Attitudes of Classroom Teachers to Cultural Diversity and Multicultural Education in Country New South Wales, Australia

Forrest, James; Lean, Garth L; Dunn, Kevin

doi:10.14221/ajte.2017v42n5.2

Cited by 25 publications

(12 citation statements)

References 30 publications

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“…This also supports the argument that teaching of literature simultaneous influences factors in multicultural setting. The findings of the current study are consistent with those of Forrest et al (2017) which show that education plays a major role in multicultural setting impacting globalization. Other studies like Cohen and Drop (2017) and Dirksen (2017) strongly recommended the enhancement of liberal sciences amidst multicultural sensitivity in order to resolve the issues of ethnicity.…”

Section: Discussionsupporting

confidence: 91%

“…Several opinions and reviews were examined to understand specific literacy requirements and literacy practices in specific contexts and purposes. Besides, Hattie ( 2008); Forrest et al (2017); Ayo (2003); Basnett and Grundy (1993); Collie and Slater (1987); Llach (2007) and Ganakumaran (2003) have unanimously agreed to the significance of effective teaching strategies and instructional methods to develop linguistic competency and literacy levels of students across diverse cultures and traditions. However, none of these studies explored the role of teaching of literature to promote literacy; hence giving a rationale and a research gap for the current study.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Teaching of literature has long been associated also with liberalism, art and culture (Chesterman, 1983;Carter and Long, 1991;Axer, 1997;Axer, 1998;Carpenter, 2007;Cruz, 2010;Kateregga, 2014;Cohen and Drop, 2017;Forrest et al, 2017;Lee, 2017) . Lionel Trilling in his book The Liberal Imagination reiterated that literature has a role in preserving the culture and its values (Pollen, 2017) though it seemed a nineteenth century idea, belonging to the era of Coleridge, Wordsworth or Arnold, who spoke generously about literary culture, natural liberalism and paganism.…”

Section: Literature Reviewmentioning

confidence: 99%

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Goals of Teaching Literature: Literacy, Liberalism and Global Citizenship

Saleem

Ilyas

2019

International Journal of English Language and Literature Studie

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This paper is based on the premise that teaching of literature acts as a remedy for widespread cross-cultural misunderstandings, prejudice and global ignorance. It can also be exploited for multicultural understanding and progressive global responsibility. Moreover, the paper also studies how far the teaching of literature contributes to socialize students into Literacy, Liberalism, and Global Citizenship transmitting particular worldviews and instilling in them knowledge, and obedience to cultural beliefs and practices through educational practices. The study measures how far the teaching of literature could be utilized for instilling the elements of Literacy, Liberalism, and Global Citizenship among the graduates. By making use of a multiple linear regression model with SPSS 25 on a sample size of 100 respondents comprising ethnically diverse teachers of literature from the regions in Asmara, Eriteria, the study analyzed coefficients and accuracy levels in order to determine the influence of teaching of literature (predictor) on Literacy, Liberalism, and Global Citizenship (dependent variables). Results revealed a partial but significant influence of predictor on dependent variables without much diversion. It is recommended that the volatility in the relationship between the predictor and dependent variables should be addressed in future research.Contribution/ Originality: This study contributes to literature studies by exploring how teaching of English literature can act as a remedy for widespread cross-cultural misunderstandings, prejudice and global ignorance. The factors analyzed are Literacy, Liberalism, and Global Citizenship which learners can imbibe through the teaching of literature.

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Section: Discussionsupporting

confidence: 91%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Goals of Teaching Literature: Literacy, Liberalism and Global Citizenship

Saleem

Ilyas

2019

International Journal of English Language and Literature Studie

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“…The existence of these two schools has been the place where the values of multiculturalism among the community of Sunda Wiwitan, Catholic and other communities have been inherited and raised. In practice, these schools can understood as the unit of change and making structural changes for the multicultural education [6], [7]. After completing junior high school in both schools, they usually continue to the Senior High School in the Kuningan area or they could also be back to their hometowns.…”

Section: B Teaching Multiculturalism In the Schoolmentioning

confidence: 99%

Teaching Multiculturalism on the Grass Root Society: An Experience from Sunda Wiwitan Community in West Java, Indonesia

Hidayat¹,

Siswono²,

Yanuardi³

2020

IJSSH

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Sunda Wiwitan is one of the indigenous religions in Indonesia. As a minority religion in the society, they built the social interaction with another religion community such as Islam as the majority community in Indonesia and also the Christian community. They becomes a part of the diverse communities. However, as an indigenous community they always negotiates cultural diversities with the state and other societies. This paper aims to discuss how the teaching multiculturalism based on experience the Sunda Wiwitan community as an output of negotiation of cultural diversity and what the basic philosophy of multiculturalism from the Sunda Wiwitan community is? This study was conducted in Cigugur village (Kuningan Regency) and Susuru hamlet (Ciamis Regency).The research use qualitative method. The data were gathered through in-depth interviews, observation and library research. The conclusion of research draws there are historical influences guiding their interaction as well as their behavior in society. Their ancestors teach the followers with the basic philosophy called sawarga which means family. The multiculturalism they have practiced since long ago integrates elements of the local beliefs inherited by their ancestors. Teaching diversity students in the school gave the insight and basic values regarding the social tolerance.

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“…Cultural diversity is seen as important in every country, and research has been carried out in the field of cultural diversity in educational environments in countries independently and comparatively with different countries ( Forrest et al, 2017 ; Hordijk et al, 2019 ). A comparative study ( Lee et al, 2020 ) on Russia and Taiwan, albeit under a different sub-title.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ attitudes to cultural diversity: Results from a qualitative study in Russia and Taiwan

Wang

Lan²,

Khairutdinova³

et al. 2022

Front. Psychol.

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This study examined elementary school teachers’ attitudes toward immigrant students and their families in Russia and Taiwan. Qualitative methodology was used for data collection. Teachers’ attitudes and conceptual orientations toward cultural diversity in the classroom were identified. Teachers’ attitudes were categorized into three groups: Attitudes toward children, parents, and diverse ethnic groups. The study found that country-specific attitudes were similar. Both countries prioritize cognition. The Russian teacher may not acknowledge cultural variance (personal attitude) and hold all students to the same standards (professional attitude). Prior experiences have made the Taiwanese instructor more accepting of cultural variety. Teachers of immigrant children often tackle language concerns. Some instructors are less welcoming of immigrants at home. Educators judge immigrants depending on their natal country. These impressions may encourage prejudice, some say. Many teachers dislike minority students. Negative attitudes concerning student achievement lead to low expectations. Instructors use more tolerant approaches with more multicultural engagement.

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Attitudes of Classroom Teachers to Cultural Diversity and Multicultural Education in Country New South Wales, Australia

Cited by 25 publications

References 30 publications

Goals of Teaching Literature: Literacy, Liberalism and Global Citizenship

Goals of Teaching Literature: Literacy, Liberalism and Global Citizenship

Teaching Multiculturalism on the Grass Root Society: An Experience from Sunda Wiwitan Community in West Java, Indonesia

Teachers’ attitudes to cultural diversity: Results from a qualitative study in Russia and Taiwan

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