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At its core, culturally responsive pedagogy represents a professional philosophy that is based on teachers' fundamental commitment to students' success. Authors Taylor and Sobel believe that teachers want to approach their teaching from the pivotal point that each of their students' lives matter. Working from a broad perspective of culture, the authors view culturally responsive teaching as a contextual and situational process for both teachers and students—all students—including those who are from a diversity of languages, cultures, racial/ethnic backgrounds, religions, economic resources, interests, abilities, and life experiences as well as students who are members of the society's 'mainstream' cultural, linguistic, and socio-economic background. Recognizing that teachers are conduits of culture regardless of what content they teach, the authors assert that when culture is coupled with pedagogy the result involves a complex and comprehensive mix of knowledge and skills for teachers to use to engage a diverse student population This book is intended as a guide and practical discussion for K-12 teachers who are committed to culturally responsive pedagogy and recognize the structural inequalities in society that are reflected in its schools. Such teachers acknowledge that schools have a history of failing to serve students who are outside of the 'mainstream' culture. For those teachers who recognize the sociopolitical nature of education and the role their own cultural background and privilege play in their work as a professional educator, they will find meaningful applications of research-based exemplars used to create and manage rigorous learning environments that maximize students' opportunities to learn.
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This unique and fascinating book is written for tertiary level students in the multicultural classroom, whether studying abroad or at home alongside international students. It relates a genuine understanding of the student perspective of learning in a multicultural classroom, highlighting how students possess different learning styles and attitudes to teaching and learning and demonstrating that students not only face language issues, but also numerous other unanticipated challenges. The contributors present both theoretical and practical examples of various teaching and learning strategies that international students will encounter, and reveal how to maximise the benefit of these different approaches. They provide invaluable guidance on how to overcome many of the often-unexpected factors that arise when students are faced by a different cultural environment or people who have different cultural expectations and behaviour patterns. Students arrive in the tertiary classroom with a set of behaviours, characteristics and expectations derived from the educational practices of their home-country communities. With these in mind, the book asserts the importance of the student considering what they hope to learn, why they chose the particular institution enrolled with, and whether they will use their newly acquired skills in their own country, the country in which they are studying or somewhere else entirely. It illustrates that understanding exactly what a student wishes to achieve can greatly help to get the best out of the international experience both inside and outside of the classroom. This highly original and insightful book will prove invaluable to all tertiary level students seeking practical guidance on how to be successful in the global, intercultural classroom.
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This book examines the concepts of tolerance and education in multicultural societies. It focuses on different aspects of multiculturalism in these societies and considers possible conflicts and tensions as well as best-practice examples of co-existence among different cultural groups. Special emphasis is placed on educational issues and schools.
Cultural pluralism --- Toleration --- Multicultural education
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Multicultural education. --- Education, Bilingual. --- Multiculturalism. --- Literacy.
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Education --- Multicultural education --- Multiculturalism --- Social aspects
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To become culturally competent, teachers and other school professionals must treat every student with fairness. This book for secondary teachers and administrators, presents an 8-point model of cultural competence which, if followed, will ensure that all individuals in the school are both respected and protected.
Multicultural education --- Multiculturalism --- Study and teaching (Secondary)
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Culturally competent teachers know and understand each of their students. Culturally competent schools are ones where students feel welcomed and engaged. To become culturally competent, teachers and other school professionals must treat every student with fairness. This book for primary teachers and administrators presents an 8-point model of cultural competence which, if followed, will ensure that all individuals in the school are both respected and protected.
Multicultural education --- Multiculturalism --- Study and teaching (Elementary)
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