Multiculturalism Handbook For Instructors

Publisher Description

This book offers ideas for a teacher to promote understanding of ethnic groups in the classroom through varied learning experiences focusing on language and culture.

This handbook was prepared from presentations made at an inservice workshop for teachers in Nova Scotia, Canada on multicultural education. In an introductory article, Paul Robinson describes his personal experiences in trying to prepare a multicultural curriculum, and the participation of members of Canadian ethnic communities in that activity. In the succeeding essays, Gil Scott explores the historical development of Canadian multiculturalism and multicultural policy; James Morrison examines the multiethnic composition of Atlantic Canada and Nova Scotia as a result of immigration; P.A. Johnstone examines educational implications of multiculturalism and educational approaches used in Nova Scotia; Gerald Boudreau identifies teacher characteristics and policy needs essential to effective multicultural education; Judith Gold outlines family, community, and socioeconomic factors that affect students and their learning; Van Roy Tobitt discusses the prerequisites of effective teaching and characteristics of effective teachers in a multicultural context, and briefly describes some models; Mavis Burke explores the value implications of children's books: and Terence Donahoe expresses the Nova Scotia government's concern with inclusion of human rights and multicultural concepts into the curricula and teaching practices. Finally, Rod Campbell synthesizes the various presentations. A bibliography of materials on Canadian multiculturalism is included. (Author/MJL)

"Embracing the contemporary reality of multilingualism, multiculturalism and internationalization of higher education , this book aims to increase the awareness about their benefits in building inclusive teaching, learning and assessment and collaboration worldwide"--

This handbook gathers in one volume the major research and scholarship related to multicultural science education that has developed since the field was named and established by Atwater in 1993. Culture is defined in this handbook as an integrated pattern of shared values, beliefs, languages, worldviews, behaviors, artifacts, knowledge, and social and political relationships of a group of people in a particular place or time that the people use to understand or make meaning of their world, each other, and other groups of people and to transmit these to succeeding generations. The research studies include both different kinds of qualitative and quantitative studies. The chapters in this volume reflect differing ideas about culture and its impact on science learning and teaching in different K-14 contexts and policy issues. Research findings about groups that are underrepresented in STEM in the United States, and in other countries related to language issues and indigenous knowledge are included in this volume.