By Damian Spiteri
This booklet explores how multiculturalism can be promoted all through larger schooling as a result of its advantages for college students. It adopts a strengths-based student-centred standpoint and provides useful illustrations of the way multicultural schooling can instigate scholars to appreciate one another and to narrate to one another meaningfully. With the increase of foreign scholars in better schooling around the globe it's important that associations advertise multicultural schooling for his or her wider groups.
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Additional resources for Multiculturalism, Higher Education and Intercultural Communication: Developing Strengths-Based Narratives for Teaching and Learning
2). The term ‘culture’ itself derives from the idea of culturing something, or, more precisely, tending to crops or animals, this depicting a central activity around which the societies of our ancestors evolved. Culture has always been seen as being in a process of becoming (Hófstede, 1980). Cultures are constantly evolving (Amin, 2004). Acknowledgment of this dynamic nature of culture features in the definition of multicultural education that is being presented in this book, namely: Multicultural education is characterized by a coordinated effort, generally actuated within educational institutions, to engage students, individually and collectively, to accept cultural similarities and differences among people in an informed way, and to then act on this informed acceptance of these cultural similarities and differences by promoting social equity both among themselves and in the wider society.
The definition rests on the assumption that people can think through matters and decide for themselves if they want to relate to people who they see as culturally different from them. The flexibility in people’s manner of thinking about different cultures that this definition refers to evidences that culture is significant and not something to be assimilated or otherwise denied. It is important to be explicit about culture’s characteristic 14 D. SPITERI flexibility, since otherwise, this definition may be wrongly seen as giving rise to reflections about whether the fluidity of cultures, and the reality of being engaged in or exposed to many cultures, means that the very concept of culture has lost its significance.
Chapters 2 and 3 show why colleges and universities need to be responsive to the cultural adjustment and personal change that take place when students from different cultural backgrounds interact. Chapters 4 and 5 show how multicultural education is a deeply personal aspect of students’ overall educational experience at college or university, thereby bringing out its subjective qualities. Chapters 6, 7 and 8 show how the teaching of multicultural education needs to take on board active approaches to promoting social equity.