Multicultural Pedagogy in Higher Education - amazonia.fiocruz.br

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This piece is the first in our series on pedagogy, focused on themes of inclusivity and equity. The introduction to the series can be read here and pieces in the series will be linked in the introduction as we publish them. I met for coffee with a friend, a retired English faculty colleague, a few years ago and after catching up on current events, we got onto the subject of our teaching methods. She had taught at my campus for 36 years, and I occupied her previous office. I described a few of my approaches to inclusive pedagogy and expressed my interest in cutting edge theories of teaching and learning. Writing is recursive. We can always seek feedback, self-edit, review, and revise. At first, I was discomfited as I mulled that my cutting edge method existed 45 years earlier, but then it occurred to me that my colleague was a trailblazer. Multicultural Pedagogy in Higher Education

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With a growing need to give underrepresented populations equitable opportunities in science, less traditional pathways for science instruction must be considered. Incorporation of feminist pedagogies into secondary science teacher education provides an opportunity for pre-service teachers PSTs to help underrepresented minority groups connect to and build an interest in science. A civic engagement project was designed for undergraduate students in a capstone course in a Women and Gender Studies program, in which students were charged with identifying and interviewing a person in their dream career who was involved in feminism. This paper discusses the responses from an interview with a secondary science education methods professor with an intersectionality as an African-American female scientist in a predominately White institution in the Midwest. The interview focused on how different feminist principles affected her goals for the science education courses she teaches, and included a critical analysis and discussion of activities completed in the secondary methods course. In this paper we discuss how a secondary science methods course grounded in inclusionary feminist principles led to the development of activist pre-service science teachers with a commitment to representation and to recognition and discussion of bias. Clearly, experiences for PSTs that are grounded in exposure to and awareness of pre-service teacher activism, representation, and recognition and discussion of bias are necessary if we are to create equitable opportunities and to foster an interest in science that is accessible to all students and teachers. Keywords: feminist pedagogy, secondary pre-service teachers, activism, secondary science education, feminism, inclusion, diversity, STEM.

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Download Paper Permalink. CONTEXT: Multicultural Pedagogy in Higher Education paper presents a study into students' academic transition lived-experiences of graduates from a vocational education after they have transitioned into a higher education Bachelor of Engineering programs. Most industrial economies use the Vocational education VE for upskilling the workforce and bringing more people into the Higher education HE system that would not be accepted through the traditional entry requirement conditions. This is essential for the continuous growth of the modern industrial economy. Narratives outcomes from the investigation of the students' academic transition lived-experiences provide an insight into their transition experiences that cannot be captured by traditional quantitative or Pedzgogy qualitative approaches.

These narratives are HHigher as feedback information into the academic transition programs and training. The outcomes of this study are used to inform the institutions on the possible changes in the provision of transition services to suit students transitioning from vocational to higher education in engineering programs. PURPOSE: This paper presents the outcome of the effect of the pedagogy differences for vocational education graduates transitioning to higher education.

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It uses the study outcomes of a narrative analysis of the investigation of students' academic transition lived-experiences in engineering education articulating from Vocational education to Higher education Bachelor degree programs. APPROACH: This paper describes participants' insights into the academic transition lived-experiences using the narratives collected from a narrative analysis, and Schlossberg's transition theory Anderson et al.

The narratives are the findings from the narrative analysis. It explores the stories of the participants as a unique data source, and it replaces the coding and categorising methods typically used to produce a generalised or transferable description in some engineering education research.

Narratives findings present the participant's accounts as unique and as a whole story, see research studies [1], [2], instead of theme categories. If the FYE curriculum designer follows these principles, it will facilitate all students fully achieving their desired Educaton outcomes. In this study, these principles are particularly important since the participants of this study spend two years in a developmental education program. That is an Associate degree of engineering in the Vocational education and training VET environment and articulated into the Bachelor degree of engineering in higher education.

The ATG model is based on Australian education systems. Other countries may have Edhcation education scaffolding systems that may require this model to be modified for additional studies. In the model, Gap 1 represents a community of practice where the trade Certificate one to Certificate four apprenticeship qualifications and diploma students are encouraged to pursue para-professional education.

Gap-2 is the community of practice where the Diploma and Advanced Diploma students are encouraged to complete additional pathway study.

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Gap 3 is the community of practice where Associate degree students are encouraged to do some university electives as preparation for transition to Higher Education environment. This model development raises the following research question: What Multicultural Pedagogy in Higher Education the pedagogies differences 1. RESULTS: A total of twelve cases were investigated using narrative in-depth-interviews from which two examples will be presented in this paper to demonstrate the insights into the effect of pedagogy differences experienced during transitioning from vocational to higher education. Multicultural Pedagogy in Higher Education narratives are used to contextualise the importance of using the participant's voice as a useful source of feedback in engineering education research. The finding of this study shows a necessary implication that is sometimes overlooked regarding pedagogies differences in academic transition. What is the dynamic relationship between educators and learners in higher education settings?

If we accept that the classroom, lecture theatre and the laboratory are workplaces for the community of practice for a lifelong learning irrespective of the engineering disciplines in practice. This question conceptualised pedagogies identities. What are the pedagogies identities of an educator that affects life-long learners learning? This question is vital to a learner that aspires to become a professional engineer. The influence and interaction of the educators could decide what disciplines of engineering a learner would choose for their engineering profession. Although the scope of this study does not cover these questions, these questions would be a further research recommendation coming out of this study.]