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首页> 外文期刊>Journal of Further and Higher Education >‘I treat all students as equal’: further and higher education teachers' responses to diversity
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‘I treat all students as equal’: further and higher education teachers' responses to diversity

机译：“我将所有学生平等对待”：进阶和高等教育老师对多样性的回应

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Diversity, understood in a multiplicity of ways, has been a focus of attention in education in recent years. As in many other countries, recent post‐school education policies in Aotearoa/New Zealand have emphasised previously under‐represented ethnic groups, such as Māori and Pasifika. The intention has been to widen participation in further and higher education (FHE) as a means to improve the country's economic performance in a global market. However, the same policies imply a deficit discourse - where diversity is perceived as a problem or deficit to be ‘fixed’. As part of a larger study into FHE student retention, 137 teachers were surveyed to identify what they did to cater for the learning of these ‘diverse’ students. The responses varied. For example, some insisted that, to be fair, all students had to be treated the same; others described teaching/learning approaches they used to ensure students succeeded. Five positions were identified in the data: universal, universal/group, group, group/individual, and individual. These positions are discussed and linked to Banks's cultural‐pluralist and assimilationist ideologies. It is argued that FHE teachers could draw on strategies from each of the three main positions to enhance student learning.View full textDownload full textKeywordsdiversity, teaching strategies, student retentionRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/0309877X.2010.548858
机译：多样性以多种方式被理解，近年来已成为教育关注的焦点。与其他许多国家一样，最近在新西兰的奥特罗阿（Aotearoa）实行的事后教育政策也强调了以前的代表群体，例如毛利人（MÄori）和帕斯菲卡（Pasifika）。目的是扩大对继续教育和高等教育（FHE）的参与，以此改善该国在全球市场上的经济表现。但是，相同的政策也暗示了赤字话语-在这种情况下，多样性被视为是“固定的”问题或赤字。作为对FHE学生保留的更大研究的一部分，对137名教师进行了调查，以确定他们为迎合这些“多样化”学生的学习所做的工作。回应各不相同。例如，有人坚持认为，为了公平起见，所有学生都必须得到同等对待；其他人则描述了他们用来确保学生成功的教学方法。在数据中确定了五个位置：通用，通用/组，组，组/个人和个人。对这些立场进行了讨论，并将其与银行的文化多元主义和同化思想联系在一起。有人认为，FHE教师可以从三个主要职位的每个职位上借鉴策略，以增强学生的学习。 ，netvibes，twitter，technorati，可口，linkedin，facebook，stumbleupon，digg，google，更多”，发布：“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/0309877X.2010.548858

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