Is this what we want them to say? Examining the tensions in what U.S. preservice teachers say about risk and academic achievement

Questions abound in the U.S. based teacher education literature about the kind of knowledge teachers should possess about learning and academic achievement that will enable them to provide all students with an equitable, effective schooling experience. This article examines how a group of preservice teachers—enrolled in a teacher education program that challenges deficit thinking—understand and talk about academic achievement, paying particular attention to the extent to which the candidates account for academic achievement and recognize potential academic risk. Based on the paradoxical stability and tentativeness of teacher candidates' talk about risk, academic achievement and the deployment of the “at-risk” category, I suggest the need to illuminate the complex body of knowledge that informs teacher candidates' understanding, particularly the knowledge deployed in teacher education curriculum.     

城市发展的内在诉求:图书馆多元文化服务

城市是多元文化的载体,图书馆是人类文化的集散地,二者息息相关。文章从当前城市发展的多元化出发,就同一城市区域内的各类型图书馆开展多元文化服务,从建立图书馆联盟、开展有针对性的服务和加强馆员培训等方面进行了探讨。     

Are You Ready for 2000? Issues Raised by an Education That Is Multicultural

Multicultural education is defined. A true multicultural education rejects separation in favor of inclusivity and respect for differences.     

多元文化背景下凤画的传承与发展

享有盛名的非物质文化遗产凤画是我国民间艺术中一颗璀璨的明珠。其造型生动多姿,艳丽华贵,呈现出洒脱超逸和意境深远的独特艺术风格。其目前生存与发展现状虽然受到多方人士的关注,但是关于凤画在当代多元文化背景下传承与发展的理论研究尚未发现。文章就凤画的审美特点、表现手法进行了理论界定,探讨分析其传承与发展中遇到的一系列与当代多元文化不相适应且较难突破的问题,结合相关资料研究提出凤画在当代多元文化背景下,其有效传承与发展应以先进理念为支撑、加强人才队伍建设、创立新的发展模式、原创保护与形式创新并举以及不断加大政府支持等可供参考借鉴的可行对策。     

Multicultural perspectives in the curricula of two colleges of education in Israel: ‘The curriculum is a cruel mirror of our society’

This study reveals the multicultural perspectives in the curricula of two colleges of education in Israel. It examines the perceptions of teacher educators with regard to: the importance of the teacher's role in educating students for sensitivity and diversity; the needs of students from different cultural backgrounds in colleges of education; the roles of the teacher and the college; and an evaluation of how multiculturalism is dealt with in teacher education in Israel. Faculty members in both colleges perceived multiculturalism as relating to two domains: student population and curriculum. The findings and conclusions confirm the existence and increasing awareness of multiculturalism in the two colleges. However, it is obvious that as yet the concept has not been thoroughly investigated, nor has it penetrated all realms of activity. Clearly, teacher educators know the meaning of multiculturalism and believe that it should play a more significant role in colleges of education. However, they seem to be uncertain as to how to go about it.     

Why can’t we be friends?: Multicultural attitudes and friendships with international students

International students in the U.S. undertake a life changing endeavor that offers benefits and presents challenges, including a loss of social support. While studies suggest friendships with host country nationals are important for a successful experience, forming friendships with U.S. American students is challenging and rare. Difficulties establishing friendships are exacerbated when the context of adjustment is marked by prejudicial attitudes or a history of problematic intercultural relations. In this study, we sought to understand the lack of cross-cultural social reciprocity from U.S. students at a mid-size Southern university known for its racial divisiveness. We explored how students with and without international friendships differed on multicultural personality characteristics, intercultural attitudes, and multicultural experiences, such as participation in study abroad. Differences related to gender and membership in a sorority or fraternity were explored, as were amount of contact and closeness of the friendships. Students with international friendships had higher scores on open-mindedness and lower scores on intercultural communication apprehension. We discuss the findings and their implications for promoting international and U.S. student friendships.     

桂林韩国客源市场营销策略研究——基于旅游六要素

近十年来,桂林市内接待的入境游客数量呈逐年减少趋势,而韩国客源的减少最为突出。基于旅游六要素的调查显示,韩国游客对桂林的整体旅游环境满意度不高,尤其是餐饮、住宿和交通环境。扩大桂林韩国客源市场,需要在保持桂林特色的基础上创新性地加入韩国文化的元素。桂林国际旅游的竞争力,更多地取决于多元文化和谐交融的旅游环境。唯有创建多文化特征的韩国客源市场营销模式,才能吸引更多地韩国客源来桂林旅游。     

Seeing the human in everyone: Multicultural experiences predict more positive intergroup attitudes and humanitarian helping through identification with all humanity

Prior research suggests two components of multicultural experiences—contact with cultural members and experiences with cultural elements—predict less prejudice via stronger identification with all humanity (IWAH). However, only one factor of IWAH (bond) was tested, and only United States samples were used. The present research examined both factors of IWAH (bond with, and concern for, all humanity) and used a nationally representative sample from Poland (N = 974), a more ethnically homogeneous and collectivist culture. We explored the association between multicultural experiences and negative intergroup attitudes (measured via fear of refugees, Islamophobia, and ethnocentrism) and humanitarian helping, and also tested the mediating role of both factors of IWAH on these attitudinal and behavioral outcomes. Results largely replicate and extend prior findings, revealing contact with cultural members directly predicted stronger bond with and concern for all humanity, and less negative intergroup attitudes toward “others” (but not humanitarian helping). In contrast, experiences with cultural elements directly predicted stronger concern for all humanity (but not bond) and greater humanitarian helping (but not intergroup attitudes). Bond with all humanity mediated the association between contact with cultural members and less negative intergroup attitudes, while concern for all humanity mediated the association between both components of multicultural experiences and greater humanitarian helping. Findings support the benefits of multicultural experiences and their association with stronger IWAH and more positive intergroup outcomes beyond the United States, and also indicate unique roles for the IWAH bond and concern factors. Cultural differences, limitations, and future directions are discussed.     

多元智能理论与体育科学释义及学生体育的影响

体育课中,各种教育理念有着广泛关联性,身体运动理念不可能孤立存在,多元教育理念正是着眼于把多元教育理论引入体育课堂,建立多元体育课,改变传统以身体训练为单一目的的体育课堂,最终还体育以快乐,还学生以多元发展,还学生以成功体验,从而产生对学生体育理念的影响与变迁。     

Urban School Principals and the ‘No Child Left Behind’ Act

This exploratory study investigated how six practicing school principals responded to the requirements of the No Child Left Behind law (United States Congress Public Law 107–110, 2002, January, No Child Left Behind Act, ) in light of the multicultural leadership demands presented by an urban setting. It examines perspectives of principals on the legal aspects of No Child Left Behind (NCLB) and what they did to manage its requirements. Multicultural leadership literature provided a framework to understand the perspectives of school leaders. The findings suggest three principals were engaged in meaningful and practical work to both fulfill the requirements of NCLB and meet the needs of their students. Three principals were focused on the requirements of the law and did not see the connection between multicultural leadership and NCLB. The study’s recommendations include a multicultural leadership approach to current NCLB school reform. An earlier version of this study in progress was presented to the American Educational Research Association (AERA) in Montreal, Canada 2005.