Literaturnachweis - Detailanzeige
| Autor/inn/en | Matalon, Maya; Clauss-Ehlers, Caroline S. |
|---|---|
| Titel | Creating a Multiculturally Responsive and Trauma-Informed Classroom Ecology for Diverse Learners: Collaboration, Classroom Community, and Identification of Systemic Barriers |
| Quelle | In: Adult Literacy Education, 5 (2023) 1, S.55-61 (7 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Culturally Relevant Education; Multicultural Education; Trauma Informed Approach; Adult Learning; Adult Basic Education; Resilience (Psychology); Intersectionality; Self Concept; Classroom Environment; Cooperative Learning |
| Abstract | The United Nations Educational, Scientific and Cultural Organization's (UNESCO, 2022) Fifth "Global Report on Adult Learning and Education" (GRALE) highlights that vulnerable groups such as rural populations, migrants, prisoners, people with disabilities, and indigenous peoples are among those who would benefit from adult basic education. This article explores how educators of adult basic education might enhance sensitivity to trauma and resilience from a multicultural perspective through the implementation of teaching and learning strategies that reflect an understanding of how culture and trauma intersect in the classroom. [For part 1 of this Forum on supporting mental health, see EJ1389837. For part 2, see EJ1389835.] (ERIC). |
| Anmerkungen | ProLiteracy. 101 Wyoming Street, Syracuse, NY 13204. Tel: 888-528-2224; Tel: 315-214-2400; Fax: 315-422-6369; e-mail: info@proliteracy.org; Web site: https://proliteracy.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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