Η έρευνα βασίζεται στο γεγονός ότι οι απόψεις των μαθητών είναι σημαντικές. Σκοπός της έρευνας ήταν να ορίσουν οι μαθητές πολυπολιτισμικών τάξεων πρωτοβάθμιας εκπαίδευσης της Πάτρας τον εκπαιδευτικό που επιθυμούν. / This research was premised upon the fact that students feedback is very important. The purpose of this study was to determine elementary school students perceptions of the ideal teacher within a multicultural classroom environment in Patras elementary public school.

The study examined the benefits of implementing multicultural music education into an elementary school's music curriculum. Conducted in a region with a culturally diverse student population, the study surveyed in-service music teachers and elementary students' parents on their perceptions of multicultural music education. Meanwhile, a set of experimental classes focused on Chinese music was taught to a diverse class of Grade 5 students to study their reactions and learning outcomes when studying non-Western music. Results indicate that (a) multicultural music needs to be better implemented in Ontario's music curriculum, (b) students receive non-Western music with enthusiasm, and (c) if taught responsibly, learning music from non-Western cultures can expand individual students' musical and cultural horizons, help eliminate stereotypes and discrimination in society, and possibly elevate the status of music education in schools.

As South Africa emerges from the years of struggle against apartheid, the education system is characterised by fragmentation, inequity, racism and a culture of intolerance. This study tests the experiences and challenges of learners, educators and relevant stakeholders in a multicultural setting: The study was conducted at five multicultural schools in the Ethekwini Region in the province of KwaZulu-Natal in South Africa. Literature is based on historical background of multicultural education and sketches the concept of culture, equality and multiculturalism. The methodology of choice was an empirical research. The first stage involved the gathering of information through questionnaires, observations and interviews. In the second stage: the analysis indicates the roles played by principals, educators and learners in multicultural schools. The findings of this study reveal that learners, educators and principals face serious problems in multicultural schools and are unable to deal with learner diversity. Firstly, in a multicultural country like South Africa it is important that learners reach high levels of proficiency in at least two languages. Secondly, the Constitution of the Republic of South Africa (Act 108 of 1996) provides the basis for curriculum for transformation and development. Lastly, there is a need for educator training so that educators can handle diverse learners. Religion and education brings about moral values and contributes to create an integrated community that affirms in diversity therefore religious diversity needs to be facilitated by trained professionals. This study seeks to build on the new direction in education and proposes numerous strategic recommendations for a new approach in multicultural education in South Africa. Finally, the study provides useful insights and guidelines to the general public, educators, policymakers, lectures and managers of the institution of learning. / Thesis (M.A.)-University of Durban-Westville, 2004.

<p> This study is aimed at analyzing how contemporary urban Aymara youth hip hoppers and bloggers are creating their identities and are producing discourses in texts and lyrics to contest racist and colonial discourses. The research is situated in Bolivia, which is currently engaged in a cultural and political revolution supported by Indigenous movements. Theoretically the study is framed by a multi-perspective conceptual framework based on subaltern studies, coloniality of power, coloniality of knowledge, interculturality and decolonial theory. Aymara young people illustrate the possibility of preserving Indigenous identities, language, and knowledge while maximizing the benefits of urban society. This challenges the colonial ideology that has essentialized the rural origin of Indigenous identities. Moreover, this research argues that the health of Indigenous languages is interconnected with the health of the self-esteem of Indigenous people. Additionally, this study provides information about the relation of youth to the power of oral tradition, language policies, and the use of technology.</p>

This qualitative study examines the influence of culture on the teaching and learning process in an eastern Canadian college nursing program. The study reveals incongruency between the ideals of multiculturalism and teaching and learning processes. While teachers perceive they have the requisite skills to fulfill the content objectives using various pedagogical methods set out by the curriculum, they are not always able to promote successful achievement of these objectives in a multicultural student population. Moreover, students experience special learning difficulties in their interactions with teachers when the learning environment is unfamiliar to them and their own cultural identity and life values are not well understood. / The study concludes that the content of nursing education curricula needs to be broadened to include attention to cultural considerations. Most importantly, teachers practicing within multicultural student populations need training in cultural sensitivity and in developing culturally appropriate pedagogical approaches.

<p> Studies indicate that transfer is a daunting and culturally difficult process for Latin@ students which may explain the overwhelmingly low transfer rate in such population (Bradley, 2013; Campaign for College Opportunity, 2013; Fry, 2011). This is compounded by the fact that administrators and educators have failed to recognize Latin@ students' unique needs and barriers by amalgamating them into the overall student population (Rend&oacute;n Linares &amp; Mu&ntilde;oz, 2011). This study sought to address the aforementioned problems by investigating successful Latin@ transfer students' identity negotiation and visualization of comfortable spaces at universities before and after transfer. The study focused on students who participated in a community college educational services program and asked whether the program facilitated students' transfer to four-year institutions. Using identity negotiation theory as a framework, the findings revealed that Latin@ transfer students faced unpredictable environments, described the university as a whole new world, and experienced cultural shock. Additionally, they felt insecurity due to the professors, academics, peers, formal language, and their identity as Latin@s. The students reported feeling disconnected, especially from White staff and faculty and other students. However, students started feeling comfortable as they connected with other Latin@s and saw the university as a place for professional and academic positive identification and escape. After time, students felt included because they connected with personalized counselors, felt validation from professors and counselors, and joined Latin@ or major-based clubs. Furthermore, the university provided comfortable spaces where students could connect with other Latin@s and people in their majors, and escape from their hectic worlds. The findings suggest that students who attended the educational services program and were actively involved in workshops and events that the programs provided were better prepared for transfer to four-year institutions. Recommendations are made to support the creation and enforcement of educational services programs. Other recommendations include the following: the promotion of culturally-specific educational services programs and professional relationship development and networking for Latin@ transfer students; advertisement of culturally-specific comfortable spaces where Latin@ students can meet other Latin@s, learn about their majors, and rest; and increasing cultural competency training for students, administrators, and educators.</p>

<p> Asian Americans are often regarded as the &ldquo;model minority,&rdquo; applauded for their ability to blend in to American society, achieve academically, and climb the socio-economic ladder. However, this model minority status is a myth that fails to recognize the variation that exists across different Asian American subpopulations. Recent studies have acknowledged the diverse ethnicities, cultural, economic, and social capital among different Asian American subgroups. This narrative inquiry explored the K-16 educational experiences of academically successful first-generation Vietnamese American college students. This Asian American subpopulation has experiences and outcomes that, in many ways, resemble those of traditionally underrepresented groups like African American and Latino students. Thus this study examined the experiences of those who have succeeded to better understand the supports upon which they have drawn and the obstacles they have navigated. </p><p> Through narrative inquiry, this study gives contour and voice to the educational experience and academic life of these students from their own perspectives. More specifically, this study employed narrative representation to retell lived experiences in the form of a chronology. Themes across participants were also examined and presented to honor the voices of other participants and provide deeper insights into the experiences of first-generation Vietnamese American students. The stories of these understudied, disadvantaged students are examined to understand the personal, social, and institutional influences that affect the experience of this population and the possible interactions among these contributing factors as students navigate the K-16 educational pipeline. By means of storytelling, findings elucidate the factors that support the scholastic achievement of first-generation Vietnamese American youth and the barriers that hinder their success using a student retention and anti-deficit approach. </p><p> Findings indicate that first-generation Vietnamese American youth navigated the K-16 educational pipeline as active agents with a wealth of capital and great resilience. Like other marginalized students of color, youth in this study arrived at school with aspirational, familial, social, navigational, and resistant capital. Further, collectively, cognitive, social, and institutional factors enhanced students&rsquo; ability to persevere and triumph in face of barriers. However, findings also suggest that some assets, such as family and language, were not absolute. In many cases, one form of capital interacted, facilitated, or constrained another form of capital. For instance, while family could be supportive and facilitative of student success, family members and traditions also presented significant barriers for at least some study participants. </p><p> Findings from this study inform policy, practice, and future research to facilitate greater participation, engagement, and educational achievement for first-generation Vietnamese American youth, as well as assist other first-generation youth navigate the educational process and create their own college-going tradition. Based on the findings of from this study, policy makers should increase funding for qualified support staff (such as, school counselors, school psychologists, school psychiatrists, school social workers, school-community liaisons, and bilingual aides) to help Vietnamese American youth overcome personal and institutional barriers to success. Schools and colleges should annually develop improvement plans, as well as publicize and evaluate the effectiveness of their efforts to promote minority student and parent engagement.</p>

<p> When searching for pluralistic models of bilingual education, looking globally for examples is beneficial. The overarching global perspective toward bilingual and multilingual education supports literacy in the student's first, second, and including the possibility of a third or more languages to attain socio-political pluralism. This dissertation project will specifically examine the voices of stakeholders in the local community of Flowers Bay, Roatan, Honduras where the mission of bilingual education is a pluralistic society. The goal of the research study is to examine the perspectives and experiences around language learning within the lens of language as a problem, a right, and a resource of stakeholders in their local community. Chapter I of this dissertation includes the problem statement of the research project, a historical and contextual explanation of the land, people, and social movement toward multilingual education on the Bay Islands of Honduras. Chapter II is a review of the literature surrounding the two frameworks in the research project. The first framework I utilize is the public sphere to describe who is or is not included in the conversations of multilingual education within the community of Flowers Bay, Roatan, Honduras. The second framework I utilize is language as a problem, a right, and a resource to describe and analyze the data collected from national policies, field observations, and stakeholders. Chapter III is an in-depth description of the research design, the demographics of the stakeholders in Flowers Bay, the method data collected and analysis of the data. Chapter IV features the findings from the data analysis using the two frameworks outlined in Chapter II. Chapter V offers a discussion of the frameworks and further research projects inspired by this dissertation project. Three themes emerged from framework of language as a right and resource of stakeholder voices from Flowers Bay, Roatan, Honduras: <i>access, economy,</i> and <i>identity.</i> Two themes emerged from the stakeholder voices not represented in the frameworks: <i>resources needed </i> and <i>parent engagement.</i></p>

If community is defined as a group of teachers, learners, and others who collaborate to achieve common goals, art education that is based on the interests and needs of that community can be identified as community-based art education (CBAE). CBAE programs often have goals that are congruent with educational theory or pedagogy for social justice. In this study five CBAE programs were examined for purposes, goals, instructional methods, and curriculum in order to determine how pedagogy for social justice could be applied to art education in community-based settings. The five CBAE programs were evaluated with a rubric integrating social justice into community-based art education. That information was used to create a set of best instruction practices for teaching for social justice in CBAE, as well as curriculum recommendations.

Over the past 30 years, the population of Texas has continued to grow and become diverse. Undergraduate students at Texas universities preparing to enter the workforce will be faced with working more in diverse environments than those of their parents and grandparents. The purpose of this study was to determine overall student perceptions of diversity in a Multicultural Education course within the College of Agriculture and Life Sciences. The research design used in this study was a one-group pretest-posttest design, with a follow-up retrospective post evaluation at the conclusion of the study to ascertain differences between the pretest and posttest administrative types. The target population consisted of all junior and senior classified students enrolled in ALED 422: Cultural Pluralism in Agriculture for the 2011 fall semester. A purposive convenience sample was taken for the study. During the study 47 students completed the pretest portion while 45 completed posttest and retrospective posttest portion of the study. Two of the participants were lost to attrition. Descriptive statistics were used for reporting the demographics of respondents. Mean scores and frequencies were used to assess students' perceptions of contributions in agriculture and diversity. The sample consisted of 70.20% males and 29.80% females. The ethnic breakdown of the sample was 74.50% White (non-Hispanic), 10.60% Hispanic, 8.50% African American (non-Hispanic), 4.30% Other, and 2.10% Native American. Based on grand mean pretest (M = 3.82, SD = .56) and posttest (M=4.29, SD =.55) findings, results confirm the implementation of a multicultural education course were effective in changing students' perceptions about contributions in agriculture and diversity perceptions. Ten of the fourteen (71.43%) statements were found to have statistically significant differences between pretest and posttest measurements. Based on grand means for the pretest (M = 3.84, SD = 1.04) and posttest (M=4.29, SD =1.15), results confirm the implementation of a multicultural education course to discuss contributions in agriculture were effective in changing students' perceptions about contributions in agriculture. No statistically significant differences were found in age, permanent residence, and size of graduating class related to students' perceptions of diversity. Also, no statistical significant difference was found in the administration of a pretest and posttest versus a retrospective posttest.