Additional Resources for Educators
http://www.edutopia.org/blog/preparing-cultural-diversity-resources-teachers
Edutopia
From How can teachers effectively engage students from diverse backgrounds? It's a question many teachers face at the beginning of the school year, and of course, there isn't one prescribed strategy that works. Luckily, there are many useful resources to help new and veteran educators explore the subject.
If you're looking for a starting point, How Can We Prepare Teachers to Work With Culturally Diverse Students and Their Families? (an article from the Family Research Project at Harvard University) features insightful advice and useful tips from leading diversity education specialists. These researchers agree on the underlying message that communication plays an integral role; you'll also find insight into preparation and information about connecting with students and building relationships with families.
Two other sources of inspiration are Yvonne Pratt-Johnson's articleCommunicating Cross-Culturally: What Teachers Should Know and this book excerpt from ASCD's Diverse Teaching Strategies for Diverse Learners. In addition to these articles, here are a few other resources that will help educators develop inclusive learning environments and approach race, gender equality, empathy, and bullying prevention during class.
From How can teachers effectively engage students from diverse backgrounds? It's a question many teachers face at the beginning of the school year, and of course, there isn't one prescribed strategy that works. Luckily, there are many useful resources to help new and veteran educators explore the subject.
If you're looking for a starting point, How Can We Prepare Teachers to Work With Culturally Diverse Students and Their Families? (an article from the Family Research Project at Harvard University) features insightful advice and useful tips from leading diversity education specialists. These researchers agree on the underlying message that communication plays an integral role; you'll also find insight into preparation and information about connecting with students and building relationships with families.
Two other sources of inspiration are Yvonne Pratt-Johnson's articleCommunicating Cross-Culturally: What Teachers Should Know and this book excerpt from ASCD's Diverse Teaching Strategies for Diverse Learners. In addition to these articles, here are a few other resources that will help educators develop inclusive learning environments and approach race, gender equality, empathy, and bullying prevention during class.
- Resources for Multicultural Classrooms (Teaching Tolerance): Produced by The Southern Poverty Law Center, Teaching Tolerance’s classroom resources page offers free lesson plans for exploring topics like race and ethnicity, gender equality, and sexual orientation with students. For specific teaching practices, start with Teaching Tolerance's Critical Practices for Anti-Bias Teaching, a self-paced, four-part, professional development learning program.
- Awareness Activities (EdChange.org): The EdChange-produced Multicultural Pavilion is a wonderful assortment of resources for educators. This Awareness Activities collection provides plenty of engaging ideas and activities to introduce diversity at the beginning of the school year. Don't miss the Teacher's Corner for curriculum ideas, strategies, and much more.
- Teaching Diverse Learners (Brown University): This website is "a resource dedicated to enhancing the capacity of teachers to work effectively and equitably with English-language learners (ELLs)." You'll find great practical teaching strategies, ideas for engaging elementary ELLs, and tips for reaching out to families.
- Lesson Plans and Resources (Teaching for Change): Teaching for Change is a nonprofit, with a mission of providing "teachers and parents with the tools to create schools where students learn to read, write, and change the world." The site features thoughtful and engaging lesson plans, tips for addressing race and diversity in the class, and links to great teacher resources.
- Lesson Plans and Resources for Multiculturalism and Diversity: Scholastic produced this collection of resources for teachers. Along with some engaging lesson plans, there are also plenty of articles featuring tips and strategies to help educators engage students and families from diverse backgrounds. Connect With Kids and Parents of Different Cultures is a great place to start.
- Strategies for Teaching Culturally Diverse Students: This TeacherVision-produced article is full of useful and ready-to-use tips for welcoming and engaging diverse students. Discover more useful ideas and lesson plans in TeacherVision's Diversity Resources for Teachers collection.
- Resource Library (Inclusive Schools Network): This library is rich with resources covering a range of topics on diversity, with a focus on creating equity for students with disabilities. Start with the Inclusion Basics, which provides a great overview of creating an inclusive classroom. TheCulturally Responsive Teaching resource page offers great ideas, tips, and strategies for reaching culturally diverse students with disabilities. You can also dig deeper into subjects like assessment, collaboration, and working with families.
Right to Education
Situation of children’s right to education worldwide
http://www.humanium.org/en/world/right-to-education/
Today, education remains an inaccessible right for millions of children around the world. More than 72 million children of primary education age are not in school and 759 million adults are illiterate and do not have the awareness necessary to improve both their living conditions and those of their children.
Causes of lack of educationMarginalisation and povertyFor many children who still do not have access to education, it is notably because of persisting inequality and marginalization.
In developing and developed countries alike, children do not have access to basic education because of inequalities that originate in sex, health and cultural identity (ethnic origin, language, religion). These children find themselves on the margins of the education system and do not benefit from learning that is vital to their intellectual and social development.
Factors linked to poverty such as unemployment, illness and the illiteracy of parents, multiply the risk of non-schooling and the drop-out rate of a child by 2. Undeniably, many children from disadvantaged backgrounds are forced to abandon their education due to health problems related to malnutrition or in order to work and provide support for the family.
Financial deficit of developing countriesUniversal primary education is a major issue and a sizeable problem for many states.
Many emerging countries do not appropriate the financial resources necessary to create schools, provide schooling materials, nor recruit and train teachers. Funds pledged by the international community are generally not sufficient enough to allow countries to establish an education system for all children.
Equally, a lack of financial resources has an effect on the quality of teaching. Teachers do not benefit from basic teacher training and schools, of which there are not enough, have oversized classes.
This overflow leads to classes where many different educational levels are forced together which does not allow each individual child to benefit from an education adapted to their needs and abilities. As a result, the drop-out rate and education failure remains high. Overview of the right to education worldwide. Most affected regions.As a result of poverty and marginalization, more than 72 million children around the world remain unschooled.
Sub-Saharan Africa is the most affected area with over 32 million children of primary school age remaining uneducated. Central and Eastern Asia, as well as the Pacific, are also severely affected by this problem with more than 27 million uneducated children.
Additionally, these regions must also solve continuing problems of educational poverty (a child in education for less than 4 years) and extreme educational poverty (a child in education for less than 2 years). .
Essentially this concerns Sub-Saharan Africa where more than half of children receive an education for less than 4 years. In certain countries, such as Somalia and Burkina Faso, more than 50% of children receive an education for a period less than 2 years. .
The lack of schooling and poor education have negative effects on the population and country. The children leave school without having acquired the basics, which greatly impedes the social and economic development of these countries.
Inequality between girls and boys: the education of girls in jeopardyToday, it is girls who have the least access to education. They make up more than 54% of the non-schooled population in the world.
This problem occurs most frequently in Arab States, in central Asia and in Southern and Western Asia and is principally explained by the cultural and traditional privileged treatment given to males. Girls are destined to work in the family home, whereas boys are entitled to receive an education.
In sub-Saharan Africa, over 12 million girls are at risk of never receiving an education. In Yemen, it is more than 80% of girls who will never have the opportunity to go to school. Even more alarming, certain countries such as Afghanistan or Somalia make no effort to reduce the gap between girls and boys with regard to education.
Although many developing countries may congratulate themselves on dramatically reducing inequality between girls and boys in education, a lot of effort is still needed in order to achieve universal primary education.
Situation of children’s right to education worldwide
http://www.humanium.org/en/world/right-to-education/
Today, education remains an inaccessible right for millions of children around the world. More than 72 million children of primary education age are not in school and 759 million adults are illiterate and do not have the awareness necessary to improve both their living conditions and those of their children.
Causes of lack of educationMarginalisation and povertyFor many children who still do not have access to education, it is notably because of persisting inequality and marginalization.
In developing and developed countries alike, children do not have access to basic education because of inequalities that originate in sex, health and cultural identity (ethnic origin, language, religion). These children find themselves on the margins of the education system and do not benefit from learning that is vital to their intellectual and social development.
Factors linked to poverty such as unemployment, illness and the illiteracy of parents, multiply the risk of non-schooling and the drop-out rate of a child by 2. Undeniably, many children from disadvantaged backgrounds are forced to abandon their education due to health problems related to malnutrition or in order to work and provide support for the family.
Financial deficit of developing countriesUniversal primary education is a major issue and a sizeable problem for many states.
Many emerging countries do not appropriate the financial resources necessary to create schools, provide schooling materials, nor recruit and train teachers. Funds pledged by the international community are generally not sufficient enough to allow countries to establish an education system for all children.
Equally, a lack of financial resources has an effect on the quality of teaching. Teachers do not benefit from basic teacher training and schools, of which there are not enough, have oversized classes.
This overflow leads to classes where many different educational levels are forced together which does not allow each individual child to benefit from an education adapted to their needs and abilities. As a result, the drop-out rate and education failure remains high. Overview of the right to education worldwide. Most affected regions.As a result of poverty and marginalization, more than 72 million children around the world remain unschooled.
Sub-Saharan Africa is the most affected area with over 32 million children of primary school age remaining uneducated. Central and Eastern Asia, as well as the Pacific, are also severely affected by this problem with more than 27 million uneducated children.
Additionally, these regions must also solve continuing problems of educational poverty (a child in education for less than 4 years) and extreme educational poverty (a child in education for less than 2 years). .
Essentially this concerns Sub-Saharan Africa where more than half of children receive an education for less than 4 years. In certain countries, such as Somalia and Burkina Faso, more than 50% of children receive an education for a period less than 2 years. .
The lack of schooling and poor education have negative effects on the population and country. The children leave school without having acquired the basics, which greatly impedes the social and economic development of these countries.
Inequality between girls and boys: the education of girls in jeopardyToday, it is girls who have the least access to education. They make up more than 54% of the non-schooled population in the world.
This problem occurs most frequently in Arab States, in central Asia and in Southern and Western Asia and is principally explained by the cultural and traditional privileged treatment given to males. Girls are destined to work in the family home, whereas boys are entitled to receive an education.
In sub-Saharan Africa, over 12 million girls are at risk of never receiving an education. In Yemen, it is more than 80% of girls who will never have the opportunity to go to school. Even more alarming, certain countries such as Afghanistan or Somalia make no effort to reduce the gap between girls and boys with regard to education.
Although many developing countries may congratulate themselves on dramatically reducing inequality between girls and boys in education, a lot of effort is still needed in order to achieve universal primary education.
Teach Abroad with World Teach
A WorldTeach Webinar Event: Discover Global Classrooms and Communities
Deadline is October 15, 2016. Apply to teach in Equador or Namibia
http://www.worldteach.org/