Issues affecting the education of Indigenous, other Minoritized and migrant students in New Zealand.
(주)학지사
- 최초 등록일
- 2015.03.25
- 최종 저작일
- 2013.06
- 17페이지/ 어도비 PDF
- 가격 4,600원
* 본 문서는 배포용으로 복사 및 편집이 불가합니다.
서지정보
ㆍ발행기관 : 한국국제이해교육학회
ㆍ수록지정보 : 국제이해교육연구 / 8권 / 1호
ㆍ저자명 : Russell Bishop
목차
Ⅰ. Introduction
Ⅱ. Research Evidence
Ⅲ. Impact of teacher’s discursive positioning on educational success of migrants.
Ⅳ. Summary and Recommendations
영어 초록
A seemingly intractable problem that besets modern education is how to raise the achievement levels of indigenous and other minoritized students so that the educational disparities that afflict these students can be addressed. The term minoritized refers to a people who have been ascribed the characteristics of a minority (Shields, Bishop, & Mazawi, 2005). To be minoritized, one does not need to be in the numerical minority but only to be treated as if one’s position and perspective are of less worth; to be silenced or marginalised. Hence, for example, in schools on the Navajo reservation with over 95% of the population being Navajo or in Bedouin schools, we find characteristics of the students similar to those we may find among Māori in mainstream schools in which they are actually in the numerical minority. Also included in this category are the increasing number of migrants into European countries, populations of color or poverty, and those whose abilities and sexual persuasions do not belong to the perceived mainstream.
참고 자료
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