Literaturnachweis - Detailanzeige
Autor/inn/en | Buchanan, Dawna Lisa; Song, HeeGyoung |
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Titel | A Pedagogy of Inclusion for All Students: Three Small Steps Forward to Achieve Socially Just Education for All |
Quelle | In: International Journal of Multicultural Education, 24 (2022) 1, S.113-128 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
Schlagwörter | Inclusion; Cultural Awareness; Teacher Education Programs; Preservice Teachers; Graduate Students; Social Justice; Student Attitudes; Culturally Relevant Education; Self Concept; Social Cognition; Diversity; Metacognition Inklusion; Cultural identity; Kulturelle Identität; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Soziale Gerechtigkeit; Schülerverhalten; Selbstkonzept; Soziale Kognition; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition |
Abstract | This article chronicles the findings of two university professors who wanted to support cultural awareness and competence in their teacher education students at both pre-service and graduate levels. Many of their students did not understand the concept of social justice as it applies to classroom practice. The authors propose a model for first approaching the topic of culturally inclusive pedagogy that begins with self-awareness; progresses to understanding and valuing others; and advances as action in the educational setting to support equity for all. This is not a comprehensive model, but addresses beginning steps for creating an inclusive, diverse classroom community. (As Provided). |
Anmerkungen | International Journal of Multicultural Education. Eastern University, 1300 Eagle Road, St. Davids, PA 19087. Tel: 610-341-1597; Fax: 484-581-1276; e-mail: ijme@eastern.edu; Web site: http://www.ijme-journal.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |