Teaching diversity in citizenship education: Context-related teacher understandings and practices

被引：21

作者：

Sincer, Isil ^{[1
]}

Severiens, Sabine ^{[1
]}

Volman, Monique ^{[2
]}

机构：

[1] Erasmus Univ, Dept Psychol Educ & Child Studies, POB 1738, NL-3000 DR Rotterdam, Netherlands

[2] Univ Amsterdam, Res Inst Child Dev & Educ, POB 15780, NL-1001 NG Amsterdam, Netherlands

来源：

TEACHING AND TEACHER EDUCATION | 2019年 / 78卷

关键词：

Diversity; Citizenship education; Teachers; Secondary education; School context; MULTICULTURALISM; COSMOPOLITAN; IDENTITY; POLICY;

D O I：

10.1016/j.tate.2018.11.015

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Many secondary schools address diversity as an aspect of citizenship education. This paper examines how secondary teachers' understandings and practices concerning teaching about diversity are related to school contextual factors, such as student composition and educational track. Semi-structured interviews with 17 teachers at three schools revealed that teachers' understandings and practices regarding diversity are related to their perceptions of the needs and capabilities of their student population. However, teachers rarely addressed diversity in terms of deep-rooted issues, such as inequality and power relations. The paper concludes with implications for teachers and schools and provides suggestions for future research. (C) 2018 The Authors. Published by Elsevier Ltd.

引用

页码：183 / 192

页数：10

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