Repositioning the inclusive perspectives in globalized schools through advocacy optimization of reflective practitioners

Padilla-Valdez, Nena; Hashim, Rosna Awang; Miguel-Aclan, Eunice

doi:10.4324/9781315397702-19

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“…In conclusion, we recommend that higher education institutions to infuse into existing operational policies and acceptable practices that work against the principles of diversity and to develop a comprehensive diversity awareness platform such as mandated development and training along with other campaign modalities to intensify the application and practice of diversity learning of staff, students and teachers in the real-world or workplace contexts (Padilla-Valdez, Awang-Hashim, & Miguel-Aclan, 2017). We also recommend that the institutional support service providers to diversify functions and activities that provide connectivity, ensure collaboration, and facilitate respect among students and lecturers.…”

Section: Implications and Conclusionmentioning

confidence: 99%

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2019

APJEE

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This study investigated the current level of awareness on diversity-related issues and its relations to diversity climate and global-mindedness of students and lecturers in Malaysian Higher Education Institutions. A total of 615 students from various private and public universities, polytechnics and community colleges participated in the survey. They comprised Chinese, Malay, Indians and others. The Diversity Climate Survey and the Global Mindedness Scale by J. E. Hett were used and the analysis was conducted using ANOVA and Bivariate Correlational Analysis. The construct reliability for both tests ranged between .86 and .90 and .58 and .76 for Diversity Climate and Global Mindedness respectively. Results indicated that differences were found in the perceptions of diversity climate and levels of global mindedness in terms of gender, ethnicity and types of institution. Overall, the Malaysian Higher Education Institutions have reported a moderate climate in diversity and a low level of global-mindedness. In terms of ethnicity, there was a significant difference in students' perception of Diversity Climate and Global Mindedness. A broader scope of knowledge and awareness on learner diversity is needed to ensure sustainable development of our higher education institutions.

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Section: Implications and Conclusionmentioning

confidence: 99%

Untitled

2019

APJEE

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Repositioning the inclusive perspectives in globalized schools through advocacy optimization of reflective practitioners

Cited by 1 publication

References 1 publication

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