Extended data for Multicultural Education: Research and Analysis of Reference Literature

Multicultural Education: Research and Analysis of Reference Literature

Institution

Eötvös Loránd University

Related programme

Social Integration

Code

SOCM17-110

ECTS

3

ISCED code

0314 Sociology and cultural studies

Language of instruction

English

Academic term

2/2

Title

Multicultural Education: Research and Analysis of Reference Literature hu

Multicultural Education: Research and Analysis of Reference Literature en

Banks, J.A. (1988): Approaches to Multicultural Curriculum Reform,  Beyond Heroes and Holidays, School Staff,  Family and Community Development, 37-38. Banks, J.A. (2013):Group Identity and Citizenship Education in Global Times,Kappa Delta Pi Record, 49:3, 108-112. Ford, D. (2014):Why Education Must be Multicultural,Gifted Child Today. Vol.37 (1). 59-62. Gay, G. (2002). Preparing For Culturally Responsive Teaching, In: Culturally Responsive Teaching: Theory, Research, and Practice. (2001) AACTE Outstanding Writing Award Recipient. http://www.sagepub.com/eis/Gay.pdf [07.02.2014.] Gorski, P.C. (1999): A Brief History of Multicultural Education, Hamline University and EdChange http://www.edchange.org/multicultural/papers/edchange_history.html[05.02.2015.] Ladson-Billings, G: (1998): Preparing Teachers for Diverse Student Populations: A Critical Race Theory Perspective . Review of Research in Education, 24, 211-247. Rosado, C. (2006):What Do We Mean By “Managing Diversity”? Originally Published in Sumati Reddy, editor. Workforce Diversity, Vol. 3: Concepts and Cases. Hyderabad, India: ICAFAI University http://www.edchange.org/multicultural/papers/rosado_managing_diversity.pdf[05.02.2015.]

Understanding scientific texts while reading them Identifying key concepts Defining key concepts based on their context Creating short summaries and abstracts Creating short translations Methodology Discussion, groupwork, pair work, presentation, debate

Students are expected to attend classes and complete weekly assignements. Evaluations Class attendence, participation in the discussions (10%) Assignments (40%) Presentation (50%)