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"Doing Diversity Differently in a Culturally Complex World explores the challenges facing multicultural education in the 21st century. The starting point is that the ideas fashioned in 1970s 'multiculturalism' are no longer adequate for the culturally complex world in which we now live. Much of what is provided in the name of multicultural education comes from a naïve perspective that avoids difficult questions around social relations, cultural flows and communal identities in today's globalised world. Megan Watkins and Greg Noble begin by exploring the understandings of multiculturalism that exist amongst teachers, parents and students. They demonstrate that ideas around identity and culture don't match the complexities of the social contexts of schooling in migrant-based nations such as Australia, the UK, the USA, Canada and New Zealand. Doing Diversity Differently in a Culturally Complex World draws on a comprehensive research project involving a large-scale survey of Australian teachers; interviews with teachers, parents and students and practitioner-led action research in 14 schools in Australia. The research involved primary and secondary schools from a range of contexts spanning urban and rural settings, high and low socio-economic status and high and low levels of cultural diversity. The book examines how schools address the problems around the diversity they face, considering how the strengths and limitations of each school's context reflects wider logics of traditional multiculturalism. In contrast, the authors argue for a transformative multiculturalism involving a more critically reflexive approach to understanding the processes, relations and identities of the contemporary world"--

Multicultural education

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"Higher education in post-apartheid South Africa was always likely to attract academic interest, and yet there remains a dearth of research on creating teaching and learning spaces suitable for students from diverse backgrounds. Using examples from higher education institutions across the Southern African Developing Community (SADC) region, this volume explores the ways teaching and learning spaces are being used to advance the transformation agenda of higher education in these regions, and provides concrete recommendations for the future. The book is sure to appeal to academics from a variety of disciplines - from African, African American and ethnic studies to education and sociology. It will be of particular interest to teacher trainers, administrators and policy-makers working in higher education, and anyone else with a stake in managing cultural diversity in education"--

Education, Higher --- Multicultural education

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This book supports the formal education of all Indigenous children who live in different circumstances in different countries. It takes Indigenous philosophy as its starting point, while recognising that in many colonial and post-colonial circumstances, Indigenous knowledge, culture and language may not be valued. For this reason, Indigenous and non-Indigenous theorists and authors are included to demonstrate the recognised links between Indigenous and non-Indigenous understandings and practices of culture, knowledge and learning and therefore common approaches to formal education. Chapters are arranged in an integrated fashion to discuss contextual issues regarding global political and economic influences and the notion of what it means to participate fully in society.

Multicultural education. --- Indigenous peoples --- Education.

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What are the elements of culturally responsive and sustaining instruction? How can these elements be implemented in classrooms? One of the most effective methods of addressing these issues is the Culturally Responsive Instruction Observation Protocol (CRIOP), which is being used in school districts nationwide to guide teacher professional development. A Framework for Culturally Responsive Practicespresents scholarship in second language acquisition, sociolinguistics, culturally appropriate assessment, educational anthropology, educational psychology, instruction, and critical pedagogy to provide guidance to those who strive to teach in ways that meet the needs of a diverse student population. The book is a culmination of the authors' many years of experience as both researchers and instructional coaches in schools, presenting a comprehensive portrait of the research and practices associated with culturally responsive teaching. Each chapter showcases a different element of the CRIOP, providing supporting research as well as ways to implement the element in K-8 classrooms. The book also includes several specific examples written by teachers in the field and a comprehensive bibliography. This is a practical guide that can be used in a variety of courses for pre-service teachers as well as by teachers and administrators in school districts across the country.

Multicultural Education --- Inclusive Education --- Education

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Preferential Education Policies in Multi-ethnic China: National Rhetoric, Local Realities explores the cultural logic of China’s preferential policy measures. Similar in premise but different in practice and philosophy to American affirmative action, the preferential policies evoke controversy on all sides: from those who see the measures as insufficient to address problems of educational disparities between ethnic groups, and from those who see the measures as "reverse discrimination." Yamada shows how the policy measures attempt to manage ethnic-based contradictions and appease both majority and minority populations.

Educational equalization --- Education and state --- Multicultural education