Monitoring and evaluating instruction in an adaptive multicultural classroom in a private American elementary school in Sharjah from the perspective of headteachers and teachers

dc.contributor.advisorDr Emad A. S. Abu-Ayyash
dc.contributor.authorRAMADAN, MAHA ALI
dc.date.accessioned2023-10-10T07:38:48Z
dc.date.available2023-10-10T07:38:48Z
dc.date.issued2023-09
dc.description.abstractThe study focuses on the tension between recognizing the significance of ethnicity and culture for individual and group identities while avoiding essentializing them in multicultural education theory and practice. The aim is to highlight the importance of a critical approach that combines sociological understandings of identity with an analysis of structural inequalities and power differentials faced by minority groups. The research employs a critical analysis of existing multicultural and intercultural education programs over the past two decades, emphasizing their focus on cultural knowledge acquisition and harmonious relationships. The study reveals that these programs often neglect to address power inequalities related to cultural diversity, race, and racism, and that they can reinforce prejudices without proper critical frameworks. The implications are significant, as these programs often lack consideration of the local context, relying on migrating models. The study underscores the need for more comprehensive, context-specific, and critical approaches in multicultural education to ensure a deeper understanding of cultural diversity, racism, and power dynamics, ultimately leading to more effective and inclusive educational outcomes.
dc.identifier.other20204802
dc.identifier.urihttps://bspace.buid.ac.ae/handle/1234/2352
dc.language.isoen
dc.publisherThe British University in Dubai (BUiD)
dc.subjectevaluating instruction
dc.subjectmulticultural classroom
dc.subjecteducational outcomes
dc.titleMonitoring and evaluating instruction in an adaptive multicultural classroom in a private American elementary school in Sharjah from the perspective of headteachers and teachers
dc.typeDissertation
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