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Multicultural Education: From Theory to Practice Unabridged edition [Hardback]

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  • Formāts: Hardback, 470 pages, height x width: 212x148 mm
  • Izdošanas datums: 27-Jun-2013
  • Izdevniecība: Cambridge Scholars Publishing
  • ISBN-10: 1443847402
  • ISBN-13: 9781443847407
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Multicultural Education: From Theory to Practice Unabridged editionPalielināt
  • Formāts: Hardback, 470 pages, height x width: 212x148 mm
  • Izdošanas datums: 27-Jun-2013
  • Izdevniecība: Cambridge Scholars Publishing
  • ISBN-10: 1443847402
  • ISBN-13: 9781443847407
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9781443847407.html
Multicultural education is a set of strategies and materials in education, developed to assist teachers in promoting democracy while responding to the many issues created by the rapidly changing demographics of their students. Multicultural education means to ensure the highest levels of academic achievement for all students: it helps students develop a positive self-concept by providing knowledge about the histories, cultures, and contributions of diversity groups. Multicultural Education: From Theory to Practice which includes the contributions of academics and researchers from two continents and 14 culturally-challenged countries aims to provide a platform for multicultural education researchers to present new research and developments in the area. The contributors to the book approach the foundations of multicultural education, the political context of multicultural education, classroom practices in multicultural education, and language education in a multicultural context.This volume will appeal to a wide range of academic readership, including educators, researchers, social students, teacher trainers, and teachers of all subjects and of all levels, who wish to develop personally and professionally. It will also be useful to all those who interact, one way or another, with both students and teachers in a multicultural context.
List of Tables
ix
List of Illustrations
xi
Foreword xiii
Chapter One Foundations of Multicultural Education
Bi-, Cross-, Multi-, Pluri-, or Trans-Cultural Education?
3(12)
Georgeta Rata
Multicultural Education: Approaches, Dimensions and Principles
15(20)
Hasan Arslan
History of National and Ethnic Minorities in the Carpathian Basin: Present-day Concept and State of Multicultural Education in Hungary and the Neighbouring Countries
35(22)
Edit Rozsavolgyi
Multicultural Education in the Ancient World: Dimensions of Diversity in the First Contacts between Greeks and Egyptians
57(14)
Nicola Reggiani
Teaching Diversity: A Perspective on the Formation of Youth by Means of Cooperation and Self-Esteem
71(14)
Dana Percec
Maria Niculescu
Making Sense of Education for Diversities: Criticality, Reflexivity and Language
85(18)
Fred Dervin
Chapter Two Political Context
Language, Social Class, Ethnicity and Educational Inequality
103(16)
Kevin Norley
Two Models of Education in Croatian Multilingual and Multicultural Schools: A Case Study
119(14)
Ljubica Kordic
Engaging Multicultural Students in a Cosmopolitan Curriculum: Living Vicariously through Research Projects
133(12)
Naghmana Ali
Educational Policy towards the Ethiopian Immigrant Community in Israel: Multiculturalism or Fake Multiculturalism?
145(20)
Lea Baratz
Roni Reingold
Chana Abuchatzira
Education towards Collective Characteristics in a Plural Society: The Case of Israel
165(12)
Sara Zamir
Multicultural Counselling in Education
177(8)
Ercan Kocayoruk
Mehmet Ali Icbay
Development of Intercultural Communication Competence in the Czech Educational System through Relevant Frameworks
185(20)
Lucie Cviklova
Chapter Three Classroom Practices of Multicultural Education
Teacher Education in Preparing Student Teachers for Diverse Classrooms
205(20)
Sari Hosoya
Mirja-Tytti Talib
Raising Cross-Cultural Awareness of ESP Economics Students
225(8)
Nadezda Silaski
Tatjana Durovic
Classroom Strategies and Actions in a Multicultural Classroom: A Perspective from the FYRoM
233(8)
Lulzime Kamberi
Joint Effort for Early Childhood Education: A Continuous Cooperation between Family and Kindergarten
241(10)
Mona Vintila
Introducing Hebrew Language and Culture in an Italian High School as a Key for Multicultural Intercomprehension
251(12)
Davide Astori
Strengthening Self-Efficacy in the Framework of Multicultural Education: The Case of Israeli Pre-Service Teachers of Ethiopian Descent
263(20)
Efrat Kass
Roni Reingold
Implementation of Active Citizenship in Multicultural Education Programs
283(14)
Salih Zeki Genc
Intercultural Training of Pre-Service Teachers in Multicultural Vojvodina (Serbia)
297(10)
Biljana Radic-Bojanic
Danijela Pop-Jovanov
Informal Intercultural and Interlinguistic Education Materials: A Case Study (Romanian Banat)
307(12)
Eliana-Alina Popeti
Being a Minority or a Majority in Transylvania (Romania)
319(20)
Ioana Roman
Chapter Four Language Education in a Multicultural Context
Considering Multi-Confessionalism while Teaching English in Russian Higher Education Institutions
339(6)
Svetlana Polskaya
Perceptions of Turkish EFL Teacher Candidates on Their Level of Intercultural Competence
345(18)
Yesim Bektas-Cetinkaya
Servet Celik
Multicultural Dimension in an International English Course: A Russian Experience
363(20)
Polina Terekhova
Alena Timofeeva
Teaching Chinese in a Multicultural Context
383(22)
Xiaojing Wang
Linguistic Equality in Multicultural Societies
405(6)
Dubravka Papa
The Importance of Bilingual Education of Minority Language Speaking Children and the Situation of Bilingual Schools in Hungary
411(12)
Marta Galgoczi-Deutsch
Edit-Ilona Mari
Teaching Minority Languages, Histories and Cultures in a Multicultural Context: The Case of Ruthenian Education in Vojvodina (Serbia)
423(10)
Mihajlo Fejsa
Metalanguage in Multilingualism
433(8)
Sonja Hornjak
Contributors 441
Hasan Arslan currently works as an Associate Professor at the Ēanakkale Onsekiz Mart University, Turkey. He holds a BA in Educational Administration and Supervision from the Hacettepe University of Ankara, Turkey, an MA in Educational Administration, and a PhD in Higher Education from the American University in Washington, DC. His research interests include educational administration, student leadership, multicultural education, and higher education policy. He has authored Turkish Educational System and School Administration (2010) and Class Management (2011), and co-edited Applied Social Sciences: Education Sciences (2013).Georgeta Ra currently works as an Associate Professor at the Banat University of Agricultural Sciences and Veterinary Medicine in Timioara, Romania. She holds a BA in French and English and a PhD in Linguistics from the University of Bucharest, Romania. Her main areas of interest include languages, communication and education sciences. She has authored Expressing Disagreement in French and Romanian (1996) and Contributions to the Theory of Communication (1998), and co-edited Social Sciences Today: Between Theory and Practice (2010), Academic Days of Timioara: Social Sciences Today (2011), Applied Social Sciences: Communication Studies (2013), Applied Social Sciences: Economics and Politics (2013), Applied Social Sciences: Social Work (2013), and Applied Social Sciences: Sociology (2013).