Research Article
BibTex RIS Cite
Year 2023, , 1 - 17, 31.12.2023
https://doi.org/10.25233/ijlel.1341935

Abstract

References

  • Aronson, E., & Gonzalez, A. (1988). Desegregation, jigsaw, and the Mexican-American experience. In P. A. Katz & D. A. Taylor (Eds.), Eliminating racism: Profiles in controversy (pp. 301-314). Boston, MA: Springer US.
  • Banks, J. A. (1993a). Multicultural education: Development, dimensions, and challenges. The Phi Delta Kappan, 75(1), 22-28.
  • Banks, J. A. (1993b). Multicultural education: Historical development, dimensions, and practice. Review of research in education, 19, 3-49.
  • Banks, J. A. (1994). An Introduction to Multicultural Education. Seattle: Allyn & Bacon.
  • Banks, J. A. (1994). An Introduction to multicultural education. Seattle: Allyn & Bacon.
  • Banks, J. A. (2010). Multicultural education: Characteristics and goals. In J. A. Banks & C. A. M. Banks (Eds.), Multicultural Education Issues and Perspectives (pp. 3-30). Boston: Wiley.
  • Banks, J. A. (2016). Cultural diversity and education: Foundations, curriculum, and teaching (6th ed.). Routledge.
  • Bennett, C. I. (2009). Comprehensive Multicultural Education: Theory and practice. Pearson.
  • Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed method research (2nd ed.). Sage.
  • Ford, D. Y. (1995). Counselling gifted African American students: Promoting achievement, identity, and social and emotional well-being. University of Connecticut, The National Research Centre on the Gifted and Talented.
  • Gay, G. (2010). Culturally Responsive Teaching: Theory, research, and Practice. Teachers College Press.
  • Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative health research, 15(9), 1277-1288.
  • lsubaie, M. A. (2015). Examples of current issues in the multicultural classroom. Journal of Education and Practice, 6(10), 86-89.
  • Maxwell, J. A., & Miller, B. A. (2008). Categorizing and connecting strategies in qualitative data analysis. In P. Leavy, & S. Hesse-Biber (Eds.) Handbook of emergent methods (pp. 461-477). New York: Guilford Press.
  • Nelson, M. (2003). Multicultural education: Using Penn State’s teacher education performance framework to help education students develop a multicultural perspective. Penn State McNair Journal, 10(1), 235-246. Available at: https://gradschool.psu.edu/diversity/mcnair/papers2003/taliaferropdf/.
  • Nieto, S. (2000). Affirming Diversity: The Socio-Political Context of Multicultural Education. Longman.
  • Nieto, S. (2013). Finding joy in teaching students of diverse backgrounds: Culturally responsive and socially just practices in U.S. Classrooms. Heinemann.
  • Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful Sampling for Qualitative Data Collection and Analysis in Mixed Method Implementation Research. Administration and Policy in Mental Health, 42(5), 533-544. doi:10.1007/s10488-013-0528-y.
  • Sleeter, C. E. (2001). Preparing teachers for culturally diverse schools: Research and the overwhelming presence of whiteness. Journal of teacher education, 52(2), 94-106.
  • Sleeter, C. E., & Grant, C. A. (2009). Making choices for multicultural education: Five approaches to race, class and gender. John Wiley & Sons.
  • Solórzano, D. G., & Yosso, T. J. (2002). Critical Race Methodology: Counter-Storytelling as an Analytical Framework for Education Research. Qualitative Inquiry, 8(1), 23–44. https://doi.org/10.1177/107780040200800103.
  • Thompson, A. (2020). The benefits of diversity education. What every school leader should know. In J. B. Cuseo, A. Thompson, & H. M. Barber (Eds.), Implementing Innovative Leadership in an Inclusive Learning Environment (pp. 21-34). Kendall Hunt Publishing.
  • Trochim, W. M. (2006). Research methods knowledge base. Available at: https://www.socialresearchmethods.net/kb/reliablt.php.
  • Vavrus, M. (1994). A critical analysis of multicultural education infusion during student teaching. Action in Teacher Education, 16(3), 46-57.

Multicultural Classrooms in European Higher Education: Findings from Interviews with International Students and Teaching Staff

Year 2023, , 1 - 17, 31.12.2023
https://doi.org/10.25233/ijlel.1341935

Abstract

The research, prepared for the Multicultural Classrooms: Inclusive Learning and Teaching in Higher Education Erasmus+ project, endeavours to assess the current state of multicultural classrooms in Europe through interviews conducted with lecturers and students at partner universities (Türkiye, Belgium, Romania, Bulgaria, Czech Republic, and Spain).

The research evaluates instructional systems designed to equip faculty members with the competence to manage heterogeneous and culturally diverse classroom environments. Additionally, the report seeks to identify avenues for embedding multiculturalism within European higher education. The methodological approach involves a literature review on multicultural classrooms, and the report accentuates the need to extend discussions on multicultural classrooms to the higher education context. The report presents findings from interviews with international students and teaching staff, summarising emergent themes derived from content analysis. These findings aim to enhance comprehension of multicultural classrooms in Europe and inform strategies to promote diversity and multiculturalism in European higher education institutions.

The report underscores shared themes and fundamental aspects of higher education internationalisation within multicultural classrooms. The importance of language proficiency in English as a determinant of successful internationalisation is consistently recognised. Cultural diversity is celebrated as a valued ethos across all countries, with exposure to diverse cultures and perspectives deemed intrinsic to studying abroad. Institutional support for international students is highlighted, emphasising the need for robust orientation programs and support mechanisms.

Challenges tied to cultural differences and language barriers are acknowledged universally, underscoring the significance of fostering cultural sensitivity and intercultural communication skills. Inclusive academic environments for international students are prioritised, where lecturers strive to establish settings fostering open dialogues and intercultural competence. The report emphasises the significance of training and professional development for lecturers in multicultural classrooms, including recommendations for observation periods abroad and exchange programs to promote inclusive practices.

Based on an exhaustive analysis of national reports, the international report culminates in a compilation of recommended training courses crucial for enhancing the effectiveness of multicultural classrooms. Collectively, these findings underline a shared commitment to inclusive and supportive environments for international students across the featured countries. The insights gleaned hold value in shaping higher education internationalisation within and beyond Europe, acknowledging the significance of global interconnectedness and diversity in contemporary education.

References

  • Aronson, E., & Gonzalez, A. (1988). Desegregation, jigsaw, and the Mexican-American experience. In P. A. Katz & D. A. Taylor (Eds.), Eliminating racism: Profiles in controversy (pp. 301-314). Boston, MA: Springer US.
  • Banks, J. A. (1993a). Multicultural education: Development, dimensions, and challenges. The Phi Delta Kappan, 75(1), 22-28.
  • Banks, J. A. (1993b). Multicultural education: Historical development, dimensions, and practice. Review of research in education, 19, 3-49.
  • Banks, J. A. (1994). An Introduction to Multicultural Education. Seattle: Allyn & Bacon.
  • Banks, J. A. (1994). An Introduction to multicultural education. Seattle: Allyn & Bacon.
  • Banks, J. A. (2010). Multicultural education: Characteristics and goals. In J. A. Banks & C. A. M. Banks (Eds.), Multicultural Education Issues and Perspectives (pp. 3-30). Boston: Wiley.
  • Banks, J. A. (2016). Cultural diversity and education: Foundations, curriculum, and teaching (6th ed.). Routledge.
  • Bennett, C. I. (2009). Comprehensive Multicultural Education: Theory and practice. Pearson.
  • Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed method research (2nd ed.). Sage.
  • Ford, D. Y. (1995). Counselling gifted African American students: Promoting achievement, identity, and social and emotional well-being. University of Connecticut, The National Research Centre on the Gifted and Talented.
  • Gay, G. (2010). Culturally Responsive Teaching: Theory, research, and Practice. Teachers College Press.
  • Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative health research, 15(9), 1277-1288.
  • lsubaie, M. A. (2015). Examples of current issues in the multicultural classroom. Journal of Education and Practice, 6(10), 86-89.
  • Maxwell, J. A., & Miller, B. A. (2008). Categorizing and connecting strategies in qualitative data analysis. In P. Leavy, & S. Hesse-Biber (Eds.) Handbook of emergent methods (pp. 461-477). New York: Guilford Press.
  • Nelson, M. (2003). Multicultural education: Using Penn State’s teacher education performance framework to help education students develop a multicultural perspective. Penn State McNair Journal, 10(1), 235-246. Available at: https://gradschool.psu.edu/diversity/mcnair/papers2003/taliaferropdf/.
  • Nieto, S. (2000). Affirming Diversity: The Socio-Political Context of Multicultural Education. Longman.
  • Nieto, S. (2013). Finding joy in teaching students of diverse backgrounds: Culturally responsive and socially just practices in U.S. Classrooms. Heinemann.
  • Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful Sampling for Qualitative Data Collection and Analysis in Mixed Method Implementation Research. Administration and Policy in Mental Health, 42(5), 533-544. doi:10.1007/s10488-013-0528-y.
  • Sleeter, C. E. (2001). Preparing teachers for culturally diverse schools: Research and the overwhelming presence of whiteness. Journal of teacher education, 52(2), 94-106.
  • Sleeter, C. E., & Grant, C. A. (2009). Making choices for multicultural education: Five approaches to race, class and gender. John Wiley & Sons.
  • Solórzano, D. G., & Yosso, T. J. (2002). Critical Race Methodology: Counter-Storytelling as an Analytical Framework for Education Research. Qualitative Inquiry, 8(1), 23–44. https://doi.org/10.1177/107780040200800103.
  • Thompson, A. (2020). The benefits of diversity education. What every school leader should know. In J. B. Cuseo, A. Thompson, & H. M. Barber (Eds.), Implementing Innovative Leadership in an Inclusive Learning Environment (pp. 21-34). Kendall Hunt Publishing.
  • Trochim, W. M. (2006). Research methods knowledge base. Available at: https://www.socialresearchmethods.net/kb/reliablt.php.
  • Vavrus, M. (1994). A critical analysis of multicultural education infusion during student teaching. Action in Teacher Education, 16(3), 46-57.
There are 24 citations in total.

Details

Primary Language English
Subjects Education Management, Educational Administration, Supervision, Planning and Economics (Other)
Journal Section Research Article
Authors

Mehmet Emin Bakay 0000-0002-8985-6002

Early Pub Date October 29, 2023
Publication Date December 31, 2023
Submission Date August 12, 2023
Published in Issue Year 2023

Cite

APA Bakay, M. E. (2023). Multicultural Classrooms in European Higher Education: Findings from Interviews with International Students and Teaching Staff. International Journal on Lifelong Education and Leadership, 9(2), 1-17. https://doi.org/10.25233/ijlel.1341935