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美国新墨西哥论文代写:文化多样性

文化多样性是当今世界的核心因素,因此在学校系统中,为儿童准备真实世界的经验是至关重要的。在最近的历史中,政府一直希望被视为致力于发展多元文化教育政策和实践。它意识到这个问题在社会上的重要性,鉴于很大比例的澳大利亚人现在来自其他国家。来自208个国家的人会说151种语言。44以上的人都是第一代的澳大利亚人。多元文化教育政策已经从简单的ESL课程发展到一个更广泛的批评,现在通常被称为跨文化教育。多元文化主义更多地被看作是一种优势和进步的意识形态,而不是“我们必须拥有的东西”,因为这种政策和态度正在改变,以利用这种现象。教育署已制订文件,向中小学概述多元文化政策。在它的政策中,它鼓励学校发展一种学校精神,通过识别和融入社区的实践来回应多元文化的需要。学校还要求教育这方面的工作人员,并迅速识别和反应任何偏见,种族主义或种族成见。在教育部门的做法,他们已经推出了英语、语言与跨文化研究。他们鼓励不同种族背景的工作人员的就业和培训,并表示,他们打算有八个重点学习领域的多元文化的观点提供了2006。

美国新墨西哥论文代写:文化多样性

Cultural diversity is central to current world factors and is therefore vital in school systems to prepare children for real world experiences. In recent history the government has been wanting to be seen as committed to developing multicultural educational policies and practices. It realises the importance of this issue in the community given that a large percentage of Australians now originate from other countries. Victorians originate from 208 countries and speak 151 languages. 44 per cent of Victorians are first generation Australians. Multicultural educational policies have progressed from simple ESL programs into a much broader range of critiques and is now often referred to as intercultural education. Multiculturalism is seen more of as an advantage and a progressive ideology more than “something we have to have”, and because of this policies and attitudes are changing to take advantage of this phenomenon. The educational department has created a document outlining its multicultural policies to primary and secondary schools. In its policy it encourages schools to develop a school ethos that responds to the needs of multiculturalism by identifying and incorporating practices into its community. Schools are also asked to educate staff in this area and to quickly identify and react to any prejudice, racism or ethnic stereotyping. In the education departments practices they have introduced ESL, LOTE and intercultural studies. They encourage the employment and training of staff from varying ethnic backgrounds and have stated that they intend to have multicultural perspectives delivered across all eight key learning areas by 2006.

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