Addressing Diversity: A Call for Actionстатья из журнала
Аннотация: As American colleges and universities plan their agendas and define their priorities for this decade and the 21st century, it is clear that the issue of diversity will require special attention. This should not come as a great surprise to anyone, including the general public, because in recent months the mass media, ranging from the MacNeil-Lehrer News Hour (5/10/90) to books and articles in popular magazines and newspapers, have devoted increasingly more time and space to this imperative. But nowhere is the shift in focus more evident than in the educational community. It is a fact that today's teachers are faced with a more diverse student body, and the profession has begun to respond. When, for example, the Holmes Group, a consortium of U.S. universities committed to reform and research in teacher education programs, published its major policy directions to guide national and regional actions between now and 1995, it included the following recommendation: Infuse the values of equity and cultural diversity into liberal arts and education curricula, education school staffing, and research.1 At the regional level individual states have stepped up their efforts to address Title IV desegregation/integration requirements, academic achievement, and equity in public education. While these are encouraging signs, much more remains to be done, especially at the university level. As David P. Gardner, President of the University of California, maintains, the business-as-usual approach cannot cope with the challenges presented by diversity in higher education.2
Год издания: 1991
Авторы: Ingeborg Henderson
Издательство: Wiley
Источник: Die Unterrichtspraxis/Teaching German
Ключевые слова: Higher Education Research Studies, Academic Freedom and Politics, Teacher Education and Leadership Studies
Открытый доступ: closed
Том: 24
Выпуск: 1
Страницы: 4–4