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Relevant bibliographies by topics / Multicultural education in Zimbabwe

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Journal articles

Academic literature on the topic 'Multicultural education in Zimbabwe'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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Journal articles on the topic "Multicultural education in Zimbabwe"

1

Muchenje, Francis, and Prem J. H. Heeralal. "Teachers’ Perceptions of the Implementation of Multicultural Education in Primary Schools in Chegutu District, Zimbabwe." Journal of Social Sciences 41, no. 3 (2014): 325–33. http://dx.doi.org/10.1080/09718923.2014.11893367.

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2

Saidi, Umali. "BaTonga Culture: A Rich Heritage." DANDE Journal of Social Sciences and Communication 2, no. 1 (2017): 45–60. http://dx.doi.org/10.15641/dande.v2i1.40.

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There is a tendency in which so called ‘developed’ ethnic groups, given their economic, political and social advantage placing them at the ‘center’, are the chanters of development even for the groups considered to be at the periphery. Ironically, in heritage terms, so called marginalized groups have had much of their heritage less contaminated by forces of modernity as has been the case with much of the BaTonga culture. This article explores the BaTonga culture and heritage as the Zimbabwean aquaculture from which its consumption, preservation and use can benefit other ethical groups in the c

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3

Rudhumbu, Norman. "Unlocking the Cultural Diversity Black Box: Application of Culturally Responsive Pedagogies in University Classrooms in Zimbabwe." International Journal of Learning, Teaching and Educational Research 19, no. 12 (2020): 146–62. http://dx.doi.org/10.26803/ijlter.19.12.8.

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The study investigated the mediating role of lecturers’ biographic factors and multicultural competences in the use of Culturally Responsive Pedagogies (CRPs) to effectively teach culturally diverse classrooms in universities. Studies show that culture has an influence on student learning and that if it is not effectively managed, it can affect how students learn. The study employed a quantitative approach that used structured questionnaires for data collection from a sample of 370 lecturers selected from six universities using a stratified random sampling strategy. Principal Component Analysi

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4

HEERALAL, PREM JOTHAM HEERALAL, and Francis Muchenje. "Classroom Pedagogy and the Accomodation of Students’ Cultural Diversity." International Journal for Innovation Education and Research 4, no. 10 (2016): 40–52. http://dx.doi.org/10.31686/ijier.vol4.iss10.597.

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The study explored teachers’ views on classroom pedagogy and the accommodation of cultural diversity in primary schools in Zimbabwe. The study was carried out in five selected primary schools in Chegutu district. Qualitative research was selected as the research method with phenomenology as the research design. The sample comprised twenty teachers (10 male and 10 female) selected through purposive sampling technique. Data gathering instruments consisted of unstructured in-depth interviews and focus group discussions. The study found out that teachers accommodate cultural diversity in a number

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5

Ha, Seongran, and Gyunyeol Park. "Multicultural Society and Multicultural Education." Journal of Humanities and Social sciences 21 12, no. 4 (2021): 2239–50. http://dx.doi.org/10.22143/hss21.12.4.159.

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6

Vázquez Gómez, Gonzalo. "Multicultural education." Educar 16 (February 1, 1989): 7. http://dx.doi.org/10.5565/rev/educar.508.

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7

Dean, Ann V., Spencer J. Salend, and Lorraine Taylor. "Multicultural Education." TEACHING Exceptional Children 26, no. 1 (1993): 40–43. http://dx.doi.org/10.1177/004005999302600110.

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8

Cravener, Patricia. "Multicultural Education." Nurse Educator 21, no. 4 (1996): 6–7. http://dx.doi.org/10.1097/00006223-199607000-00005.

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9

Manning, M. Lee. "Multicultural Education." Middle School Journal 21, no. 1 (1989): 14–16. http://dx.doi.org/10.1080/00940771.1989.11495932.

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10

Rothenberg, Dianne. "Multicultural Education." Middle School Journal 24, no. 4 (1993): 73–75. http://dx.doi.org/10.1080/00940771.1993.11495381.

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