Delving into Diversity: An International Exploration of Issues of Diversity in Education (Education in a Competitive and Globalizing World)

"There is considerable interest in diversity within education as our communities become increasingly globalised and the evidence mounts that diversity is in fact the norm within most educational contexts. This book aims to highlight some of the issues surrounding diversity that are apparent in all educational settings regardless of the international location. It seeks to un-pack the range and breadth of diversity that educators are likely to face. In particular, the chapters in this book review research on the potential issues, challenges and possible learning opportunities that may arise for educators as a result of working with diverse learners in diverse educational contexts. As teachers become increasingly accountable for the quality of learning experiences they are under pressure to ensure that discrimination is not only recognised, but addressed in order that all participants experience quality learning environments. Thus each chapter considers a different aspect of diversity, raises issues of concern, at times challenges conventional wisdom and offers insights as to how educators may address these issues in their own context. Each chapter includes an implications section for educators as they seek to provide all learners with environments in which they can engage in quality learning experiences and have equal opportunities."--Publisher's description DELVING INTO DIVERSITY: AN INTERNATIONAL EXPLORATION OF ISSUES OF DIVERSITY IN EDUCATION......Page 2 CONTENTS......Page 8 PREFACE......Page 12 ACKNOWLEDGMENTS......Page 20 ABOUT THE CONTRIBUTORS......Page 22 ASSOCIATE EDITOR......Page 30 INTRODUCTION......Page 32 Focusing on the Immediate Educational Context: Micro-System......Page 34 Making Connections: Meso-System......Page 35 Indirect Influences on Teaching Practice: Exo-System......Page 36 Global Influences on Education: Macro-System......Page 37 REFERENCES......Page 38 INTRODUCTION......Page 40 The Significance of Student-Teacher Relationships and Care for At-Risk Youth......Page 42 TEACHER BEHAVIOURS ASSOCIATED WITH POSITIVE STUDENT-TEACHER RELATIONSHIPS AND PERCEPTIONS OF CARE......Page 43 Spending Time Interacting with Students......Page 44 Showing Respect and Related Values......Page 45 Empowering Students and Involving them in Decision Making......Page 46 Using Humour......Page 47 IMPLICATIONS FOR EDUCATORS......Page 48 REFERENCES......Page 49 INTRODUCTION......Page 52 COOPERATIVE LEARNING AS A PEDAGOGICAL SOLUTIONIN THE NEW CENTURY......Page 53 THE RESEARCH......Page 56 USING COOPERATIVE LEARNING TO EFFECT CHANGE......Page 58 IMPLICATIONS FOR TEACHERS AND FUTURE TRENDS......Page 59 CONCLUSION......Page 60 REFERENCES......Page 61 INTRODUCTION......Page 66 MISCONCEPTION AND MISUNDERSTANDING......Page 67 BACKGROUND......Page 68 CULTURALLY RESPONSIVE TEACHER BEHAVIOUR......Page 69 IMPLICATIONS FOR TEACHERS......Page 72 CONCLUSION......Page 73 REFERENCES......Page 74 ABSTRACT......Page 76 BACKGROUND......Page 77 DEVELOPING EFFECTIVE TEACHER-STUDENT INTERACTIONS......Page 78 KNOWING THE LEARNING PREFERENCESAND NEEDS OF INDIVIDUALS......Page 80 INVOLVING EVERYONE......Page 81 USING SUITABLE ENCOURAGEMENT, FEEDBACK, AND PRAISE......Page 83 IMPLICATIONS FOR EDUCATORS AND FUTURE TRENDS......Page 84 REFERENCES......Page 85 INTRODUCTION......Page 88 TEACHING AND LEARNING FOR DIVERSITYIN THE DRAMA CLASSROOM......Page 89 Case Study: Background......Page 90 Participation......Page 91 Partnership......Page 92 Outcomes of this Approach......Page 93 Schooling and Motivation......Page 94 What Can Technology Education Do for Māori Learners?......Page 95 Students’ Comments......Page 96 CONCLUSION /IMPLICATIONS FOR TEACHERS/EDUCATORS......Page 97 REFERENCES......Page 98 INTRODUCTION......Page 102 BACKGROUND: THE NATURE OF DISCIPLINE-SPECIFIC LANGUAGE LEARNING......Page 103 Valuing Cultural Diversity......Page 105 Explicitly Modelling the Discourse of their Discipline......Page 106 Allowing Information and Skills to be Presented in Different Contexts and Revisited in Different Ways......Page 107 Using First Language......Page 109 CONCLUSION......Page 110 REFERENCES......Page 111 ABSTRACT......Page 114 Racial Stereotyping......Page 115 FACTORS RELATED TO CHANGES IN ADOLESCENTS’ VIEWS OF RACE......Page 116 School Matriculation and Diverse Secondary Schools......Page 117 Racial Socialization......Page 118 Academic Performance......Page 119 Intergroup Relations......Page 120 Teacher Self-Awareness......Page 121 Multifaceted Approach......Page 122 CONCLUSION......Page 123 REFERENCES......Page 124 BACKGROUND......Page 130 ‘CLOSING THE GAP’......Page 132 DAMAGED RELATIONSHIPS......Page 133 PRE-SERVICE TEACHER TRAINING......Page 134 IMPLICATIONS FOR TEACHERS......Page 135 CONCLUSION......Page 136 REFERENCES......Page 137 ABSTRACT......Page 140 INTRODUCTION......Page 141 MY INITIAL UNDERSTANDINGS: TEACHER ENTHUSIASM FOR INCLUSIVENESS......Page 142 EXAMINING THE UNEXAMINED......Page 143 DISCUSSION AND IMPLICATIONS......Page 145 REFERENCES......Page 147 ABSTRACT......Page 150 ATTENTION-DEFICIT HYPERACTIVITY DISORDER......Page 151 AUTISM SPECTRUM DISORDER......Page 152 CEREBRAL PALSY......Page 154 INTELLECTUAL DISABILITY......Page 155 LEARNING DISABILITIES......Page 156 MULTIPLE DISABILITIES......Page 157 REFERENCES......Page 158 INTRODUCTION......Page 160 CURRICULUM......Page 162 PEDAGOGY......Page 163 Teaching Personal and Social Responsibility......Page 164 PRINCIPLES OF ADAPTATION......Page 165 Do not Allow the Adaptations to Change the Intended Outcomes for the Activity......Page 166 CONCLUSION......Page 167 REFERENCES......Page 168 INTRODUCTION......Page 170 VARIATIONS IN PARENTAL INVOLVEMENT BY SOCIAL ADDRESS AND PERSONAL BELIEFS......Page 171 PARENTAL INVOLVEMENT THROUGH A LENS OF SOCIAL AND CULTURAL CAPITAL......Page 172 AUSTRALIAN RESEARCH FINDINGS ABOUT PARENTAL INVOLVEMENT IN CHILDREN’S SCHOOLING......Page 173 Teachers’ Perceptions of How Involved Parents were in their Children’s Education......Page 175 Teachers’ Report of Parental Level of Contact with the School......Page 176 IMPLICATIONS FOR EDUCATORS......Page 177 REFERENCES......Page 178 ABSTRACT......Page 182 RESEARCH METHODS......Page 183 SUCCESSES AND ACHIEVEMENTS: ASPECTS OF THE EDUCATION SYSTEM THAT WORKED WELL FOR THE FAMILIES......Page 184 CHALLENGES AND CONCERNS: ASPECTS OF THE EDUCATION SYSTEM THAT DID NOT WORK WELL FOR THE FAMILIES......Page 186 SUMMARY OF RESEARCH FINDINGS......Page 188 IMPLICATIONS FOR TEACHERS: DEVELOPING SOCIALLY JUST AND INCLUSIVE PEDAGOGIES AND PRACTICES......Page 189 REFERENCES......Page 190 INTRODUCTION......Page 194 EXPLORING THE SITES......Page 195 The Family Site......Page 196 The Church Site......Page 197 Music......Page 200 Books and Magazines......Page 201 IMPLICATIONS FOR TEACHERS......Page 202 REFERENCES......Page 204 INTRODUCTION......Page 206 Kura Māori3......Page 207 Rationale for the Study......Page 208 Speaking Te Reo Māori......Page 209 Thinking in Te Reo Māori and English......Page 210 Difficulties with Academic Language......Page 211 New Zealand Teachers and the Challenge of Students Speaking Te Reo Māori......Page 212 Policy Implications......Page 213 REFERENCES......Page 214 INTRODUCTION......Page 216 BACKGROUND: THE YOUTH2000 SURVEYS......Page 217 KEY FINDINGS FROM THE YOUTH2000 SURVEYS......Page 218 MĀORI STUDENTS IN NEW ZEALAND SCHOOLS......Page 221 IMPLICATIONS FOR EDUCATORS......Page 222 REFERENCES......Page 223 INTRODUCTION......Page 226 BACKGROUND......Page 227 RECOGNISING SIGNS OF CHILD ABUSE AND NEGLECT......Page 228 REPORTING CHILD ABUSE AND NEGLECT......Page 231 SUPPORTING CHILDREN IN THE CLASSROOM......Page 232 TEACHING CHILDREN TO PROTECT THEMSELVES......Page 233 CONCLUSION......Page 234 REFERENCES......Page 235 INTRODUCTION......Page 240 What are Educators’ Experiences of Families Experiencing Poverty or Facing Financial Hardship?......Page 242 Ways in which Educators Support Families......Page 244 What are Educators’ Experience, Beliefs and Practice about Poverty and Financial Hardship?......Page 245 IMPLICATIONS FOR EDUCATORS......Page 247 REFERENCES......Page 248 INTRODUCTION......Page 252 COOK ISLANDS IN-SERVICE RESEARCH PROGRAMME......Page 253 NEW ZEALAND MĀORI TEACHERS EXPERIENCES......Page 256 IMPLICATIONS FOR EDUCATORS AND FUTURE TRENDS......Page 259 REFERENCES......Page 261 ABSTRACT......Page 264 INTRODUCTION......Page 265 ACADEMIC OUTCOMES OF AFRICAN AMERICAN STUDENTS IN U.S. PUBLIC SCHOOLS......Page 267 DISCIPLINARY OUTCOMES......Page 268 UNDERREPRESENTATION IN HIGHER EDUCATION......Page 269 SCHOOL TO PRISON PIPELINE......Page 270 CURRENT EDUCATION INITIATIVES FOR AFRICAN AMERICAN STUDENTS......Page 271 CONCLUSION......Page 272 REFERENCES......Page 273 ABSTRACT......Page 278 PREPARING TEACHERS OF STUDENTS WITH ASD TO WORK IN DIVERSE SETTINGS......Page 279 Practical Teaching Experiences......Page 280 Focus on Cultural and Linguistic Diversity......Page 281 The Practical Teaching Experience......Page 282 IMPLICATIONS FOR TEACHERS/EDUCATORS......Page 283 REFERENCES......Page 284 INTRODUCTION......Page 286 BACKGROUND......Page 288 SUPPORT FOR INCLUSION IN PRACTICE......Page 289 TEACHING AND DIVERSITY......Page 290 CONCLUSION......Page 292 REFERENCES......Page 293 INTRODUCTION  QUEERING THE CURRICULUM......Page 296 NEW ZEALAND BACKGROUND......Page 298 GENDER AND SEXUALITY......Page 299 TEACHING QUEER STUDIES......Page 301 IMPLICATIONS FOR EDUCATORS: ANTI- HOMOPHOBIA AND INTERSECTIONALITY EXERCISES FOR THE CLASSROOM......Page 303 FUTURE TRENDS......Page 304 REFERENCES......Page 305 INTRODUCTION......Page 308 The Problem with Schooling......Page 309 Critical Literacy......Page 310 Multimodal Literacy......Page 311 IMPLICATIONS FOR TEACHERS/EDUCATORS AND FUTURE TRENDS......Page 312 Embrace the Multimodal......Page 313 REFERENCES......Page 314 ABSTRACT......Page 318 TWO KEY CONCEPTS: GLOBAL-MINDEDNESS AND INTERCULTURAL COMPETENCE......Page 319 Experiences that Promote Dispositions Toward Global-Mindedness......Page 322 ‘Experience’ in Intercultural Communicative Language Teaching......Page 324 CONCLUSION......Page 327 REFERENCES......Page 328 INTRODUCTION......Page 332 BACKGROUND......Page 333 A STUDY ON BARRIERS AND INCENTIVES FOR OUTBOUND STUDENT EXCHANGES......Page 335 Diversity of Students Participating in Study Abroad......Page 336 Diversity of Disciplines Providing Study Abroad Experiences......Page 337 ERASMUS as an Exemplar for Student Exchanges and Mobility......Page 338 CONCLUSION......Page 339 REFERENCES......Page 340 INTRODUCTION......Page 342 THE FIRST STAGE: THE DEVELOPMENT OF LOCAL CONNECTIONS......Page 343 THE SECOND STAGE: THE DEVELOPMENT OF REGIONAL CONNECTIONS......Page 344 E-LEARNING AND THE DEVELOPMENT OF VIRTUAL CLASSES FOR RURAL SOUTH ISLAND COMMUNITIES......Page 345 THE THIRD STAGE: THE DEVELOPMENT OF PROVINCIAL CONNECTIONS......Page 347 IMPLICATIONS FOR THE TEACHING PROFESSION......Page 348 CONCLUSION......Page 349 REFERENCES......Page 350 INTRODUCTION......Page 352 THE COMPLEXITY OF DIVERSITY......Page 353 Open-Mindedness......Page 354 PRACTICAL STRATEGIES......Page 355 REFERENCES......Page 356 INDEX......Page 358 There is considerable interest in diversity within education as our communities become increasingly globalized and the evidence mounts that diversity is in fact the norm within most educational contexts. This book aims to highlight some of the issues surrounding diversity that are apparent in all educational settings regardless of the international location. It seeks to un-pack the range and breadth of diversity that educators are likely to face. In particular, the chapters in this book review research on the potential issues, challenges and possible learning opportunities that may arise for educators as a result of working with diverse learners in diverse educational contexts. As teachers become increasingly accountable for the quality of learning experiences they are under pressure to ensure that discrimination is not only recognized, but addressed in order that all participants experience quality learning environments. Thus each chapter considers a different aspect of diversity, raises issues of concern, at times challenges conventional wisdom and offers insights as to how educators may address these issues in their own context. Each chapter includes an implications section for educators as they seek to provide all learners with environments in which they can engage in quality learning experiences and have equal opportunities.