However, keep in mind that
cultural differences in power have developed over centuries, and while they may not be a 50 - 50 balance, there is some balance.
Not exact matches
It is contingent on... seeing
cultural differences as assets; creating caring learning communities where culturally different individuals and heritages are valued; using
cultural knowledge of ethnically diverse cultures, families, and communities to guide curriculum development, classroom climates, instructional strategies, and relationships with students; challenging racial and
cultural stereotypes, prejudices, racism, and other forms of intolerance, injustice, and oppression; being change agents for social justice and academic equity; mediating
power imbalances
in classrooms based on race, culture, ethnicity, and class; and accepting
cultural responsiveness as endemic to educational effectiveness
in all areas of learning for students from all ethnic groups.»
Cultural pluralism (as indexed both by the amount of cultural difference between ethnic groups living within the same society and by the relative size and power of these groups) ranges from minimal in the United States to maximal in South Africa, with Mexico and Brazil in an intermediate p
Cultural pluralism (as indexed both by the amount of
cultural difference between ethnic groups living within the same society and by the relative size and power of these groups) ranges from minimal in the United States to maximal in South Africa, with Mexico and Brazil in an intermediate p
cultural difference between ethnic groups living within the same society and by the relative size and
power of these groups) ranges from minimal
in the United States to maximal
in South Africa, with Mexico and Brazil
in an intermediate position.
The
cultural worldview scales are continuous, and should be used as continuous variables when testing study hypotheses, both to maximize statistical
power and to avoid spurious findings of
differences that can occur when one arbitrarily divides a larger data set into smaller parts
in relation to a continuous variable.