Running Head: MULTICULTURAL PEDAGOGY Multicultural Pedagogy in Higher Education Multicultural Pedagogy in Higher Education There is a difference between teaching a course in which multiculturalism is the focus and incorporating an underlying multicultural, inclusive perspective into the classroom environment. Given that “there is no universal construction of a multiculturalism course that is perfect for achieving all goals for all students” (Henry, 2003, p. 26), finding a way to build a multicultural
race, gender, ethnic group, age, personality, education, and background. Inclusive leadership model brings us together by using our knowledge and our differences. Ospina, Hdidy, and Caicedo (2011) define inclusive leadership as an organizational culture that consistently produces results that benefit all of those stakeholders “Inclusive Leadership (IL) is about relationships that can accomplish things for mutual benefit” (Hollander, 2008, p.3). Inclusive leadership has a greater impact on cultural
influencing inclusive teaching and learning Inclusive teaching means recognising, accommodating and meeting the learning needs of all students, regardless of age, gender, ethnicity, religion, disability or sexual orientation. This starts with acknowledging that students are members of diverse communities, have a range of individual learning needs, and deserve equal opportunity to access the learning experience. Applying inclusive learning is increasingly important in our diverse society and education should
bringing them together in an environment that teaches them to accept, respect, and appreciate individual differences in an increasingly diverse world. In order to better service the families and children in a diverse community, the program promotes multicultural in a play based learning environment. The preschool is located in the inner city. The largest racial group in the community is White (47% of the city’s population), Hispanic (30%), Asian (27%), and followed by Black or African American (8%). The
counseling and therapeutic services (Stone & Dahir, 20102). 5. Provide four components of Individual Planning a. Established and coordinates the delivery of individual student plans and meets with the parent/guardian and student to communicate the goals of the individual plan (Stone & Dahir, 20102). b. Meets with students to monitor and develop the individualized student plans (Stone & Dahir, 20102). c. Consults the teaching staff in the development and monitoring of the individualized student plans
and culturally by creating an atmosphere that embraces diversity and provides students with meaningful diversified and multicultural educational opportunities. The goals and objectives set forth in this strategic planned are aimed at providing a
p. B44). Higher education are attempting to meet the needs of a diverse student population with a variety of services, support groups, educational programs, and co-curricular experiences, institutions. The demographics of this country have changed because of racial/ethnic minorities. Institutions of higher education have also witnessed increasingly diverse student populations which will continue to trend upward. (National Center for Educational Statistics, 2007). The purpose of this paper look
attitudes, or behaviors into the dynamics of company culture. Factors that impact the extent to which diverse cultures interact with existing cultures are: 1) where they come from, and why they are here, 2) where they live, 3) the socioeconomic status, education and upward mobility, 4) the political and religious ties, 5) the spoken languages, 6) the extent of family intermarriage with or connection to other ethnic groups, 7) and the individual's attitude
This article is a qualitative article exploring the different literary perspectives taken on LGBT students attending HBCUs and some of the challenges that are faced by LGBT students attending HBCUs. The authors has also offered recommendations to help HBCUs bridge the gap between LGBT students and the campus environment. The purpose of the article is clearly stated from the beginning to the end. The authors begins by discussing the history of HBCUs, the reasoning behind having them and also the close
Flexibility, and teamwork guide our recent school design. Each newly constructed school building is expected to serve its purpose far into an unpredictable future; therefore, the key challenge for designers is to attain flexibility (Copa & Pease, 1992; Dudek, 2000; Jilk, 2005; Nair & Fielding, 2005). This demand for flexibility applies to many different features of a school building, such as spaces and environments for different group sizes and learning styles, dynamic boundaries and the ability