Challenging racism through schools: teacher attitudes to cultural diversity and multicultural education in Sydney, Australia

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

doi:10.1080/13613324.2015.1095170

Cited by 51 publications

(28 citation statements)

References 35 publications

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“…This replicated findings from previous work in the Sydney urban area (Forrest et al, 2016). In country settings there is a possibility that deeper levels of community (gemeinschaft) and social capital might see local values (including those against diversity) having a greater influence on teacher dispositions.…”

Section: Discussionsupporting

confidence: 80%

“…Group, 2012), so too can community context affect teacher attitudes (Walker, Shafer & Liams, 2004 (Horencyzk & Tatar, 2002, p. 436). However, a similar study of Sydney teachers (Forrest, Lean & Dunn, 2016) found that teacher attitudes were spatially consistent. They had a largely shared training experience, and were almost all tertiary educated.…”

Section: Racismmentioning

confidence: 98%

“…Analysis of teacher attitudes in the Sydney metropolitan area (Forrest et al, 2016) suggested that underlying dimensions to these attitudes were shared across groups of teachers. Principal components analysis with varimax rotation towards simple structure (Yaremko, Harari, Harrison & Lynn, 1986) was used to test for this (Table 2).…”

Section: Teacher Views Of Goals and Effectiveness Of Multicultural Edmentioning

confidence: 99%

See 2 more Smart Citations

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

Forrest¹,

Lean

Dunn

2017

AJTE

Self Cite

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Section: Discussionsupporting

confidence: 80%

Section: Racismmentioning

confidence: 98%

Section: Teacher Views Of Goals and Effectiveness Of Multicultural Edmentioning

confidence: 99%

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

Forrest¹,

Lean

Dunn

2017

AJTE

Self Cite

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“…The present findings highlight that people with MTD are more likely to be accepted in the US independent culture; therefore, the stigma of MTD is likely to be effectively reduced by providing educational programs that relativize cultural norms in Japan. To conduct such programs, one can refer to cultural diversity education developed in the context of classroom education . Moreover, future research can utilize counterstereotypical strategies to spread awareness that depression is a heterogeneous disorder.…”

Section: Discussionmentioning

confidence: 99%

Perceptions of traditional and modern types of depression: A cross‐cultural vignette survey comparing Japanese and American undergraduate students

Kashihara

Yamakawa

Kameyama

et al. 2019

Psychiatry Clin Neurosci

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Aim Depression is a heterogeneous disorder that has various subtypes. In Japan, however, a prevailing misunderstanding is that the term utsu‐byo (clinical depression) indicates only the melancholic type. Consequently, a subtype called ‘modern‐type depression’ (MTD), which has contrasting features to those of melancholic or traditional‐type depression (TTD), is severely stigmatized in Japan these days. The present study conducted a cross‐cultural comparison of perceptions of TTD and MTD between Japan and the USA to examine how the Japanese collectivistic culture contributes to negative biases toward MTD. Methods Undergraduate students in Japan (N = 303) and the Midwestern USA (N = 272) completed the survey. They read two vignettes that described the conditions of fictional individuals with either TTD or MTD, and then reported their perceptions of each vignette. Results Mixed analyses of variance revealed significant interactions between nation (Japan or the USA) and vignette (TTD or MTD) on most perception items. These interactions and subsequent analyses with Bonferroni corrections mainly indicate the following: (i) Japanese are more likely to suppose that conditions of MTD are milder compared with TTD; and (ii) Japanese are more likely to hold stronger aversive attitudes and weaker willingness to provide support toward people with MTD than toward those with TTD. Conclusion These results indicate that people with MTD are more likely to be accepted in the US independent culture than in the Japanese collectivistic culture. Discussion highlights that cultural diversity education potentially reduces stigma of MTD in Japan.

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“…Recently one can notice a growing interest of Russian and foreign scholars to the problems of multicultural education (Lonshakova, 2010, Ten, 2007, Saint-Hilaire, 2014, Ngo, 2010, Forrest et al, 2016, Barzanò et al, 2017, Byker & Marquardt, 2016Kopish, 2016;Yigit, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

Buddhist Religious Education in the Context of Modern Russian Policy of Multicultural Education: A Case of the Republic of Buryatia

Dorzhigushaeva

Dondukov

Dondukova

2017

Journal of Social Studies Education Research

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The increase of ethnocultural and ethnoconfessional interactions in the context of modern cultural and religious diversity of Russia demands modernization of learning process according to the existing educational policy of multicultural education and defines the relevancy of the article. The purpose of the article is to analyze retrospectively the functioning of Buddhist religious education system in the Republic of Buryatia taking into account the multicultural component. The central methods in this research along with analysis, synthesis, abstraction, induction, deduction, generalization are the analysis of interactive documents and the method of case-study, an active problem-contextual analysis. The article briefly characterizes the main stages of Buddhist education development and the current religious situation in the Republic of Buryatia, reveals the peculiarities of introducing the subjects studying the basics of religious cultures and secular ethics in educational process, defines national and territorial characteristics of Buddhist education implementation in secular schools in the Republic of Buryatia, justifies its preventive educational potential for multicultural society. The study material can be useful for orientalist scholars and also both theorists and practitioners of general pedagogics, Buddhist and multicultural education.

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Challenging racism through schools: teacher attitudes to cultural diversity and multicultural education in Sydney, Australia

Cited by 51 publications

References 35 publications

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

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

Perceptions of traditional and modern types of depression: A cross‐cultural vignette survey comparing Japanese and American undergraduate students

Buddhist Religious Education in the Context of Modern Russian Policy of Multicultural Education: A Case of the Republic of Buryatia

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