A Morality of Inclusion: A Theoretical Argument for Culturally Consonant Character Education

Autor/inn/en	Johnson, Chrystal S.; Hinton, Harvey, III.
Titel	A Morality of Inclusion: A Theoretical Argument for Culturally Consonant Character Education
Quelle	In: Curriculum and Teaching Dialogue, 20 (2018) 1-2, S.73-87 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-750X
Schlagwörter	Culturally Relevant Education; Citizenship Education; Self Efficacy; Student School Relationship; Citizen Participation; Minority Group Students; Interpersonal Communication; Interpersonal Relationship; Moral Values; Caring; Classroom Environment; Discussion (Teaching Technique); Trust (Psychology); Cultural Influences + Suchen Sie Ihr Suchwort? Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Self-efficacy; Selbstwirksamkeit; Schüler-Lehrer-Beziehung; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Interpersonale Kommunikation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Moral value; Ethischer Wert; Care; Pflege; Sorge; Betreuung; Klassenklima; Unterrichtsklima; Cultural influence; Kultureinfluss
Abstract	We offer a theoretical argument in support of a culturally consonant character education approach that seeks to enhance positive outcomes (e.g., academic self-efficacy, school belonging, and civic engagement) among youth of color. We argue that cultural differences are an integral part of character development and that educators who incorporate a culturally consonant character approach further enhance the social fabric of their class communities, strengthen communication between diverse students, and enhance civic engagement, trustworthiness, and reciprocal social relations. (As Provided).
Anmerkungen	IAP - Information Age Publishing, Inc. P.O. Box 79049, Charlotte, NC 28271-7047. Tel: 704-752-9125; Fax: 704-752-9113; e-mail: infoage@infoagepub.com; Web site: https://www.infoagepub.com/series/Curriculum-and-Teaching-Dialogue
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01