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Educational and sociocultural roots of prejudices and approximations to globalism : = American high school students' perceptions of universal cultural diversity and concerns for humanity.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Educational and sociocultural roots of prejudices and approximations to globalism :/
其他題名:	American high school students' perceptions of universal cultural diversity and concerns for humanity.
作者:	Cakmak, Sibel Boran.
面頁冊數:	1 online resource (322 pages)
附註:	Source: Dissertations Abstracts International, Volume: 55-12, Section: A.
Contained By:	Dissertations Abstracts International55-12A.
標題:	Multicultural education. -
電子資源:	click for full text (PQDT)
ISBN:	9798207995557

Educational and sociocultural roots of prejudices and approximations to globalism : = American high school students' perceptions of universal cultural diversity and concerns for humanity.
Cakmak, Sibel Boran.

Educational and sociocultural roots of prejudices and approximations to globalism :American high school students' perceptions of universal cultural diversity and concerns for humanity. - 1 online resource (322 pages)

Source: Dissertations Abstracts International, Volume: 55-12, Section: A.

Thesis (Ph.D.)--Indiana University, 1993.

Includes bibliographical references

Using the Naturalistic Inquiry Methodology as a paradigm and Phenomenology as its method, this study explored American senior high school students' perceptions of universal cultural diversity and concerns for humanity. This study, guided by a 1990 pilot study on "Teachers' Perceptions and Practices of Cross-Cultural Education in English, Foreign Languages, and Social Studies," was conducted in the same Midwestern public high school. In order to understand students' worldviews concerning national and international cultural diversity and universal human issues from a holistic perspective, all other related participants were included in the study. Other participants were international students, teachers in the three disciplines, the principal, and parents who helped paint a holistic picture of the educational and sociocultural shapers of students' worldviews. The qualitative data consisted of persistent interviews, informal conversations, unobtrusive observations at school, and classroom observations as they helped unravel students' perceptions from diverse interrelated viewpoints. The findings revealed three types of approximations to globalism: non-globalism, encapsulated globalism and ideal globalism. A grounded theory on globalism emerged from the findings. The study showed that openness to different world cultures is not necessarily transferred to global understanding concerning universal human issues. The findings of this study call for a global component in functional literacy in tandem with the findings and the UNESCO's preamble for World Studies. Based on the findings and the grounded theory on globalism, this study proposed a global curriculum map, and further educational and research recommendations.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798207995557Subjects--Topical Terms:

556370
Multicultural education.
Index Terms--Genre/Form:

554714
Electronic books.

Educational and sociocultural roots of prejudices and approximations to globalism : = American high school students' perceptions of universal cultural diversity and concerns for humanity.
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502 $a Thesis (Ph.D.)--Indiana University, 1993.
504 $a Includes bibliographical references
520 $a Using the Naturalistic Inquiry Methodology as a paradigm and Phenomenology as its method, this study explored American senior high school students' perceptions of universal cultural diversity and concerns for humanity. This study, guided by a 1990 pilot study on "Teachers' Perceptions and Practices of Cross-Cultural Education in English, Foreign Languages, and Social Studies," was conducted in the same Midwestern public high school. In order to understand students' worldviews concerning national and international cultural diversity and universal human issues from a holistic perspective, all other related participants were included in the study. Other participants were international students, teachers in the three disciplines, the principal, and parents who helped paint a holistic picture of the educational and sociocultural shapers of students' worldviews. The qualitative data consisted of persistent interviews, informal conversations, unobtrusive observations at school, and classroom observations as they helped unravel students' perceptions from diverse interrelated viewpoints. The findings revealed three types of approximations to globalism: non-globalism, encapsulated globalism and ideal globalism. A grounded theory on globalism emerged from the findings. The study showed that openness to different world cultures is not necessarily transferred to global understanding concerning universal human issues. The findings of this study call for a global component in functional literacy in tandem with the findings and the UNESCO's preamble for World Studies. Based on the findings and the grounded theory on globalism, this study proposed a global curriculum map, and further educational and research recommendations.
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