Ghosh, R. and Ali, A. 2013. Education and the Politics of Difference: Select Canadian Perspectives. Toronto, ON: Canadian Scholars’ Press, Inc. Chapters 5 and 6.
The main message of Chapter 5 is that with the global movement of people and with the influx of migrants coming into any country, there will be differences in the levels of skills and knowledge of all those coming in, to add to those skills and knowledge of those already living in the country. It this becomes incumbent upon the country which finds itself as an emerging melting pot of sorts to create new opportunities for all of these individuals. The government through its leadership must closely look at the skill and knowledge levels of everyone and create educational structures that will enable these individuals to be as productive as possible in their new domains. Chapter 6, on the other hand, provides prescriptions for multicultural education given the movement of people around the world. There is a need to change the meaning of education and how it works for all. Education must now have a global perspective, and this particular multicultural approach must do away with the elitist or Western perception of education. Many world views must be studied in schools, and integrated into these concepts in schools are the notions of equality and unity. Emphasis must also be on the appreciation of the differences.
Apple, Michael. 2011. Global Crises, Social Justice and Teacher Education. Journal of Teacher Education, 62(2), 222-234.
This article discusses how globalization impacts teaching today. Apple states that education must now be geared towards discussing the relationships between the dominant institutions or players and those who are exploited in societies. He says that teachers today must help their students view the world also from the point of view of those who have less in life and try to find solutions to issues of dominance and power-playing. The social and historical backgrounds of all people from different ethnicities and sectors of society must all be reviewed and taught. Teachers must be mentors who can guide their students through the many experiences that they should go through in life, especially if they are from mixed backgrounds. They also must participate in social progressive movements of the day and help their students still participate in them, or understand their foundations.
Kraft, M. 2007. Toward a School Wide Model of Teaching for Social Justice: An Examination of the Best Practices of Two Small Public Schools. Equity and Excellence in Education, 40(1): 77-86.
References
Apple, Michael. 2011. Global Crises, Social Justice and Teacher Education. Journal of Teacher Education, 62(2), 222-234.
Kraft, M. 2007. Toward a School Wide Model of Teaching for Social Justice: An Examination of the Best Practices of Two Small Public Schools. Equity and Excellence in Education, 40(1): 77-86.
Ghosh, R. and Ali, A. 2013. Education and the Politics of Difference: Select Canadian Perspectives. Toronto, ON: Canadian Scholars’ Press, Inc.
