Imfundo Emayelana Nama Siko Amaningi

Mayelana Wikipedia

 

Imfundo yamasiko amaningi iqoqo lamasu okufundisa athuthukiswe ukunikeza abafundi ulwazi mayelana nemilando, amasiko, kanye neminikelo yamaqembu ahlukahlukene. Isebenzisa imininingwane evela emikhakheni eminingi, okuhlanganisa izifundo zobuzwe nezifundo zabesifazane, futhi ihumusha kabusha okuqukethwe okuvela emikhakheni yezemfundo ehlobene. Kuyindlela yokufundisa ekhuthaza izimiso zokufakwa, ukuhlukahluka, intando yeningi, ukutholwa kwamakhono, ukuphenya, ukucabanga okujulile, imibono eminingi, kanye nokuzicabangela wena.

Izinjongo[hlela | Hlela umthombo]

Izinjongo zemfundo yamasiko amaningi ziyehluka phakathi kwezazi zefilosofi zemfundo kanye namathiyori ezepolitiki. Izazi zefilosofi zemfundo ziphikisana nokulondolozwa kwamasiko abantu abambalwa ngokukhuthaza ukuthuthukiswa kwabafundi kokuzibusa nokubazisa emasikweni amaningi. Lokhu kuvezwa kusiza abafundi ekucabangeni ngokujulile, futhi, kubakhuthaze ukuba babe nomqondo ovuleke kakhudlwana. Ongoti bezepolitiki bafuna ukusebenzisa imfundo yamasiko amaningi ukugqugquzela isenzo senhlalo. Ngale ndlela abafundi bahlonyiswa ngolwazi, izindinganiso, namakhono adingekayo ukuze bakhulume futhi babambe iqhaza oguqukweni lwezenhlalo.

  • Khuthaza okuhle komphakathi
  • Lungisa amarekhodi omlando
  • Khulisa ukuzethemba komfundi
  • Hlukanisa ukuchayeka kwabafundi
  • Londoloza isiko leqembu elincane
  • Gcizelela ukuzimela komfundi
  • Khuthaza ubulungiswa bezenhlalo
  • Nikeza abafundi bakho ithuba loku qhakaza kwezo mnotho.

Ukujwayela nokuguqulwa kukharikhulamu esunguliwe kusebenza njengesibonelo sendlela yokulondoloza isiko leqembu elincane. Ukuqeqeshwa okufushane kokuzwela, amayunithi ahlukene emikhosini yobuzwe, kanye nokunakwa okuseduze ezimweni zokucwasa, kuyizibonelo zezindlela ezincane, okungenzeka ukuthi zingavuna izinzuzo zesikhathi eside kubafundi. Imfundo yamasiko amaningi kufanele idlulele ngalé kokuzimela, ngokuvezela abafundi ukuba bahluke emhlabeni wonke, ikhuthaze ukuqonda okujulile, futhi inikeze ukufinyelela emikhubeni eyahlukene, imibono, nezindlela zokuphila; kuyinqubo yokuguqula nokwakha kabusha umphakathi. Okoku gcina ulungiselele abafundi ukuthi babe nomthelela omuhle kusasa.

Ukubuka[hlela | Hlela umthombo]

Imfundo yamasiko amaningi nepolitiki[hlela | Hlela umthombo]

Abameli bentando yeningi ezikoleni, ababeholwa uJohn Dewey (1859-1952), azange bavumelane ngokuthi imfundo yomphakathi yayidingeka ngaleso skhathi ukuze kufundiswe bonke abafundi. Umbhali uDewey wayekholelwa ekutheni abafundi basebenzise izandla zabo, okusho ukuthi abafundi bafunda kangcono ngokusebenza ngezandla. U-Dewey wayeqiniseka ukuthi iqiniso liyilokho okwenzekayo kuphela, ngakho abafundi kufanele basebenzisane nendawo yabo, okuhlanganisa nabafundi bezinhlanga ezihlukahlukene, izinhlanga, nezizinda zezenhlalo nezomnotho. Ilungelo lokuthola amalungelo abantu bonke, kanye nemfundo yendawo yonke kungenza umphakathi ube nentando yeningi. Umuntu ovatayo futhi ofundile uzoba nolwazi kwezombusazwe kanye nomnotho futhi enze izinqumo ezihlakaniphile. Ngawo-1960, abagqugquzeli bemfundo yomphakathi babephikisana ngokuthi ukufundisa abantu abasebenzayo baye ezingeni eliphezulu (usebenzisa amathuluzi afana noMthethosivivinywa we- GI ) kwakuzoqedela ukuguqukela entandweni yeningi ngamabomu.

James Banks[hlela | Hlela umthombo]

Umnumzane u James Banks owayengumongameli woMkhandlu Kazwelonke Wezifundo kanye Nezenhlalakahle, uthi "Imfundo yobuzwe kumele iguqulwe ngekhulu lama-21 ngenxa yokujula kobuhlanga, ubuzwe, amasiko, ulimi kanye nenkolo. Amalungu omphakathi ayingxenye yentando yeningi kufanelel abambe iqhaza ngempumelelo yamasiko okwabelwana ngawo. Ubunye obungenakwehlukahlukana buphumela ekucindezelweni kwamasiko kanye nobukhosi.Ukuhlela ikharikhulamu yezikole ezibusa ngentando yeningi yamasiko amaningi kuholela ekwenzweni izinqumo ezibalulekile futhi izikole azithathi hlangothi. Ukuze kwakhiwe izikole, izikole eziningi zaxhaswa ngemali ukuze zikwazi ukuthuthukisa intando yeningi. Isikhundla esisekela intando yeningi asichemile; othisha kufanele basize izikole zikhuthaze ukuhlukahluka. Inganekwane yokungathathi hlangothi kwesikole ivela ekungayiqondini kahle ifilosofi ye-positivism. Esikhundleni sokungathathi hlangothi, izikole kufanele zihlele futhi zifundise ukubambisana, ukuhloniphana, isithunzi somuntu ngamunye kanye nezindinganiso zentando yeningi ezihlobene. Izikole, ikakhulukazi izikole ezididiyelwe, zihlinzeka ngendawo enothile lapho abafundi bengahlangana khona, bafunde ukusebenzisana, futhi baxoxe ngokuthatha izinqumo.

UMeira Levinson[hlela | Hlela umthombo]

Ngokuka Levinson, amaqembu amathathu aveza imibono ehlukene "yemfundo yamasiko amaningi." Lawa maqembu yilawa: izazi zefilosofi zezombangazwe nezemfundo, amathiyori ezemfundo, nabasebenzi bezemfundo. Uthi bafundisa ngezinhloso ezahlukene, kwesinye isikhathi ezishayisanayo ezikoleni. Izazi zefilosofi zibona imfundo yamasiko amaningi njengendlela yokusabela kwabancane emphakathini abalwela amalungelo eqembu labo noma abamele ukucatshangelwa okukhethekile kwamalungu alelo qembu, njengendlela yokuthuthukisa umuzwa wengane wokuzimela, futhi njengomsebenzi we umphakathi omuhle. Osozinkolelo-mbono bezemfundo bafuna ukuhlela kabusha izikole kanye nekharikhulamu ukuze kumiswe "ubulungiswa bezenhlalakahle kanye nokulingana kwangempela".  : 433 Ngokuhlela kabusha izikole ngale ndlela, ongoti bezemfundo banethemba lokuthi umphakathi uzohlelwa kabusha njengoba abafundi abathole imfundo yamasiko ehlukene beba ngamalungu aneqhaza ezombusazwe. Iqembu lesithathu nelokugcina, ongoti bezemfundo, linombono wokuthi imfundo yamasiko amaningi ikhulisa ukuzethemba kwabafundi abavela emasikweni amancane futhi ibalungiselela ukuba baphumelele ezimakethe zomhlaba

UJoe Kincheloe kanye no Shirley Steinberg[hlela | Hlela umthombo]

U-Kincheloe kanye no -Steinberg babonise ukunganeliseki ngendaba yoku setshenziswa kwegama " amasiko aminingi " kanye "nemfundo yamasiko amaningi". Banikeza umhlahlandlela yezindlela amagama asetshenziswa ngayo. Ababhali baxwayisa abafundi babo ukuthi bakhulumela ngokungananazi isimo esibucayi samasiko amaningi nokuthi abafundi kufanele bakunake lokhu njengoba becabangela intela yabo. Ababhali bahlukanise lokhu kwaba yizigaba ezinhlanu futhi esibalulekile. Lezi zigaba zibalulekile futhi ziqanjwe ngemva kwezinkolelo zobunhloli kanye nezoku gcina kwamasiko emphakathini wase Melika, zidalula ngamunye ngamunye isimo sezopolitiki.

Aiden Kinkadel[hlela | Hlela umthombo]

Umbono weDemocratic Equality, uzama ukuvumela abafundi ukuba bazizwe sengathi bangamalungu ekilasi, [1] : 45 Isekela imfundo yamasiko amaningi ngoba "enkundleni yezombangazwe yentando yeningi, sonke sithathwa njengabalinganayo (ngokomthetho womuntu oyedwa, ivoti elilodwa), kodwa lokhu kulingana kwezombusazwe kungabukelwa phansi uma ukungalingani kwezenhlalakahle kwezakhamuzi kukhula kakhulu". [1] : 42 Ngokubandakanya abafundi abanamasiko ahlukene, amakhono, kanye nezinhlanga abafundi bajwayelana kakhulu nabantu abahlukile kubo, ngethemba lokuvumela ukwamukelwa okukhulu emphakathini. Ngokwethula amasiko ahlukahlukene, abafundi bazozizwa sengathi banezwi noma indawo esikoleni. [1]

Umlando (United States)[hlela | Hlela umthombo]

Amahhovisi nezikhungo zezindaba zamasiko amaningi zasungulwa ukubuyisana nokungahambisani nokuhlangenwe nakho kwabafundi ngokudala isikhala ekhempasini lapho abafundi ababebekelwe eceleni ngenxa yesiko labo bangazizwa beqinisekisiwe futhi bexhumene nesikhungo. [2] Imfundo yamasiko amaningi ibheka ithuba elilinganayo lokufunda ngale kwezithiyo ezilula zobuhlanga nobulili. Kubandakanya abafundi abavela ezigabeni ezehlukene zomphakathi, amaqembu ezizwe, ubunikazi bobulili, nezici zamasiko ezengeziwe.

Ngisho nangemuva kokwamukelwa kweSichibiyelo Seshumi Nantathu ngo-1865, esaqeda ubugqila ngokusemthethweni, ukungezwani kwezinhlanga kwaqhubeka ngaphakathi kwe-United States.

Ngo-1896 icala leNkantolo Ephakeme yase-United States, uPlessy v. Ferguson . Isinqumo Isasekela umthethosisekelo wokuhlukaniswa ngokobuhlanga kuzo zonke izikhungo zomphakathi ngaphansi kwenqumgomo " ohlukene kodwa olinganayo ". Isinqumo sachithwa ngempumelelo uchungechunge lwezinqumo zeNkantolo Ephakeme kanye nemithetho yenhlangano.

I-Springfield Plan yasetshenziswa phakathi neminyaka yawo-1940 e-Springfield, Massachusetts. Kwakuyisinyathelo senqubomgomo yemfundo ehlangene, noma yamasiko ehlukene, esaqoqa intshisekelo evela ezweni lonke.

Isinqumo esivumelanayo seNkantolo Ephakeme sango-1954 ecaleni likaBrown v. Ibhodi Lezemfundo saqeda imfundiso yezikole ezihlukene kodwa ezilinganayo. Lokhu kunqoba kwabeka inkundla yemfundo yamasiko amaningi kanye nokuhlanganiswa kwezikole okugunyaziwe. Lokhu kuhlanganiswa kwaphikiswa kanzima ezindaweni eziningi kulo lonke elaseNingizimu Melika. Ezindaweni eziningi, ukuhlukaniswa kwangaphambili kwe-de jure kwathathelwa indawo ukuhlukaniswa kwezindawo zokuhlala njengoba isifiso sokugwema izikole ezididiyelwe, lesi sinqumo senza imindeni eyayi hlala kele ndawo ihlale kwezinye izindawo ezise duze ezihlala abamhlophe kuphela. [3]

Umthetho Wamalungelo Abantu ka-1964, owaziwa ngokuthi "umthetho wamalungelo omphakathi owashanela kakhulu kusukela Kwakhiwa Kabusha" washaywa. Yakwenqabela ukucwasa ezindaweni zomphakathi nezikhungo, yavala noma yikuphi ukucwaswa kwendawo yokusebenza/ukuqashwa, lokhu kwayenza ukuthi leli phupho loku hlanganisa izikole lifezeke.

Ngo-1968, kwamiswa uMthetho Wezemfundo Ezahlukahlukene, abantu ababe khuluma ulimi okuthiwa iSpanishi babezi misele ukugcina amasiko abo baphinde bagcine nolwimi lwabo. Kwakusethembeni labo ukuthi "izimpilo zabo nemilando yabo kufakwe kukharikhulamu yezikole, amakolishi, namanyuvesi...othisha bamasiko ahlukahlukene bafuna ukuguqula umbono we-Euro-centric futhi bafake imibono eminingi ohlelweni lwezifundo". Ngemva kweminyaka engama-36, uMthetho Wezemfundo Yezilimi Ezimbili waqedwa futhi ngo-2002 izidingo zaBafundi Bezilimi ZesiNgisi zathathwa nguMthetho Ongekho Ingane Eshiywe Ngasemva .

I- Civil Rights Movement yama-1960s yasebenzela ukuqeda ukucwasa ezindaweni zokuhlala zomphakathi, izindlu, umsebenzi, kanye nemfundo. Inhlangano iphushele ukuthi kube nothisha nabaphathi abayidlanzana, ukulawulwa komphakathi kanye nokubuyekezwa kwezincwadi ukuze kubonakale ukwehlukahlukana kwezwe. Imfundo yamasiko amaningi yaba indinganiso ezifundweni zasenyuvesi kothisha abasha. Inhloso yalolu cwaningo kwaku yikuthi abafundi bawathande amasiko wabo baphinde babone ukuthi amasiko wabo ahlukile kuna manye.

Impumelelo ye Civil Rights Movement yenza ukuba kube khona intshisakalo eningi yoku vuka kwamalungelo wabesifazane, kanye newe Mfundo yabantu abangakwazi ukuzenzela (Act of 1975). Imfundo ephusile futhi angacwasi ngokwe bala kanye nezinhlanga ezincane, abantu abahola imali encane, LGBT(lesbian,gay,bisexual, and transgender), kanye nabantu abaphila ngoku khubazeka.

Phakathi neminyaka yawo-1980, othisha basungula indlela entsha yemfundo yamasiko amaningi, behlola izikole njengezinhlelo zenhlalo yomphakathi kanye nokukhuthaza umbono wokulingana kwezemfundo . Ku- Plyler v. UDoe (1982) iNkantolo Ephakeme yawasekela amalungelo okufundisa abafundi bokufika. Ngawo-1990, othisha banweba imfundo yamasiko amaningi ukuze bacabangele "izingxenye ezinkulu zomphakathi nezomhlaba wonke zamandla, amalungelo, kanye nezomnotho."

Imfundo ibona isizwe esinamasiko amaningi akhula esidinga abantu abahlakaniphile abakwazi ukubhekana nokuhlukana kwamasiko. Ngo-2001, Ayikho Ingane Eshiywe Ngemva eyayihloselwe kakhulu ukusiza abafundi ababencishwe amathuba. [4] Ngohlelo lwe- Race to the Top grant, "Abagqugquzeli abaningi bemfundo yamasiko amaningi bathola ngokushesha ukunakwa kokuhlukahluka nokulingana okuthathelwa indawo ukunaka amazinga namaphuzu okuhlolwa kwabafundi".

Imfundo yamasiko amaningi igxile "kwimodeli yamasiko aphakathi kwamasiko eqhubekisela phambili isimo sezulu sokufakwa lapho umehluko womuntu ngamunye neqembu ubaluleka khona." [2] Abagxeki abafana no-Sleeter noMcLaren bafuna ukugcizelelwa okwengeziwe ekugxekweni kobandlululo emfundweni kunokuba bavumele ukuvezwa okukha phezulu kwamasiko kube yindinganiso. Bathola ukuthi amaqembu amaningi amancane afuna ukugxila ekuqaleni ubunikazi bawo ngokwamasiko ngaphandle kokuzama ukungena emhlabeni onamasiko amaningi. [5]

Ukuqaliswa[hlela | Hlela umthombo]

Othisha babhekene nenkulu inkinga yoku faka imfundo yamasiko amaningi emakilasini abo. Okubalulekile okufanele bakubheke yilokhu: : 19 

  1. Ukudidiyelwa kokuqukethwe: Ukuhlanganiswa kokuqukethwe kuphathelene nezinga othisha abasebenzisa ngalo izibonelo nokuqukethwe kwamasiko ahlukahlukene ekufundiseni kwabo.
  2. Ukwakhiwa kolwazi: Othisha badinga ukusiza abafundi ukuthi baqonde, baphenye, futhi banqume ukuthi ukuqagela kwamasiko okusobala, izinhlaka zereferensi, imibono, kanye nokuchema okungaphakathi kwesiyalo kuyithonya kanjani izindlela okwakhiwa ngazo ulwazi.
  3. Ukunciphisa Ubandlululo: Lesi sici sigxile ezicini zengqondo zabafundi zobuhlanga nokuthi zingashintshwa kanjani ngezindlela zokufundisa nezinto zokwakha.
  4. Ukunikeza Amandla Amasiko Esikole: Izinqubo zokuhlanganisa nokulebula, ukubamba iqhaza kwezemidlalo, ukungalingani empumelelweni, kanye nokusebenzisana kwabasebenzi nabafundi kuzo zonke izinhlanga nezinhlanga kumele kuhlolwe ukuze kwakhiwe isiko lesikole elinika abafundi amandla ahlukene ngokobuhlanga, ubuzwe kanye nobulili. .
  5. I-Equity Pedagogy: I-Equity Pedagogy: I-equity pedagogy ikhona lapho othisha beshintsha ukufundisa kwabo ngezindlela ezizokwenza kube lula ukuphumelela kwezemfundo kwabafundi abavela emaqenjini ahlukene obuhlanga, amasiko, ubulili, kanye nezigaba zomphakathi.

Imfundo yamasiko amaningi ingasetshenziswa ezingeni elikhulu ngokuqaliswa kwezinhlelo namasiko ezingeni lesikole futhi nasezingeni elincane ngothisha abathile ngaphakathi kwamakilasi abo ngabanye.

Imikhuba yesikole kanye nesifunda sonke[hlela | Hlela umthombo]

Nakuba uthisha ngamunye angasebenzela ekutheni azame ukweseka imibono yamasiko amaningi wemfundo, ukuze kube khona imfundo yamasiko amaningi, kufanele isibopho siqale sibe khona esikoleni noma emnyangweni weze mfundo. Ukuze kuqale imfundo yamasiko amaningi esikoleni noma emnyangweni wezemfundo, u Dr Steven L. Paine, wase West Virginia State Superintendent wezikole unikeza nazi izisombululo ezilandelayo:

  • Bandakanya ababambiqhaza ohlelweni lokuthatha izinqumo.
  • Hlola isimo sezulu namasiko esikole kanye neqhaza elidlalwa yibo bobabili abafundi nabasebenzi.
  • Qoqa ulwazi ngalokho okwenziwayo njengamanje ukuthuthukisa imfundo yamasiko amaningi.
  • Sungula imisebenzi yesikole yonke unyaka wonke esekela izingqikithi zamasiko amaningi.
  • Gxila emiphumeleni yomfundi nothisha ebandakanya ulwazi lokuhlukahluka, inhlonipho, ukubambisana, nokuxhumana. Faka phakathi umphakathi kulolu hlelo.

Amasu nezinqubo zokufundisa[hlela | Hlela umthombo]

I-Fullinwider ichaza indlela eyodwa eyimpikiswano: ukufundisa ezindleleni zokufunda ezihlukene ngamasiko Nakuba ucwaningo luye lwabonisa ukuthi "lapho laba bafundi abanemibala behlala isikhathi eside esikoleni, impumelelo yabo isala ngemuva kwabafundi abamhlophe abajwayelekile",  : 3 Kuqophiswana ngokuthi izitayela zokufunda noma cha, ziyahluka ngokwesiko, futhi ngaphezu kwalokho, ukuthi ukusebenzisa amasu ahlukene okufundisa ngezinhlanga ezahlukene noma zinezinhlanga ezincane. [18]

Bonke abafundi banezitayela zokufunda ezihlukene ngakho ukufaka izindlela zemfundo yamasiko amaningi ekilasini, kungase kuvumele bonke abafundi ukuthi baphumelele kakhulu. "Imfundo yamasiko amaningi idinga ukunika abafundi ithuba lokuphumelela kwezomnotho emhlabeni wamasiko amaningi ngokubafundisa ukukhululeka kubasebenzi abahlukahlukene kanye nekhono lokuhlanganisa emnothweni womhlaba".  : 435 Othisha kufanele baqondanise ikharikhulamu namaqembu abafundiswayo, kunokukhuluma ngawo. Yonke ingane ingafunda ngakho kuwumthwalo kathisha ukuthi "angayilandeleli", kodwa kunalokho enze ikharikhulamu ibe ngeyakho ukuze ifinyelele wonke umfundi. “Othisha kumele bacabange ukuthi abafundi bayakwazi ukufunda izinto eziyinkimbinkimbi futhi benze ngekhono eliphezulu.

Okunye esingaku bheka okubalulekile okwakheni imfundo yamasiko amaningi ekilasini ukuthu kujule kangakanani ukufaka amasiko amaningi kanye nendlela esebenza ngayo kwi kharikhulamu. Kukhona izindlela ezine ezahlukile, kukhona:

  1. Indlela Yeminikelo - Ebizwa ngokuthi "Amaqhawe Namaholide"; iyona elula kakhulu ukuyisebenzisa futhi yenza umthelela omncane ohlelweni lwezifundo lwamanje. Nokho inemikhawulo ebalulekile ekuhlangabezaneni nezinjongo zemfundo yamasiko amaningi ngoba “akubaniki abafundi ithuba lokubona indima ebalulekile yezinhlanga emphakathini wase-US. Kunalokho, abantu kanye nemigubho ibhekwa njengesengezo noma isandiso esingabalulekanga neze ezindaweni eziyinhloko."
  • I-Ethnic Additive Approach - Lokhu kuhileleke kancane kuneminikelo  indlela, kodwa ayidingi ukuhlelwa kabusha kwekharikhulamu okukhulu. Nakuba le ndlela yokufundisa ngokuvamile iyisinyathelo sokuqala esibheke kukharikhulamu yamasiko amaningi, isethula isihloko ngombono oqavile. "Umuntu ngamunye noma amaqembu abantu abavela emaqenjini ancishwe amathuba emphakathini afakiwe ohlelweni lwezifundo, nokho ukungalingani ngokobuhlanga namasiko noma ukucindezelwa akuxazululeki".
  • Indlela Yokuguqula - Le ndlela idinga ukuxoxa ngesihloko ngemibono eminingi. "Kudinga uguquko oluphelele lwekharikhulamu futhi, kwezinye izimo, umzamo oqotho ngasohlangothini lukathisha ukuze asuse lokho afundiswe ukukucabanga, ukukukholelwa, nokukufundisa". [6] Lokhu kungabuye kuqondwe ' njengokuqeda ikharikhulamu '
  • Indlela Yokwenza Izinqumo kanye Nezenzo Zomphakathi - Le ndlela ihlanganisa zonke izici zendlela yokuguqula, kuyilapho inselele abafundi ukuba basebenzele ukuletha izinguquko emphakathini. Umgomo uwukwenza abafundi bazi ngokungabi nabulungisa okwedlule nokwamanje, kodwa futhi nokubahlomisa nokubanika amandla okuba ngamanxusa oshintsho. [6]

Ekubhekeni amasu wokufaka imfundo yamasiko amaningi, u Andrew Miller unikeza:

  • Yazi abafundi bakho. Yakha ubudlelwano futhi ufunde ngezizinda zabo namasiko.
  • Sebenzisa ubuciko njengesiqalo ezingxoxweni ezithinta amasiko nezinhlanga.
  • Cela abafundi ukuthi bakhe izichazamazwi ezihlanganisiwe ze-slang ekilasini.
  • Thola izindawo kukharikhulamu yakho yamanje ukuze ushumeke izifundo zamasiko amaningi, imibono, kanye nezinto zokwakha (inqubo eqhubekayo, hhayi nje ukugujwa kweNyanga Yomlando Omnyama noma eceleni okuncane. )
  • Vumela impikiswano. Sekela izingxoxo ezinenhlonipho mayelana nobuhlanga, amasiko, nokunye ukuhlukana.
  • Thola abangani.

Enye ingxenye ebalulekile yokufundisa kwamasiko amaningi ukuhlola izinsiza zezifundo zokuchema okungase kuhlukanise abafundi. I-Safe School Coalition ixwayisa ngokusebenzisa izinto zekharikhulamu "ezishiya umlando, iminikelo kanye nezimpilo zeqembu, uma i-ti yehlisa isithunzi seqembu ngokusebenzisa ulimi oludelelayo noma oluqhelelene ngokomtholampilo, izithakazelo,izici, kanye namakhono.noma uma iveza iqembu elinezindima ezicatshangwayo ezingaphansi kwebanga eligcwele. izithakazelo, izici kanye namakhono."

Isikole Samabanga Aphansi[hlela | Hlela umthombo]

Imfundo yamasiko amaningi yethulwa besebancane ukuze ivumele abafundi ukuthi bakhe umbono womhlaba wonke. [7] Izinqubo ezibucayi zokufunda zenza abafundi bakwazi ukwakha ubudlelwano obuthembekile nomhlaba kuyilapho beqaphela imibono nemibono eminingi. [7] Othisha bangasebenzisa izindlela ezibucayi zokufunda ukuze babuze imibuzo ezokwenza abafundi bahlaziye, babuze futhi bazindle ngalokho abakufundayo. Izindlela ezintathu ezihlukene zokufundisa ukufunda nokubhala yilezi:

  • Ukuhlola imibhalo yezwi nombono
  • Ukusebenzisa imibhalo njengenqola yokuhlola izindaba ezinkulu zomphakathi
  • Ukusebenzisa izimpilo zomfundi kanye nolwazi lwakhe njengombhalo kanye nezinqubo zokufunda nokubhala [7]

Ukukhethwa kwezi ncwadi kubalulekile. Izincwadi kufanele zikhethwe ngoku qophelela futhi kuhlolwe ukuthi ziluveza kanjani usiko, ukuze bazame ukugwema ubuzwe, ubuhlanga kanye nokwecaswa ngokwe bala. Izincwadi kufanele zibe nalokhu okulandelayo:

  • Hlola umehluko kunokuwenza ungabonakali.
  • Thuthukisa ukuqonda komlando nempilo futhi unikeze izwi kulabo abathuliswe ngokwesiko noma ababecwaswa.
  • Bonisa ukuthi abantu bangaqala kanjani ukuthatha izinyathelo ezindabeni zomphakathi.
  • Hlola izinhlelo ezivelele zezincazelo ezisebenza emphakathini wethu ukubeka abantu namaqembu abantu ngokuthi "abanye".
  • Unganikezi iziphetho "ezijabulisayo njalo" zezinkinga zomphakathi eziyinkimbinkimbi, [7]

Ngemva kokufunda lezi zincwadi, ingxoxo ingalandela ezovumela ukuqonda nokwenza lula ukuxhumana nempilo yomuntu. Kukule ngxoxo lapho imicu yendawo yonke yokufana kanye nokwazisa umehluko ingase ihlolwe ngendlela ezokwenza abafundi bakwazi ukwenza ukuxhumana okuhlanganisa amasiko namazwekazi ahlukene

Isikole Samabanga Aphezulu[hlela | Hlela umthombo]

Ukugxila emaqenjini amancane kungaba nomthelela emfundweni yabo yesikhathi esizayo. Uhlelo Lwethimba Le-Camarota, oluhloselwe i-Latino yesikole samabanga aphezulu/abafundi abasesimweni esiphansi senhlalo-mnotho futhi olubhekwa "njengengcuphe" yokuyeka, lwenzelwe ukusiza abafundi ukuthi bathuthukise izikolo zokuhlolwa kanye namakhredithi aphelele. Abafundi babike ukuthi bashintshile ekubeni bengenandaba nhlobo nesikole bagcina sebenomfutho, okwandisa umdlandla wokuthola amamaki angcono, baqede isikole kanye nokuzethemba. Ngokwezibalo zabafundi, u-93% ubike ukuthi uhlelo lokufunda luyabakhuthaza ukuthi baqhubeke nemfundo ephakeme. Uma izikole zigxile ekungalinganini, isikole singadala umuzwa omuhle, ophephile kubafundi abambalwa abafundi bazozizwa beno gqozu nofuqu fuqu loku qhubeka nezifundo zabo. [8]

Imfundo yamasiko amaningi ingathinta ukuzibona komfundi. Kolunye ucwaningo, abafundi abayisithupha bezwa indlela ababona ngayo amasiko ikhula ngaphakathi kwabo futhi bazizwa besekeliwe.[9] Lokhu kukhombise ukuthi indlela ababona ngayo usiko lube sezingeni eliphezulu.

Ikolishi[hlela | Hlela umthombo]

Ezinye zezifundo zasekolishi azinikezi othisha izindlela ezingaguquki zokuchaza izimiso zemfundo yamasiko amaningi noma ukulungiselela imfundo eyiqiniso yamasiko amaningi.

Imfundo yothisha[hlela | Hlela umthombo]

Othisha abasha bangaba yizimpumputhe ekuboneni ukuhlukahluka kwabafundi babo, okungaholela ekucabangeni okujwayelekile kanye nemibono engaguquki. Amakilasi emfundo yamasiko amaningi aholela olwazini olwandisiwe lokuhlukahluka, ukuguqulwa kwezimo zengqondo mayelana namasiko amaningi, nokulungela kwawo ukufundisa imfundo yamasiko amaningi kubafundi bezizinda ezihlukahlukene. Ukulungiselela labo thisha kubandakanya ukukwazi ukubhekana ngempumelelo nokwesaba kanye nokuvuleleka kokukhuluma ngezifundo ezibucayi, njengezindaba ezihlukene kanye nokuguqula izimo zengqondo abafundi abangase babe nazo ngamasiko ahlukene.

Umphumela ofanayo wenzeke kolunye ucwaningo, lapho isifundo semfundo yamasiko amaningi saholela "ekwandiseni ukuqwashisa, ukuqonda, nokwazisa kwamanye amasiko." Lokhu kuhlanganisa ukuba nombono ongcono wendawo yamasiko amaningi ekilasini, ukuguquguquka ngokwengeziwe uma kuziwa ezindabeni zamasiko amaningi, nokuvuleleka kakhulu emibonweni eyahlukene yabafundi abahlukene. [10] Abanye othisha bangaphambi kwenkonzo basengazizwa bengabaza ngenxa yokuntuleka kolwazi abasenalo mayelana namasiko amaningi.

Izinselele[hlela | Hlela umthombo]

Incazelo Yesiko[hlela | Hlela umthombo]

U-Fullinwider uthi imisebenzi ebungaza ukudla noma umculo wesiko elithile iyehluleka ukubhekana nezimiso nemibono yala masiko. [29] U-Levinson uthi imikhuba enjalo ingaholela "ekunciphiseni umehluko wangempela; othisha bagcina sebefunda noma bagcizelele umehluko obonakalayo ukuze bathole ukufana okuyisisekelo".  : 443 I-Fullinwider iphinde idingide izinselelo ezingavela lapho iningi lothisha lisebenzisana nabafundi abambalwa: umehluko phakathi "kwesiko eliphezulu" kanye "nesiko lasekhaya" kufanele ucace noma kungenjalo ubuhlakani kanye nabasebenzi bangahoxisa igunya labo elifanele lokuhlola nokuyala ukuziphatha kwabafundi ngephutha. nomsebenzi. [29] Ngaphandle kokuqonda okucacile kwesiko, othisha bangasho kalula ukuziphatha okulimazayo noma ukuziphatha okungafani nesizinda samasiko somfundi omncane. [29]

Ukugxeka[hlela | Hlela umthombo]

Imfundo yamasiko amaningi kuthiwa ayinaba "isibopho sabafundi abambalwa ezifundweni zabo" [11] Okunye ukugxeka kuthi "izinkolelo-mbono nezinhlelo zemfundo yamasiko amaningi akuvamile ukuthi zisekelwe esifundweni sangempela samasiko nezilimi eziyidlanzana.

Isicelo Esikoleni[hlela | Hlela umthombo]

U-Levinson uthi izimiso zemfundo yamasiko amaningi zinamandla okungqubuzana ngqo nenjongo yokufundisa ngesiko elibusayo nokuthi ezinye izimiso ziyashayisana. Lokhu kubonakala uma kucutshungulwa ukuthi imfundo yamasiko amaningi kufanele ihlanganise wonke umuntu noma iphelele. U-Levinson uthi ukulondoloza amasiko amancane kudinga ukufundisa kuphela ngalelo siko (kanye nokungabandakanyi amanye). [12] U-Levinson uphinde athole ukungqubuzana phakathi kokulondolozwa kweqembu elincane kanye nobulungisa bomphakathi/ukulingana. [12]Amanye amasiko avumela abantu besifazane baphathwe ngendlela ehlukile kunezinye izinhlanga. Ukwenza kanjalo kusiza ukuthi ezinye izinhlanga zibonakale futhi namasiko wabo bawa gcine.

U-Levinson uze atuse ukuhlukaniswa kwezikole ngamasiko ukuze abafundi bathole imfundo "ehambisana namasiko". Uphikisa ngokuthi ekilasini elifanayo kulula ukuhlela ikharikhulamu nezinye izindlela okwenziwa ngazo izinto osikweni futhi kuphinde kusize abafundi baphumelele emasikweni abo. Umbhali akahambisani nemfundo yamasiko amaningi.

Enye inselele emfundweni yamasiko amaningi ukuthi inani lokuqukethwe esikoleni esinikeziwe livame ukuhlobana nokubunjwa kobuhlanga besikole. Okusho ukuthi, njengoba u-Agirdag nozakwabo besho, [13] othisha bavame ukufaka okuqukethwe kwamasiko amaningi ezikoleni ngesabelo esiphezulu sabafundi abambalwa.

Isiko lothisha[hlela | Hlela umthombo]

U-Banks 2005 uphakamise ukuthi usiko lo thisha kufanele; lubandakanye ezinye izindlela ukuze imfundo yamasiko amaningi iphumelele:

  • Izinkolelo zothisha kumele zisekele imfundo yamasiko amaningi.
  • Othisha kumele bazi ukuthi ngale kwekharikhulamu esemthethweni, ikharikhulamu ecashile ithuthukisa izinkambiso okungenzeka zingashiwongo kodwa eziqondwayo nezilindelwe.
  • Othisha kumele bafundise abafundi ukuthi babe izakhamuzi zomhlaba wonke, okudinga ukuthi othisha bamukele amanye amasiko.

U-Fullinwider uthi othisha bangase besabe ukuletha izindaba ngaphakathi kwemfundo yamasiko amaningi, ngoba nakuba bengase baphumelele, bangase babe yingozi. Isibonelo, ufunda umlando kwizinhlanga ezahlukene kungenza ukuthi kube khona ukuzwisisana phakathi kwezinhlanga ezahlukene, koda lokho kungaphinde kwakhe indawo engayinhle kubafundi.

Okunye ongaku bheka[hlela | Hlela umthombo]

  • Ubunikazi bamasiko
  • Multiculturalism

Izithenjwa[hlela | Hlela umthombo]

  1. ↑ 1.0 1.1 1.2 Labaree, David F. (January 1997). "Public Goods, Private Goods: The American Struggle Over Educational Goals". American Educational Research Journal 34 (1): 39–81. doi:10.3102/00028312034001039. ISSN 0002-8312. http://dx.doi.org/10.3102/00028312034001039. 
  2. ↑ 2.0 2.1 . p. 246–247. Missing or empty |title= (help)
  3. ↑ . p. 29. Missing or empty |title= (help)
  4. ↑ No Child Left Behind Act
  5. ↑ Cite error: Invalid <ref> tag; no text was provided for refs named rethinkingschools.org
  6. ↑ 6.0 6.1 Cite error: Invalid <ref> tag; no text was provided for refs named ncsall.net
  7. ↑ 7.0 7.1 7.2 7.3 Deprez, M. (2010). The Use of Critical Literacy Practices with Young Children: For the Development of Social and Cultural Awareness. International Journal of Learning, 17(7), 479-485.
  8. ↑ Cammarota, Julio (2007). A social justice approach to achievement: guiding Latino/a students toward educational attainment with a challenging, socially relevant curriculum. p. 87–96. 
  9. ↑ Lobb, Pamela (2012). Making multicultural education personal. p. 229–233. 
  10. ↑ Cho & DeCastro-Ambrosetti (2005). Is ignorance bliss? Pre-service teachers' attitudes toward multicultural education. p. 24–28. 
  11. ↑ Ogbu, John (March 2016). Understanding Cultural Diversity and Learning. 
  12. ↑ 12.0 12.1 Cite error: Invalid <ref> tag; no text was provided for refs named Levinson, M. 2009
  13. ↑ Agirdag, O. (2 June 2014). Teachers' Understanding of Multicultural Education and the Correlates of Multicultural Content Integration in Flanders. p. 556–582. http://pdfs.semanticscholar.org/25b3/7ab4282185f04e562c6b338c38782bb519da.pdf. 
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