Cultural Diversity and Education

Banks, James A.

doi:10.4324/9781315622255

Cited by 324 publications

(179 citation statements)

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“…Two major approaches can be identified regarding multicultural education: pluralistic and particularistic [33]. The pluralistic approach emphasizes teaching learners'multiculturalism with the aim of acknowledging and respecting cultural diversity, based on the understanding that no one culture is "above" others and therefore social and political hierarchy is unacceptable [34]. The particularistic approach focuses on differential education for each cultural group, emphasizing its unique culture and values based on the assumption that it is impossible to bridge cultural differences without leading to the dominance of the major cultures over minority ethnic groups.…”

Section: Multiculturalism and Multicultural Environmental Educationmentioning

confidence: 99%

“…The particularistic approach focuses on differential education for each cultural group, emphasizing its unique culture and values based on the assumption that it is impossible to bridge cultural differences without leading to the dominance of the major cultures over minority ethnic groups. According to this approach, there is no one mandatory value frame, rather separate and particular education for different cultural groups [34][35][36][37]. Critical discourse exists concerning both approaches.…”

Section: Multiculturalism and Multicultural Environmental Educationmentioning

confidence: 99%

“…Theoretical discourse in the area of multicultural education is increasing, and educational systems are increasingly explicitly addressing challenges resulting from increasingly multicultural societies [38], leading to the necessity of schools to prepare citizens for multicultural societies [34,39,40]. Within the broader area of multicultural education, this study focuses on environmental education.…”

Section: Multiculturalism and Multicultural Environmental Educationmentioning

confidence: 99%

“…Another major challenge relates to mutual stereotypical perceptions. While, in reality, the average ecological footprint of the UO is low, mainly due to their generally lower socioeconomic-status compared to other Jewish social groups in Israel [34], the general public views the UO as a non-environmental community. A major reason for this is the rundown and neglected surroundings that typically characterize UO neighborhoods, which reflect lack of care for the commons, or the notion that actions that are not 'halacha-oriented are "unimportant", as explained above.…”

Section: Misperceptions Of the General Public Towards The Uo And Vicmentioning

confidence: 99%

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Culturally Based Education for Sustainability—Insights from a Pioneering Ultraorthodox City in Israel

Alkaher

Goldman

Sagy³

2018

Sustainability

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Because culture affects the way people perceive human–nature relationships, it is acknowledged as a crucial component of sustainability. Israel has made efforts to involve cultural groups in education-for-sustainability (EfS). However, EfS within minorities still lags behind the dominant social majority. This study addressed incorporating EfS in the ultraorthodox sector (“ultraorthodoxing” EfS), focusing on a pioneering ultraorthodox municipality. In this interpretive study, interviews were conducted with nine stakeholders that hold key-positions regarding EfS policy-making. It explored how sustainability is introduced into ultraorthodox discourse and promoted in this community. Challenges to incorporating EfS include low environmentalism among the ultraorthodox and cultural–religious barriers. The findings indicate several directions of activity implemented by the Municipality to adapt EfS to ultraorthodox values and worldviews. The study suggests several principles for incorporating EfS in diverse cultural groups within multicultural societies (for example, allocating leaders from within the cultural group and developing their professional expertise, and establishing productive external–internal partnerships). Based on the findings, we suggest that implementing the particularistic approach within specific communities provides the means for empowering them, and is a necessary stage towards the participation of such cultural groups in pluralistic dialogue in wider society.

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Section: Multiculturalism and Multicultural Environmental Educationmentioning

confidence: 99%

Section: Multiculturalism and Multicultural Environmental Educationmentioning

confidence: 99%

Section: Multiculturalism and Multicultural Environmental Educationmentioning

confidence: 99%

Section: Misperceptions Of the General Public Towards The Uo And Vicmentioning

confidence: 99%

See 2 more Smart Citations

Culturally Based Education for Sustainability—Insights from a Pioneering Ultraorthodox City in Israel

Alkaher

Goldman

Sagy³

2018

Sustainability

View full text Add to dashboard Cite

show abstract

“…The framework of inclusivity through pedagogy has been articulated by scholars in the field of multicultural education (Banks 2004(Banks , 2006Gay 2004;Nieto and Bode 2008;Sleeter and Grant 2006). The grassroots of these movements are found in the works of activist philosophers such as Freire (1970), Greene (1973), and Dewey (1916).…”

Section: What Theories Inform Inclusive Excellence In the Classroom?mentioning

confidence: 99%