Approaches to improve the cultural capabilities of teachers engaging with culturally and linguistically diverse students and their families: a scoping review

Frontiers in Education

Education

Francis Bobongie-Harris¹  Zia Youse² 

[1] School of Early Childhood and Inclusive Education, Faculty of Creative Industries, Education and Social Justice, Queensland University of Technology, Brisbane, QLD, Australia;School of Early Childhood and Inclusive Education, Queensland University of Technology, Brisbane, QLD, Australia;

关键词: scoping review;    culturally and linguistically diverse;    Australian South Sea Islanders;    engagement strategies;    education;    Critical Race Theory (CRT);   

DOI  :  10.3389/feduc.2023.1038880

 received in 2022-09-12, accepted in 2023-05-09,  发布年份 2023

来源: Frontiers

【 摘 要 】

This scoping review is the first of three publications that are part of a research project funded by the Queensland Department of Education through their 2021 Horizon Grant funding scheme. This scoping review provides an analysis of contemporary literature that identifies approaches currently being used by educators to successfully engage with culturally and linguistically diverse and Indigenous students, families, and their communities to increase their cultural capabilities. A systemic selection process delivered 21 articles that were included in this Scoping Review. The first four Stages of the study identify and discuss four common areas in which educators can improve cultural capabilities: (i) eldership; (ii) connections; (iii) relationships; (iv) practice. In Stage 5 aspects of these four areas are analyzed in a series of case studies along with an in-depth summary of the literature presented in the scoping review. The literature from this scoping review will inform an engagement strategy that will help improve upon the cultural capabilities of educators working with students in Australian South Sea Islander Communities.

【 授权许可】

Unknown   
Copyright © 2023 Bobongie-Harris and Youse.