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Migration is not a new phenomenon. However, recent data indicate that unprecedented numbers of people have experienced forced migration around the world with 51% under the age of 18 years. How can educational policies and practices respond sensitively to increasing cultural and migration-based diversity? The purpose of this special section that includes eight studies is to consider these issues more deeply. As a frame for the special section, we address the main question: What are promotive or protective factors for positive development of children and youth attending culturally diverse school contexts? In the collection of papers, these promotive and protective factors range from peers and families, to teachers, to organisational context and climate. With continued disruptions in children's lives due to a pandemic, climate change, war, conflict and poverty, migration will remain a pressing concern and will continue to transform the student populations in our classrooms and schools for the foreseeable future. The need to address how we can best provide students from diverse backgrounds equitable and supportive education, continues.
This investigation examined the dynamic relation between culturally responsive teaching, teacher cultural diversity beliefs, and self-reflection on own teaching. A multiple case study with four ethnic German teachers was conducted using classroom video observations (3 lesson units X 2 raters) and post observation interviews in a culturally and ethnically diverse high school. For these teachers there was a high congruence between culturally responsive teaching and cultural diversity beliefs. Yet their degree of cultural responsiveness and their beliefs differed across teachers. The teachers who were observed to be more culturally responsive also showed elaborated patterns of self-reflection on their own teaching.