. Cengage Learning.
Duzhakova, M. (2008). Development of teacher education in a multicultural society: a monograph. Voronezh, 225 p.
Estrada, F., & Matthews, G. (2016). Perceived Culpability in Critical Multicultural Education: Understanding and Responding to Race Informed Guilt and Shame to Further Learning Outcomes Among White American College Students. International Journal of Teaching and Learning in Higher Education, 28(3), 314-325.
Fayzullina, O. R. (2019). Ways of International Students’ Adaptation: Club of International Friendship. Journal Space and Culture, India, 6(5), 87-98, https://doi.org/10.20896/saci.v6i5.412.
Fisher, P. B., & McAdams, E. (2015). Gaps in sustainability education: The impact of higher education coursework on perceptions of sustainability. International Journal of Sustainability in Higher Education, 16(4), 407-423.
Fleischer, J., Leutner, D., Klieme, E. (2012). Modellierung von Kompetenzen im Bereich der Bildung. Eine psychologische Perspektive [Special issue]. Psychologische Rundschau, 63(1).
Freire, J. A., & Valdez, V. E. (2017). Dual language teachers’ stated barriers to implementation of culturally relevant pedagogy. Bilingual Research Journal, 40(1), 55-69.
Göbel, K., Hesse, H.G. (2009). Interkulturelle Kompetenz – ist sie erlernbar oder lehrbar? Konzepte für die Lehrerbildung, die allgemeine Erwachsenenbildung und die berufliche Weiterbildung. Handbuch der Erziehungswissenschaftenn. Band III/2. Paderborn. Schöningh Verlag, pp. 1139-1152.
Hartmann, E. (2018). Overburdening Higher Education? The Europeanisation of the Professional Complex. In European Higher Education and the Internal Market (pp. 287-308). Palgrave Macmillan, Cham.
Hochschulen in Brandenburg. Ergebnisbericht, CHE Working Paper, Gütersloh, 51.
Hoehmann, K., Zhukova, T. (2011). Teaching sociocultural qualities in German and Russian universities. The current problems of teaching the future teachers and the ways of professional competence development, PGSGA, pp. 26-30.
Holzinger, K., Knill, C. (2005). Causes and conditions of cross-national policy-convergence. Journal of European Public Policy, 12(5), 775-796.
Hosseini Fatemi, A., Khajavy, G. H., & Choi, C. W. (2016). Testing a model of intercultural willingness to communicate based on ethnocentrism, ambiguity tolerance and sensation seeking: the role of learning English in Iran. Journal of Intercultural Communication Research, 45(4), 304-318.
Kajikawa, Y. (2008). Research core and framework of sustainability science. Sustainability Science, 3, 215-239.
Kang, H. S., Kim, E. J., & Park, S. (2019). Multicultural teaching efficacy and cultural intelligence of teachers: the effects of learning goal orientation and training readiness. International Journal of Educational Management, 33(2), 265-275.
Kokarevich, M. N., & Sizova, N. Z. (2015). Model of tolerance of intercultural communication. Procedia-Social and Behavioral Sciences, 166, 621-625.
Lanfranchi, A. (2008) Interkulturelle Kompetenz als Element pädagogischer Professionalität – Schlussfolgerungen für die Lehrerausbildung. Interkulturelle Kompetenz und pädagogische Professionalität. Wiesbaden, pp. 231-260.
Luijten-Lub A., M. van der Wende, Huisman, J. (2005). On cooperation and competition: A comparative analysis of national policies for internationalisation of higher education in seven Western European countries. Journal of Studies in International Education, 9(2), 147–163.
MacDonald, M. N., & O’Regan, J. P. (2013). The ethics of intercultural communication. Educational Philosophy and Theory, 45(10), 1005-1017.
Mamedov, N. (2009). Sustainability development conception – up to date view on the conception. Education and sustainability conception, Saint-Petersburg, pp. 72-88.
McLaren, P. (2018). Revolutionary multiculturalism: Pedagogies of dissent for the new millennium. Routledge.
Mensah, F. M., Brown, J. C., Titu, P., Rozowa, P., Sivaraj, R., & Heydari, R. (2018). Preservice and inservice teachers’ ideas of multiculturalism: Explorations across two science methods courses in two different contexts. Journal of Science Teacher Education, 29(2), 128-147.
Merleau-Ponty, M. (2015). The Cultural Limits of Legal Tolerance. Law's Religion: Religious Difference and the Claims of Constitutionalism, 105.
Nieto, S., Bode, P., Kang, E. & Raible, J. (2008). Identity, Community and Diversity: Retheorising multicultural curriculum for the postmodern era. In F. M. Connelly, M. F.He, & J. Phillion (Eds.), The Sage handbook of curriculum and instruction, 225 p.
Osler, A. (2011). Teacher interpretations of citizenship education: national identity, cosmopolitan ideals, and political realities. Journal of Curriculum Studies, 43(1), 1-24.
Palatkina, G. (2007). Multicultural education of young people throughout Russia. Multicultural education of youth: the principle of ethnic tolerance: monograph. Astrakhan, 128 p.
Parris, T. M., Kates, R. W. (2003). Characterising a sustainability transition: Goals, targets, trends, and driving forces, Proceedings for the National Academy of Sciences, 100(24), 8068-8073.
Pereverzeva, Y. V. & Shamne, A. N. (2017, November). Financing higher education: experience of Russia and Germany. In 7th International Scientific and Practical Conference "Current issues of linguistics and didactics: The interdisciplinary approach in humanities"(CILDIAH 2017). Atlantis Press.
Portera, A. (2008). Intercultural education in Europe: epistemological and semantic aspects. Intercultural Education, 19, 481-491.
Rasmussen, P. (2009). Lifelong learning as social need and as policy discourse. Oxford: Symposium Books, pp. 5-100.
Sorokin, P. (2017). Social and cultural dynamics: A study of change in major systems of art, truth, ethics, law and social relationships. Routledge.
Sung, Y., Lee, J. A., Kim, E., & Choi, S. M. (2016). Why we post selfies: Understanding motivations for posting pictures of oneself. Personality and Individual Differences, 97, 260-265.
Vargas, C. M. (2000). Sustainable development education: Averting or mitigating cultural collision. International Journal of Educational Development, 20(5), 377-396.