Leveraging events to ensure enduring benefits: The legacy strategy of the 2015 AFC Asian Cup

The Asian Football Confederation (AFC) Asian Cup is the largest soccer event on the Asian continent. Australia hosted the 2015 AFC Asian Cup which provided the nation with an opportunity to not only celebrate the sport of soccer, but also leverage the event to deliver enduring legacies. This case study examines the three key legacies of the 2015 AFC Asian Cup which were tourism, trade and investment, and multicultural engagement, and considers the leveraging strategies that were implemented to achieve the stated legacies.     

美国多元文化教育体系综述

美国高校多元文化教育从理念到实践,历经跌宕起伏,演化为自成体系的一种文化。多元文化教育是一个多维度的价值取向体系,它从多种镜像层面客观反映了美国社会历史原貌,然而,多元文化教育也引发了人们对美国社会兼容性张力的种种争议。对多元文化教育体系的合理建构必须把握好学术理性、实践理性与政治理性这三个维度。     

贵州省苗族地区中小学民族文化课程开发的个案研究

通过对贵州省苗族地区中小学民族文化课程开发现状的个案调查，发现民族地区民族文化课程开发还停留在浅层面，学校课程尚未成为民族文化传承的主渠道，地方课程资源开发不力，致使学生对民族义化疏于了解。就此认为民族地区基础教育民族文化课程的开发应从观念层面、政策层面、支持系统及实践层面等方面进行，以推进民族文化课程的实施。     

The Centre for Research into Higher Education at the University of Amsterdam (Centrum voor Onderzoek van het Wetenschappelijk Onderwijs,COWO)

This study is part of a first study of collaborative socio-environmental projects that engage Jewish and Arab students in Israel in learning about their local environment and about each other through outdoor learning and environmental action. We used ideas of social learning and environmental citizenship to frame our research. We investigated students' knowledge regarding their local environment and their knowledge of each other's community. We also studied the participants’ views regarding their project-partners'environmental knowledge, awareness and behaviour in comparison to their own. Initially, differences were found regarding various aspects of the students' socio-environmental knowledge and in students' views of their counterparts' environmentalism. At the end of the projects, students showed better understanding of local socio-environmental issues and demonstrated changes in their original views towards the environmental awareness and behaviour of their counterparts. These findings suggest that projects which involve students from segregated communities not only promote environmental awareness but contribute to a reduction in mutual prejudices. We suggest that the differences we found are not related to ethnicity, but rather to students' socioeconomic status and experience in environmental education programmes.     

“So, where do they fit in?” Teachers’ perspectives of multi-cultural education and diversity in Singapore

This qualitative study attends to six Singaporean teachers’ experiences of diversity and understanding of multicultural education to illuminate the influence of national policies and narratives on teachers’ perceptions and practice. These cases illustrate that, beyond reflection on identity and diversity, there is a need for teachers to examine how political, cultural, and economic principles have shaped their understanding of diversity and multicultural education. The authors discuss findings in light of socio-political constraints faced by Singapore teachers and forward implications for teacher education.     

The multidimensionality of multicultural service learning: The variable effects of social identity, context and pedagogy on pre-service teachers’ learning

Multicultural service learning (MSL) seeks to develop pre-service teachers’ capacities and commitment to teach diverse student populations. We use multiple regression analyses of survey data collected from 212 pre-service teachers engaged in 22 MSL sites to assess the effects of pre-service teachers’ social identities, MSL contexts, and university pedagogy on pre-service teachers’ awareness of cultural bias, understanding of social inequality, and commitment to teaching diverse students. We find that pedagogical engagement positively contributes to all three outcomes. Pre-service teacher’s social identities and MSL contextual factors, however, have variable effects. We explore the pedagogical and research implications of this multidimensionality.     

Predicting multicultural effectiveness of international students: the Multicultural Personality Questionnaire

The present study considered the reliability and validity of the 78-item revised version of the Multicultural Personality Questionnaire, a multidimensional instrument aimed at measuring multicultural effectiveness of expatriate employees and students. The questionnaire includes scales for cultural empathy, open-mindedness, emotional stability, social initiative and flexibility. Participants were native and foreign students of an international business school (N=171) in the Netherlands. The MPQ scales appeared to be more strongly predictive of adjustment of international students as compared to native students. Moreover, the instrument was able to explain variance in students’ adjustment beyond self-efficacy.     

Racial Perceptions of Young Children: A Review of Literature Post-1999

It has been argued that intervention strategies designed to reduce racial prejudice in young children have been based on weak theoretical models of racial stereotyping and prejudice with little effect on the reduction of racial bias. This paper examines the social-cognitive and intergroup scholarship post-Bigler (J Soc Issues 55(4), 687–705, 1999), with an emphasis on the development of racial prejudice in young children. The purpose of this paper is not to argue for a particular theoretical approach, but to provide an overview of some of the important pieces of research. Findings indicate that social learning and cognitive development models need to be understood when implementing curriculum designed to reduce racist beliefs and attitudes in young children.     

What student teachers learn about multicultural education from their cooperating teachers

Teacher education has struggled to better prepare beginning teachers for an increasingly diverse student population. This research examines the role that cooperating teachers play in developing multicultural/equity pedagogy knowledge and skills among student teachers. Five cooperating teachers working in California, USA, each of whom had extensive and successful experiences teaching multicultural/equity pedagogy curricula, were asked to describe how they encourage their student teachers to engage in the materials and strategies they promote. Generally, the cooperating teachers reported that their most successful student teachers were those who came to understand the difference between expecting high-quality work from their students and sympathizing and identifying with their students’ plight as low-income Latino children. More specifically, they noted that student teachers had difficulty leading instructional conversations in small groups of students.     

论二战后澳大利亚大规模移民的原因及影响

第二次世界大战是澳大利亚移民历史的转折点,二战后由于英国移民的减少,澳大利亚政府从现实利益出发,开始逐渐接纳世界各地移民,并推行了各民族平等的多元文化政策,这场大规模移民虽然使澳大利亚人口组成更加复杂化,但它加强了澳大利亚的国防力量,在全球经济一体化的今天,它在很大程度上推动了澳洲经济的发展与文化的繁荣。