Approaches to multiculturalism in teacher education programs in Georgia

Tabatadze, Shalva; Gorgadze, Natia

doi:10.1080/17447143.2017.1342648

Cited by 6 publications

(5 citation statements)

References 13 publications

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“…However, most teachers are in the phase of ethnocentrism (Tabatadze & Gorgadze, 2014), who mostly use not a transformative, but a passive action approach, so diversity in the classroom is often rejected (Tabatadze, 2015; Tabatadze & Gorgadze, 2013). Also, examining teacher education programs in Georgia, Tabatadze and Gorgadze (2017) conclude that some programs are transformative while others reject ones. At the same time, school textbooks in Georgia tend to develop mostly negative attitudes towards cultural minorities, facilitate stereotypes, and lack multicultural content (Malazonia et al, 2017; Tabatadze et al, 2020).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Liberal‐democratic Values and Secondary School: The Case of Georgia

Tabatadze

Dundua

Chkuaseli

2022

Journal of Eurasian Studies

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The paper focuses on studying the liberal-democratic values in the general education of Georgia. Based on the social interaction approach of political socialization, the article assesses pupils’ and teachers’ positions towards the liberal and democratic principles and values that have been declared policy goals of Georgia since 2004. Using DAP (Democracy-Autocracy Preference), DPE (Democratic Performance Evolution), and initially tested Lib-Dem (Liberal-Democratic) scales, 297 students and 121 teachers were surveyed. Results show that teachers demonstrate more liberal-democratic positions than pupils. Also, girls tend to be less supportive of authoritarian governments and share more liberal approaches than boys. A similar trend is observed comparing students from private and public schools. The type of school correlates to teachers’ results in supporting liberal and democratic positions. However, the more liberal-democratic positions the respondents share, the more likely they believe that “Georgian” and “Liberal” are incompatible. Also, respondents who see Georgia as a democratic country and are more proud to be members of Georgian society share less liberal and democratic principles and vice versa. The study shows how liberal and democratic declared and policy ideas are supported among respondents and what it means to Georgia and its education system. Based on the results and discussion, new research questions are articulated dealing with gender, the generation gap, and the importance of the type of school that needs to be examined more carefully using the social interaction approach and qualitative methods and techniques, as well.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Liberal‐democratic Values and Secondary School: The Case of Georgia

Tabatadze

Dundua

Chkuaseli

2022

Journal of Eurasian Studies

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“…Multiculturalism is a perspective that institutions such as college and university campuses should reflect many cultures (Delgado & Stefancic, 2001). Because of globalization and an increasingly diverse U.S. population, college campuses are places where faculty, staff, and students from diverse backgrounds come into frequent contact with one another (Castellanos, Gloria, Mayorga, & Salas, 2007; Ferdman, 2017; Harper & Quaye, 2015; Ko, Boswell, & Yoon, 2015; Tabatadze & Gorgadze, 2017). In this context, faculty and staff must have the multicultural competence skills necessary for navigating diverse work environments (Cuyjet & Duncan, 2013) and to teach and interact with diverse student populations.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring faculty and staff development of cultural competence through communicative learning in an online diversity course.

Hutchins¹,

Hode²

2021

Journal of Diversity in Higher Education

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Given that racial and ethnic minorities will comprise the majority of the U.S. demographic population by the 2050s, it is imperative that faculty and staff develop a level of cultural competence to effectively provide all students with a well-rounded classroom learning experience suitable for an increasingly diverse workforce. Previous research has suggested online learning as one effective way to engage university faculty and staff in their development of cultural competence in spite of time and resources constraints. However, little is known about the types of communicative processes in computer-mediated learning spaces that allow for transformative learning. In this qualitative research study, we draw on Mezirow’s transformative learning theory to explore how cultural competence is developed as faculty and staff interact and share stories about their experiences, perspectives, and beliefs in relation to other racial and ethnic groups. A key finding in our study is that faculty and staff reported having a better understanding of unconscious bias, microaggressions, and privilege, as well as a desire to take action to help ensure a more inclusive environment in their professional and personal spheres of influence. This study yields valuable insights for academics, diversity and inclusion educators, and practitioners alike.

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“…A clear example of this is the competencies of students in English. Even the minimum competencies for the English language are not achieved in most school graduates (Tabatadze, 2017;Tabatadze & Gorgadze, 2017;Tabatadze & Gorgadze, 2018a). The English language is an important obstacle at university entrance exams for rural and town school graduates (Chankseliani, Gorgadze, Janashia & Kurakbayev, 2020).…”

Section: Bilingual Education Approaches In Georgiamentioning

confidence: 99%

Reconsidering Monolingual Strategies of Bilingual Education through Translanguaging and Plurilingual Educational Approaches. Are We Moving Back or Forward?

Tabatadze¹

2021

IJME

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This study explores monolingual and multilingual strategies in bilingual education by investigating translanguaging practices in the Georgian monolingual Content and Language Integrated Learning (CLIL). Two research questions guided this research: (1) What Translanguaging practices do teachers use in the CLIL Natural Science program with a monolingual approach? (2) What is the rationale for teachers’ translanguaging pedagogical approaches in monolingual Natural Science lessons in the CLIL? The study utilized a classroom observation qualitative research method to answer the designed research questions. The findings reveal that the planned and implemented curricula differ considerably. The translanguaging approach is more emergent instruction rather than a well-planned and organized process. Second, teachers use translanguaging in scaffolding to support students and explain new teaching materials to be comprehensible. Third, translanguaging makes the instruction more student-centred. when switching to translanguaging, students become more active and more actively engaged in the learning process Fourth, translanguaging in the Georgian separated CLIL model is a more spontaneous strategy derived from classroom dynamics than planned to support learners’ linguistic repertoire. Accordingly, it can be characterized as one of the pedagogical practice of translanguaging, codeswitching, rather than translanguaging itself. Finally, translanguaging is an instrument for teachers’ empowerment

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Approaches to multiculturalism in teacher education programs in Georgia

Cited by 6 publications

References 13 publications

Liberal‐democratic Values and Secondary School: The Case of Georgia

Liberal‐democratic Values and Secondary School: The Case of Georgia

Exploring faculty and staff development of cultural competence through communicative learning in an online diversity course.

Reconsidering Monolingual Strategies of Bilingual Education through Translanguaging and Plurilingual Educational Approaches. Are We Moving Back or Forward?

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