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Descriptors:
High School Students; Indigenous Populations; Teaching Methods; Race; Cultural Awareness; Foreign Countries; Disadvantaged; Equal Education; Interviews; Student Diversity; Males; Athletics

Abstract:
This paper draws from a study that explored issues of student equity, marginality and diversity in two secondary schools in regional Queensland (Australia). The paper foregrounds interview data gathered from administration, teaching and ancillary staff at one of the schools, "Crimson" High School. The school has a high Indigenous student population and is well recognised within the broader community as catering well to this population. With reference to the school's concerns about Indigenous disadvantage and the various approaches undertaken to address this disadvantage, the paper articulates the significance of educators being critically aware of how they construct race and use it as an organising principle in their work. This awareness is central to moving beyond the culturalism and racial incommensurability that tend to predominate within Indigenous education--where cultural reductionism homogenises indigeneity within and against a dominant White norm. With reference to a specific approach at the school designed predominantly for Indigenous male students--to foster inter-cultural awareness and respect through sport--we highlight ways in which notions of culturalism and racial incommensurability might be disrupted. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Disabilities; Foreign Countries; Special Education; Special Needs Students; Student Diversity; Cultural Pluralism; Teaching Methods; Classification; Educational Policy; Guidelines; Ethics; Social Justice; Educational Practices

Abstract:
Policy and practice responses to diversity and difference in pupil populations continue to challenge education systems around the world. This paper considers how teachers' understandings of diversity and difference and their pedagogical responses at the local level are influenced by, and can be reconciled with, policy at the general level with its impulse for categorisation, normalcy and "ableness". Two frameworks around orientations to diversity and types of pedagogic need are combined in order to examine this tension and develop possible responses. This is illustrated through the example of special educational needs as a type of difference. The paper argues that for critical, ethical and socially just pedagogies, policy needs to support teachers in acknowledging and troubling difference at the classroom level. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Social Justice; Children; Foreign Countries; Creativity; Student Diversity; Educational Policy; Inclusion; Professional Development; Innovation; Cooperation; Educational Change

Abstract:
This article connects arguments in the field of integrated and multi-professional working concerning the need to promote a strengths-based approach to children, childhood and children's services with writing about creativity in schooling. It utilizes strength-based and social justice approaches to encourage professionals who work with children and families to recognize the diversity of childhood and support children and families to collaboratively, creatively and flexibly develop solutions to their own life issues and their learning. It questions the extent to which schools are ready to be places that enable collaborative dialogue and considers whether targets and tests lead schools to stifle creativity. It draws from the CREANOVA project funded by the European Commission's Education, Audiovisual and Culture Executive Agency (EACEA) to demonstrate the quantitative basis for the argument that flexibility stimulates creativity, and demonstrates that creativity flourishes in environments that value autonomy, openness, supportive structures and collaborative relationships. This finding enables the article to conclude that a culture shift can be achieved that stimulates creativity and innovation in childhood if organizations recognize the abilities of children to stimulate each other's creativity, support children's freedom to learn collaboratively and challenge barriers to learning such as targets and top-down performance indicators. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Student Diversity; Cultural Pluralism; Cultural Awareness; Consciousness Raising; Interpersonal Communication; Social Bias; Perspective Taking; Religion; Individual Differences; Racial Differences; Institutional Role

Abstract:
There are significant concerns about campus relationships, primarily between white students and students of color, but also related to students of different religious backgrounds (e.g., Christian and Muslim). Despite the growing diversity in faculty and student bodies on campus, students could still navigate through college without having to interact in meaningful ways with others of different backgrounds. There are many priorities for colleges and universities to pursue at an institutional level. It may be more important for administrators to prioritize increased diversity in recruitment and retention of students (and faculty) than to take ownership of the challenge of making the experience of campus diversity positive and meaningful. Consequently, campus organizations or even individuals may need to undertake efforts aimed at increased intercultural understanding and interaction. It takes more than diversity of campus populations for individuals to interact in meaningful ways with others of different backgrounds. In this article, the authors share their experience launching a series of campus conversations focused on raising personal awareness and building relationships across difference. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Work Environment; Vocational Education Teachers; Teaching Methods; College Instruction; Immigrants; Student Diversity; Constructivism (Learning); Intervention; Faculty Development; Teacher Competencies; Vocational Education; Intercultural Communication; Cultural Pluralism; Multicultural Education

Abstract:
Immigration is an integral phenomenon of our globalising world. The increasing flow of people creates new challenges for educational institutions and workplaces. The purpose of this article is to address challenges that vocational teachers face with diversity at colleges and workplaces. Two research questions are addressed: how do teachers prepare immigrant students for working life? What challenges related to intercultural competence do teachers preparing immigrant students for working life face? The theoretical background lies in cultural-historical activity theory, developmental work research and in the concept of intercultural competence. The change laboratory method used in study is a formative intervention method evolved within developmental work research. The data comprised two change laboratories organised at the same vocational college in 2001 and 2011. The results showed that teachers' work with multicultural students and groups can be developed by following five perspectives: preparation, reflection, contribution, guidance and responding. Intercultural competence is constructed contextually and is intertwined with activities such as teaching, facilitating students' learning and cooperating with wor kplaces. The participants of the change laboratories experienced it as a good instrument for their intercultural work. Based on the results, some implications are suggested. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Racial Composition; White Students; College Students; Intergroup Education; Higher Education; Student Diversity; Racial Attitudes; Ethnicity; Social Justice; Stereotypes; Intergroup Relations

Abstract:
The purpose of the present study was to investigate White students' experiences in an intergroup dialogue course that employed critical Whiteness pedagogy (Kincheloe & Steinberg, 2000) and focused on being White in a multicultural society. Using a qualitative approach, the authors investigated student participants' (n = 6) perceptions of the dialogue course and what they learned from engaging in this dialogue. Data from semistructured, individual interviews revealed several themes. With regard to students' general experiences during the course, findings suggested that they benefitted most from a balance of reading, personal reflection, and peer dialogue. Additionally, students reported mixed feelings about the racial composition of the students and cofacilitators in the course. With regard to the goals of critical Whiteness pedagogy, findings indicated that students increased their racial self-awareness, enhanced their knowledge of critical racial issues (e.g., institutional racism and White privilege), and engaged in some small behavioral steps toward becoming allies. Limitations of the study and directions for future research are discussed. Additionally, the authors provide practical implications of the findings for university personnel. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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College Faculty; Race; Conflict; Student Diversity; Racial Relations; Racial Factors; Higher Education; Interviews; Grounded Theory; Constructivism (Learning); Ethnicity; Instruction

Abstract:
The majority of higher education faculty value diversity in the classroom; however, the majority of faculty also report making no or few changes in their classroom practices to deal with diversity issues. Faculty are in a position to facilitate classroom diversity in such a way that pedagogically avoids, supports, or challenges students' learning about race and dealing with overt or covert racial conflict. Some faculty take on this challenge vigorously, while others approach it with considerable anxiety about their own knowledge or skills and students' emotional reactions. This article explores some of the ways faculty address student conflict amid and around racial diversity in the classroom. Interviews with 66 faculty of different races and ethnicities, genders, and disciplines led to analyses of the various approaches they enacted and dilemmas they experienced in the face of such racial conflict. They include a range of decisions, such as: to avoid conflict through attempts to control the classroom environment; to minimize such conflict; to divert or distract students' attention from conflict; to react to the conflict in a way that attempts to incorporate tensions for further learning; and to proactively design course activities to normalize and surface conflict in ways that enhance students learning about race and racial interactions. Examples and analysis of different ways of dealing with classroom racial diversity and conflict as well as the need for interventions to improve faculty members' ability to deal with such situations are offered. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Costs; Socioeconomic Status; Social Class; College Students; College Admission; Student Diversity; Affirmative Action; Economically Disadvantaged; College Entrance Examinations; Scores; Student Organizations; Court Litigation

Abstract:
At Middlebury College--and on campuses throughout the country--class is coming out of the closet. Long hidden from view, economic status is emerging from the shadows, as once-taboo discussions are taking shape. The growing economic divide in America, and on American campuses, has given rise to new student organizations, and new dialogues, focused on raising awareness of class issues--and proposing solutions. With the U.S. Supreme Court likely to curtail the consideration of race in college admissions this year, the role of economic disadvantage as a basis for preferences could further raise the salience of class. Today's young people have grown up in a world unlike that of their parents. Class inequality has taken on much greater salience than racial inequality. Today's youth didn't grow up seeing fire hoses being trained on peaceful civil-rights demonstrators. Instead they have grown up in a country where racism continues to exist, but where voters elected and then re-elected a black president, and where Latinos are a rising political power. And they have come of age at a time of growing economic inequality, when the advantages of economic privilege are greater than ever before. Wealthy families have always had more resources to invest in their children, but the gap in that spending between wealthy and poor families has tripled since the 1970s. For 50 years, higher education has managed to avoid questions of class. But gaping economic disparity, changing student sentiment, and the U.S. Supreme Court seem likely to bring class back, once again, to the forefront. Having taken some modestly successful steps to include women and racial minorities, will the colleges accept the challenge? Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Teaching Methods; Urban Schools; Low Income Groups; English Language Learners; Student Diversity

Abstract:
Discover the teaching practices that make the biggest difference in student performance! This practical, research-based book gives principals, teachers, and school administrators a direct, inside look at instructional practices from top award-winning urban schools. The authors provide detailed examples and analyses of these practices, and successfully demystify the achievement of these schools. They offer practical guides to help educators apply these successful practices in their own schools. "Teaching Practices from America's Best Urban Schools" will be a valuable tool for any educator in both urban and non-urban schools-schools that serve diverse student populations, including English language learners and children from low-income families. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; College Faculty; Organizational Development; Organizational Change; Foreign Countries; Faculty Development; Professional Associations; Response Rates (Questionnaires); Teacher Surveys; Context Effect; Accountability; Student Diversity; Technological Advancement; Technology Uses in Education; Interdisciplinary Approach; Teacher Characteristics; Teacher Responsibility; Teacher Role; Technology Integration; Leadership; Educational Administration

Abstract:
Faculty development has been evolving in focus and form over the past five decades. Originally organized around sabbatical leaves, faculty development now offers a wide array of programs and involves a growing body of highly professional, deeply dedicated professionals. As both faculty members and faculty developers with over fifty collective years of experience in higher education in the United States and internationally, the authors believe faculty development is a key strategic lever for ensuring institutional quality and supporting institutional change in higher education. With higher education institutions and the faculty within them facing new challenges and opportunities, what is the future of faculty development? In this article, readers are pointed to innovations in faculty development that are appearing on the horizon, in the context of changes and challenges confronting higher education institutions. Thoughts about the structures and processes in the practice of faculty development that need attention and some of the pressing issues in the field as a profession are shared. This analysis is drawn from the authors' previous research and writing, as well as the work of others, concerning academic work and workplaces, faculty careers, and faculty development. In particular, this article draws substantially on findings from an in-depth study of faculty development professionals in North America. In that study, developers from the United States and Canada who were members of the oldest and largest professional association for faculty development scholars and practitioners in North America, the Professional and Organizational Development (POD) Network in Higher Education, were surveyed. Formed in 1974, POD's membership currently includes faculty developers from some forty countries, with the largest membership in the United States and Canada. From its outset, POD's purpose has been to support improvement in higher education through faculty, instructional, and organizational development activities. In this article, findings of the study are drawn from to highlight the issues that should be addressed through faculty development in the future. A few issues concerning the study require special note. The survey was sent to the full POD mailing list of members (999 names). Completed surveys were received from 494 developers at 300 higher education institutions in the United States and 31 institutions in Canada, resulting in an overall response rate to the survey of 50 percent. Thirty-nine percent of the respondents were men, and 61 percent were women. Understandably, this census of faculty developers does not necessarily represent the scope and proportion of all faculty developers, but it is representative of the membership of the field's largest professional organization in North America. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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