Intercultural Education and Academic Achievement: A Framework for School-Based Policies in Multilingual Schools

Autor/in	Cummins, Jim
Titel	Intercultural Education and Academic Achievement: A Framework for School-Based Policies in Multilingual Schools
Quelle	In: Intercultural Education, 26 (2015) 6, S.455-468 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2015.1103539
Schlagwörter	Multicultural Education; Academic Achievement; School Policy; Multilingualism; Statistical Analysis; Qualitative Research; Evidence; Disadvantaged; Cultural Differences; Educational Resources; Bilingual Education; Language Minorities; Culturally Relevant Education; Power Structure; Social Influences; Cultural Influences; Critical Theory + Suchen Sie Ihr Suchwort? Multikulturelle Erziehung; Schulleistung; Schulpolitik; Mehrsprachigkeit; Multilingualismus; Statistische Analyse; Qualitative Forschung; Evidenz; Kultureller Unterschied; Bildungsmittel; Bilingual teaching; Bilingualer Unterricht; Sprachminderheit; Sozialer Einfluss; Cultural influence; Kultureinfluss; Kritische Theorie
Abstract	The paper reviews quantitative and qualitative research evidence regarding the relationship between intercultural education and academic achievement among students from socially marginalized communities. Intercultural education is conceptualized as including a focus both on generating understanding and respect for diverse cultural traditions and challenging inequitable distribution of resources and educational opportunities across social groups. As such, intercultural education incorporates notions such as critical literacy and culturally responsive education. By definition, socially marginalized communities have experienced social exclusion and discrimination, often over generations. Thus, educators who adopt an intercultural education orientation are also committed to challenging the operation of coercive relations of power within their school environments. The operation of societal power relations that affect marginalized group students' academic achievement can be conceptualized along a continuum ranging from "structural/societal," through "structural/educational," to "interpersonal." Structural/societal forms of discrimination are largely outside the scope of what educators can influence directly (e.g. housing segregation). However, the research evidence suggests that educators have considerable power to resist and challenge coercive power relations operating at both structural/educational (e.g. curriculum materials) and interpersonal (e.g. classroom interactions) dimensions of the continuum. Thus, the proposed framework represents an explanatory model to account for patterns of school success and failure among marginalized group students and a predictive model to specify educator behaviors that are likely to promote academic achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01