People need look no further than their own homes to see the interdependence of world trade; no further than their neighborhoods to see the results of international migration and multiculturalism; no further than the news to see the causes and effects of global economics, ecology and ethnic conflicts. "While domestic debate continues over the nature of these connections, few can doubt their existence. As these connections increase, educators, utilizing a global model, can provide a context that allows students to analyze and understand the impact of world events" (Baker, 1999).
Multiculturalism and globalism are obviously not unique to the United States. The majority of Western societies are racially, ethnically, and culturally diverse. Ethnic revival movements have come up in a lot of countries including quite a few Western European nations (Banks & Lynch, 1986). This type of revival movement occurs when an ethnic group organizes efforts to attain equality inside a society. It may try to get rid of bias, to legitimize its culture inside the nation, and try to form a positive identity. Ethnic revitalization actions tend to come about in nations that are previously ethnically diverse but where ethnic stratification exists. Some nations have had immigrants arrive from previous colonies. "Many immigrants from Southern and Eastern Europe have settled in other nations in search of jobs. Many nations in Europe are faced with the challenge of educating diverse ethnic, racial, cultural, and religious groups" (Baker, 1999).
The United States needs people who understand cultural diversity and speak languages in addition to English. Both global and multicultural education must work toward that end. The most significant force for cooperation between the two is the connection of goals and content. Both movements work to improve intergroup and global understanding and relations, to improve intercultural communication, to reduce stereotyping, and to help students comprehend human diversity without loosing sight of the traits that all peoples share.
No person belongs to only one group. Each person belongs to a lot of groups involving things such as gender, age, financial status, social class, area of residence, national origin, religion, and cultural or ethnic group association (Baker, 1999).
When multicultural and global education operates independently, they sometimes compete with one another and with other subjects for time in the school curriculum. Collaboration between the two, consequently, makes sense when developing new curriculum.
While multicultural educator's center primarily on ethnicity inside the United States, global educators stress worldwide...
This qualitative research uses a Delphi study to explore the perceptions of special education teachers regarding retention. This Delphi study includes twenty-five to thirty special education teachers of K-12 in two California districts of less than 40,000 students. The information gathered provides leaders in the field with successful practices in retaining special education teachers. Purpose of the study The primary purpose of this study is to explore the perceptions of special education
It is now recognized that individuals learn in different ways -- they perceive and process information in various ways. The learning styles theory suggests that the way that children acquire information has more to do with whether the educational experience is slanted toward their specific style of learning than their intelligence. The foundation of the learning styles methodology is based in the classification of psychological types. The research demonstrates that,
Teaching in CollegeIt would be prudent to note that the relevance of developing global competence cannot be overstated. This is more so the case given that we live in what has variously been described as a global village. As a consequence, we ought to ensure that college students have the skills they need to be effective global citizens. Indeed, according to Majewska (2022), global competence remains one of the most
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