Relevant bibliographies by topics / Cultural diversity and the curriculum

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Cultural diversity and the curriculum'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Cultural diversity and the curriculum"

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Choi, Eunjung, and Laura J. Keith. "Cultural Diversity." Music Educators Journal 103, no. 2 (2016): 35–40. http://dx.doi.org/10.1177/0027432116670459.

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Contemporary African-American classical composers Cedric Adderley, John Lane, and Trevor Weston intertwine strands of culture and individual experience to produce musical works whose distinct designs offer cultural resources that music educators can use to integrate diversity into instructional settings. Of special interest is their ability to combine traditional European styles and other musical styles, including jazz, gospel, and blues, in their music. The authors include recommendations for incorporating elements of these contemporary African-American–composed works into the curriculum.
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de Tornyay, Rheba. "Promoting Cultural Diversity in the Curriculum." Journal of Nursing Education 25, no. 9 (1986): 357. http://dx.doi.org/10.3928/0148-4834-19861101-03.

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Ogbu, John U. "Introduction: Understanding Cultural Diversity and Learning." Journal for the Education of the Gifted 17, no. 4 (1994): 354–83. http://dx.doi.org/10.1177/016235329401700404.

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Core curriculum and multicultural education are two major approaches advocated in the current school reform movement. This article argues that neither of these approaches adequately addresses the problem of those minority groups who have not traditionally done well in the public school. Core curriculum advocates falsely assume that as a result of instituting a core curriculum, demanding higher standards, and patching up supposed individual deficiencies, all students will perform as expected. Multicultural education advocates inadequately design their program to focus on cultural differences in
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Gillman, Rick. "Mathematics and Cultural Diversity in the Curriculum." Humanistic Mathematics Network Journal 1, no. 25 (2001): 47–48. http://dx.doi.org/10.5642/hmnj.200101.25.15.

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Bender, Eve. "Cultural Diversity Curriculum Covers All Residency Years." Psychiatric News 42, no. 9 (2007): 7. http://dx.doi.org/10.1176/pn.42.9.0007.

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Benjamin, Martin. "Cultural Pluralism and Diversity in the Curriculum." Teaching Philosophy 14, no. 2 (1991): 123–26. http://dx.doi.org/10.5840/teachphil199114219.

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Guilherme de Oliveira, Ademir. "Questions about curriculum: human development, multiculturalism and cultural diversity." Revista Internacional de Investigación en Ciencias Sociales 12, no. 1 (2016): 29–42. http://dx.doi.org/10.18004/riics.2016.julio.29-42.

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Kidd, Ian James. "Trade-offs, Backfires and Curriculum Diversification." Symposion 7, no. 2 (2020): 179–93. http://dx.doi.org/10.5840/symposion20207214.

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This paper presents two challenges faced by many initiatives that try to diversify undergraduate philosophy curricula, both intellectually and demographically. Trade-offs involve making difficult decisions to prioritise some values over others (like gender diversity over cultural diversity). Backfires involve unintended consequences contrary to the aims and values of diversity initiatives, including ones that compromise more general philosophical values. I discuss two specific backfire risks, involving the critical and political dimensions of teaching philosophy. Some general practical advice
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ALVES, Eliane Fernandes Gadelha, and Dorivaldo Alves SALUSTIANO. "Concepções de diversidade na Base Nacional Comum Curricular – BNCC." INTERRITÓRIOS 6, no. 11 (2020): 100. http://dx.doi.org/10.33052/inter.v6i11.247750.

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Este artigo apresenta resultados de uma pesquisa documental que teve como objetivo identificar concepções de diversidade no texto da Base Nacional Comum Curricular - BNCC, documento normativo que orientará as escolas na definição e/ou reelaboração de seus currículos. Foram identificadas as concepções universalista, celebratória e crítico-discursiva, com predominância da universalista e da celebratória, evidenciando que a cultura do silenciamento da diversidade se mantém hegemônica nesta política curricular ao enfatizar a uniformidade e a padronização de conhecimentos e indivíduos, secundarizan
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Doby-Copeland, Cheryl. "Cultural Diversity Curriculum Design: An Art Therapist's Perspective." Art Therapy 23, no. 4 (2006): 172–80. http://dx.doi.org/10.1080/07421656.2006.10129330.

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Dissertations / Theses on the topic "Cultural diversity and the curriculum"

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Ward, Natalia, Amber N. Warren, A. Rountree, and M. Dias. "Analyzing Science Read-Aloud Texts for Cultural and Linguistic Diversity." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5949.

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The study discussed investigates the range and variability of cultural and linguistic diversity as represented in interdisciplinary text sets for science read-alouds in Grades K–3. Presenters share their analysis, discuss implications, and offer alternatives for locating texts that include culturally and linguistically relevant depictions of target topics.
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Alruwaili, Abdulrahman. "THE PERCEPTIONS OF ISLAMIC STUDIES TEACHERS ABOUT INCORPORATING CULTURAL DIVERSITY IN THE CURRICULUM." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1512.

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This qualitative study examined the perceptions of Saudi Arabian Islamic Studies teachers regarding their perceptions of diversity within the classroom. Eight different educators were interviewed with the purpose of discovering whether or not they value diversity, whether they had opportunities to use diversity in the classroom, and what kind of responsibility they felt related to diversity as educators of Islamic studies. Teachers were also asked questions that led to an understanding of whether or not they were resistant to including other cultures as a part of their discourse in Islamic S
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Hong, Huili, Karin Keith, Renee Rice Moran, and LaShay Jennings. "Listening to Teachers’ and Teacher Candidates’ Discounted Stories about Cultural and Linguistic Diversity." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/994.

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Malan, Sandra Ruth. "Celebrating cultural diversity : implementing an integrated approach to arts and culture in the intermediate phase of curriculum 2005." Thesis, Stellenbosch : University of Stellenbosch, 2004. http://hdl.handle.net/10019.1/16384.

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Thesis (M.Mus)--University of Stellenbosch, 2004.<br>ENGLISH ABSTRACT: Since its inception, educators across the board in South Africa have struggled to implement the new curriculum. Initial problems with terminology and availability of learning materials have been addressed, but still the resistance to Outcomes Based Education (0BE) and Curriculum 2005 (C2005) continues. Some of the reasons for the resistance point to feelings of disempowerment experienced by generalist and specialist educators who now have to teach the new Learning Area Arts and Culture. This has been attributed to, am
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Bradley, Erin Nicole. "Cultural Competence: An Issue For Education." Kent State University Honors College / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1303749360.

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Ferguson, Rene. "Teacher development for religious and cultural diversity in citizenship education : a community of practice approach." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6770.

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Thesis (PhD)--University of Stellenbosch, 2011.<br>ENGLISH ABSTRACT: This research focuses on teacher-learning for religious and cultural diversity. The background to the study is associated with curriculum reforms in South Africa since democratization in 1994 and the growing interest globally in the integration of Citizenship education and Religion education. In South Africa, the new national curricula after 1994 introduced Life Orientation as a learning area / subject which includes Citizenship education with Religion education as key focus areas. The outcomes associated with these focu
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Robinson, Lynda Marie Cesare. "Educational Leadership in the Age Of Diversity: A Case Study of Middle School Principals' Cultural Awareness and Influence in Relation to Teachers' Cultural Awareness and the Use of Culturally Responsive Curriculum and Pedagogy in Classrooms." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/194476.

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This embedded case study examined middle school principals' self-reported cultural awareness, teachers' self-reported cultural awareness, and principals' influence on cultural awareness in the school. In addition, the study focused on how principals influenced teachers' cultural awareness and implementation of multicultural education, and culturally responsive curriculum and pedagogy in classrooms.The conceptual framework for the study was based on theoretical perspectives of Banks' (1999) Eight Characteristics of the Multicultural School, Gay's (2003) Culturally Responsive Curriculum and Ped
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Winston, Ebony Joy. "Gender and Diversity Topics Taught in Coamfte Programs." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/26423.

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I conducted a mixed method study to explore how gender and diversity are being taught and defined at accredited marriage and family therapy programs. This research approach was explored through a feminist lens and within a systems theory framework, using both qualitative and content analysis methods. I examined course syllabi and interviewed faculty members that taught gender and diversity topics in their courses. I examined findings by program (masters and doctoral) and type of training (those that taught specific gender and culture courses and those that attempted to infuse gender and cult
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Nascimento, Mariana Galvao. "Diversidade de culturas na escola: reflexão sobre uma experiência." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-23022010-150127/.

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O objeto de estudo desta dissertação é a análise da experiência de introdução de oficinas de Cultura Brasileira em escola municipal da capital paulista, cujo projeto pedagógico tem características diferenciadas. Esboçando as linhas mestras do projeto da escola em que ocorre a experiência, ao descrever e problematizar o trabalho desenvolvido nessas oficinas, notadamente, as de Capoeira e de Música que tratam da temática afro-brasileira, buscou-se analisar as tensões existentes entre o conhecimento oficial veiculado na escola e os saberes tradicionais produzidos no universo das culturas populare
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Macena, Janaina de Oliveira [UNESP]. "A diversidade cultural no currículo e na concepção de docentes: caminhos inclusivos em discussão." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/151289.

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Books on the topic "Cultural diversity and the curriculum"

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Banks, James A. Cultural diversity and education: Foundations, curriculum, and teaching. 4th ed. Allyn and Bacon, 2001.

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Cultural diversity and education: Foundations, curriculum, and theory. 5th ed. Pearson/Allyn and Bacon, 2006.

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Blades, David. Cultural diversity and secondary school curricula. Canadian Race Relations Foundation = Fondation canadienne des relations raciales, 2002.

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Beyond the national curriculum: Curricular centralism and cultural diversity in Europe and the USA. Falmer Press, 2000.

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Australia. Office of Multicultural Affairs., ed. Training as access: Guidelines for the development of heritage curricula and cultural diversity : a project to develop guidelines for cross-cultural training curricula for the museum sector. Australian Government Pub. Service, 1993.

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Liza, Fiol-Matta, and Chamberlain Mariam, eds. Women of color and the multicultural curriculum: Transforming the college classroom. The Feminist Press, 1994.

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Arts Council of England. Library. Cultural diversity. Arts Council, 1994.

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Miller, Lynda. Cultural cobblestones: Teaching cultural diversity. Scarecrow Press, 1994.

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Kottak, Conrad Phillip. Cultural anthropology: Appreciating cultural diversity. McGraw-Hill, 2011.

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Hayes, Maurice. Cultural diversity (draft). the author, 1990.

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Book chapters on the topic "Cultural diversity and the curriculum"

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Lalor, John, and Carmel Mulcahy. "Curriculum Developments in Diverse Educational Contexts: An Irish Perspective." In Cultural Diversity in the Classroom. VS Verlag für Sozialwissenschaften, 2011. http://dx.doi.org/10.1007/978-3-531-93494-5_6.

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Schlein, Candace, Christa Wenger, and Sara Crump. "Teachers’ Storied Cultural Tensions of Curriculum as a Standardizing Practice." In Rethinking 21st Century Diversity in Teacher Preparation, K-12 Education, and School Policy. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02251-8_11.

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Miller, Paul W., Carmel Roofe, and Marina García-Carmona. "School Leadership, Curriculum Diversity, Social Justice and Critical Perspectives in Education." In Cultures of Social Justice Leadership. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10874-8_5.

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Webb, Michael, and Clint Bracknell. "Educative Power and the Respectful Curricular Inclusion of Aboriginal and Torres Strait Islander Music." In The Politics of Diversity in Music Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65617-1_6.

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AbstractThis chapter argues for the full, respectful curricular inclusion of Aboriginal and Torres Strait Islander music in order to promote a more balanced and equitable social and cultural vision of the nation-state in Australian schools. It challenges views that claim Indigenous cultures have been irretrievably lost or are doomed to extinction, as well as the fixation on musical authenticity. We propose that the gradual broadening of Indigenous musical expressions over time and the musical renaissance of the new millennium have created an unprecedented opportunity for current music educators to experience the educative power of Aboriginal and Torres Strait Islander music. This means that culturally nonexposed music teachers can employ familiar musical-technical approaches to the music even as they begin to more fully investigate the music’s cultural-contextual meanings. The chapter considers issues that impinge on the music’s educative power, especially those relating to its definition, its intended audiences, and pedagogies. It aims to help clear the way for the classroom to become an environment in which students can sense the depth and vitality of contemporary Australian Indigenous music.
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Koskela, Minja, Anna Kuoppamäki, Sidsel Karlsen, and Heidi Westerlund. "The Paradox of Democracy in Popular Music Education: Intersectionalizing “Youth” Through Curriculum Analysis." In The Politics of Diversity in Music Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65617-1_10.

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AbstractIn this chapter, we unpack the complex politics of popular music education (PME) in schools through an examination of the ways in which youth and youth culture are represented in the Finnish National Core Curricula (2004 and 2014). Interrogating commonly held conceptualizations of diversity in music education, we identify a paradox in school-based PME which, on the one hand, aims toward democratic classroom practice yet, on the other, neglects diversity by approaching youth as a homogenous group. Challenging common analytical points of departure in PME research, we argue that scholars and educators need to recognize the multiple and intersecting identities of students if PME is to afford them equal opportunities for participation. Overall, we suggest that through the analytical lens of intersectionality, PME may be better positioned to take into account students’ own experiences of inequalities, providing new perspectives on diversity at the policy level. Thus, intersectionality could provide a useful analytical frame in the process of furthering further democratic practice in the classroom.
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Rodosthenous-Balafa, Marina, Maria Chatzianastasi, and Agni Stylianou-Georgiou. "Creative Ways to Approach the Theme of Cultural Diversity in Wordless Picturebooks Through Visual Reading and Thinking." In Dialogue for Intercultural Understanding. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71778-0_6.

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AbstractCultural diversity, as one of the most important characteristics of European community in the framework of the DIALLS project (see Chapter 10.1007/978-3-030-71778-0_1 for overview), is integral to notions of cultural identity and cultural literacy. The acknowledgement of identity formation as an ongoing, dynamic process through interaction rather than a pre‐conceived characteristic arises as an imperative need, in order to encourage democracy to thrive through constructive confrontation and integration (Rapanta et al. in The Curriculum Journal, 2020). According to Bland, picturebooks that authentically reflect cultural diversity can move even young readers towards “flexibility of perspective” (CLELE Journal, 4(2):45, 2016). Bishop (Perspectives: Choosing and Using Books for the Classroom, 6(3):ix–xi, 1990) highlights the need for young readers to recognise themselves in books they read, learn about the lives of other people, and be able to cross between groups and worlds. However, reading wordless picturebooks can be a challenging task, because of the ambiguity and open nature of their visually rendered narratives. The affordances of wordless picturebooks and the challenges embedded in their reading are discussed by the authors in Chapter 10.1007/978-3-030-71778-0_5 of this volume. This chapter presents several creative ways to analyze and approach the theme of cultural diversity in class, through various disciplinary lenses and methodological approaches.
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Wickstrom, Amy, and Ben K. Lim. "Cultural Diversity." In Encyclopedia of Cross-Cultural School Psychology. Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_109.

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La Roche, Martin J., and Michael S. Christopher. "Cultural Diversity." In Handbook of Clinical Psychology Competencies. Springer New York, 2010. http://dx.doi.org/10.1007/978-0-387-09757-2_4.

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Goddard, Lynette. "Cultural Diversity." In Performance Studies. Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-46315-9_15.

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Gunkel, Marjaana. "Cultural Diversity." In Handbuch Strategisches Personalmanagement. Springer Fachmedien Wiesbaden, 2013. http://dx.doi.org/10.1007/978-3-658-00431-6_24.

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Conference papers on the topic "Cultural diversity and the curriculum"

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D’Sena, Peter. "Decolonising the curriculum. Contemplating academic culture(s), practice and strategies for change." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.13.

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In 2015, students at the University of Cape Town called for the statue of Cecil Rhodes, the 19th century British coloniser, to be removed from their campus. Their clarion call, in this increasingly widespread #RhodesMustFall movement, was that for diversity, inclusion and social justice to become a lived reality in higher education (HE), the curriculum has to be ‘decolonised’. (Chantiluke, et al, 2018; Le Grange, 2016) This was to be done by challenging the longstanding, hegemonic Eurocentric production of knowledge and dominant values by accommodating alternative perspectives, epistemologies
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Mlitwa (Mlita), Nhlanhla B. W. "TOWARDS A DIVERSITY-MANAGEMENT INCLUSIVE CURRICULA FOR EXITING UNIVERSITY GRADUATES TO MASTER THE MULTI-CULTURAL COMPLEXITIES OF A SOUTH AFRICAN WORK-PLACE." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1704.

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Tzafestas, Elpida S. "Cultural diversity dynamics." In 2011 Ieee Symposium On Artificial Life - Part Of 17273 - 2011 Ssci. IEEE, 2011. http://dx.doi.org/10.1109/alife.2011.5954669.

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Dong, Wei, Kate Ehrlich, Michael M. Macy, and Michael Muller. "Embracing Cultural Diversity." In CSCW '16: Computer Supported Cooperative Work and Social Computing. ACM, 2016. http://dx.doi.org/10.1145/2818048.2835198.

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Davis, James, Michael Lachney, Zoe Zatz, William Babbitt, and Ron Eglash. "A Cultural Computing Curriculum." In SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. ACM, 2019. http://dx.doi.org/10.1145/3287324.3287439.

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Mantshiyane, Nomvuyo Joyce, Wendy Setlalentoa, and Pule Phindane. "ATTITUDES OF GRADE ONE EDUCATORS TOWARDS THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN CLASSROOMS AT BOTSHABELO SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end081.

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The provision for learners with disabilities has been part of a process and the development of an inclusive education system can be traced back to the nation’s founding document, the Constitution of the Republic of South Africa 108 of 1996. Creating an inclusive education environment is about celebrating diversity among learners and creating a welcoming culture where all learners are valued and made to feel that they belong. Inclusivity is about recognising that no two children are alike, and all children can learn. Most children with barriers to learning are accommodated in ordinary schools.
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Chauvet, Mathieu. "Cultural diversity of distributed teams." In the special interest group on management information system's 47th annual conference. ACM Press, 2009. http://dx.doi.org/10.1145/1542130.1542174.

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Yakushina, O. I. "Cultural Diversity, Identity and Multiculturalism." In The 4th Human and Social Sciences at the Common Conference. Publishing Society, 2016. http://dx.doi.org/10.18638/hassacc.2016.4.1.192.

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Welzer, Tatjana, Marjan Druzovec, Marko Kompara, and Marko Holbl. "Cultural Diversity in Database Teaching." In 2019 29th Annual Conference of the European Association for Education in Electrical and Information Engineering (EAEEIE). IEEE, 2019. http://dx.doi.org/10.1109/eaeeie46886.2019.9000471.

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Igartua, Juan-José. "Communication media and cultural diversity." In the First International Conference. ACM Press, 2013. http://dx.doi.org/10.1145/2536536.2536562.

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Reports on the topic "Cultural diversity and the curriculum"

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Stanton, Robert, undefined, and undefined. Cultural Diversity in Conservation Organizations Part 01. The Nature Conservancy, 2009. http://dx.doi.org/10.3411/col.01272245.

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Stanton, Robert, undefined, and undefined. Cultural Diversity in Conservation Organizations Part 03. The Nature Conservancy, 2009. http://dx.doi.org/10.3411/col.01272247.

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Stanton, Robert, undefined, and undefined. Cultural Diversity in Conservation Organizations Part 02. The Nature Conservancy, 2009. http://dx.doi.org/10.3411/col.01272248.

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Moon, Molly K. Understanding the Impact of Cultural Diversity on Organizations. Defense Technical Information Center, 1997. http://dx.doi.org/10.21236/ada397893.

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Ashraf, Quamrul, and Oded Galor. Genetic Diversity and the Origins of Cultural Fragmentation. National Bureau of Economic Research, 2013. http://dx.doi.org/10.3386/w18738.

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Adomaitis, Alyssa, and Diana Saiki. Inclusion is the Key: Promoting Cultural Diversity through Historic Costume. Iowa State University, Digital Repository, 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1523.

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Ferrillo, Raffaele. The Management of Ethnic-Cultural Diversity in Western Armed Forces. Defense Technical Information Center, 2012. http://dx.doi.org/10.21236/ada561552.

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Ottaviano, Gianmarco I. P., and Giovanni Peri. The Economic Value of Cultural Diversity: Evidence from US Cities. National Bureau of Economic Research, 2004. http://dx.doi.org/10.3386/w10904.

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Sweeney, Liam, and Roger Schonfeld. Diversity and Inclusion in New York City’s Cultural Sector: BRIC. Ithaka S+R, 2016. http://dx.doi.org/10.18665/sr.278436.

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Schonfeld, Roger, and Liam Sweeney. Diversity in the New York City Department of Cultural Affairs Community. Ithaka S+R, 2016. http://dx.doi.org/10.18665/sr.276381.

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