MOFET ITEC - Multiculturalism & Diversity

The purpose of this study was to determine the level of intercultural sensitivity of Hong Kong secondary school teachers. Three hundred and eighty-six serving teachers were surveyed. Findings revealed that the majority of the teachers were operating in the beginning stage, denial/defense, of the Developmental Model of Intercultural Sensitivity (DMIS). They saw the world from an ethnocentric perspective and held a negative view on evaluating cultural differences.

This study describes the experiences of Saudi Arabian female Islamic Studies teachers. The study draws on phenomenology as a guiding theoretical framework. The seven teachers involved in the study used their identities, beliefs and values to make sense of their everyday lived experiences. Discussions about their lived experiences provided a counter-discourse that challenges the traditional image of Islamic Studies teachers as transmitters of sacred knowledge.

This study explores student attitudes and learning before and after completing a course in race, culture and politics at an American university in California. Data were gathered over a three-year period from 365 students. Faculty utilized a Confluent Education framework that integrates cognitive, affective, and psychomotor dimensions of teaching and learning. Faculty used this framework to structure opportunities for students to study and discuss issues, and then, examine social settings for evidence to tie cognitive study with real world experiences.

Drawn from a larger study examining the experiences of lesbian teachers working in high schools across New South Wales (NSW), Australia, this article examines the ways in which interpersonal anti-lesbian harassment marginalises lesbian teachers. Although anti-lesbian harassment can silence individuals, this paper illustrates that it also serves to catalyse the active embodiment and expression of sexual subjectivity.