Literature-Oriented Multicultural Education in India. Children's Experiences with a Task-Based Folklore Lesson

Autor/in	Mehta, Venu
Titel	Literature-Oriented Multicultural Education in India. Children's Experiences with a Task-Based Folklore Lesson
Quelle	In: Multicultural Education, 20 (2013) 2, S.53-58 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	Foreign Countries; Folk Culture; Cultural Pluralism; Literature; Religion; Observation; Instructional Materials; Educational Objectives; Instructional Innovation; Teaching Methods; Task Analysis; Values; Adolescents; India + Suchen Sie Ihr Suchwort? Ausland; Kulturpluralismus; Literatur; Beobachtung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Educational objective; Bildungsziel; Erziehungsziel; Educational Innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode; Aufgabenanalyse; Wertbegriff; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Indien
Abstract	In India, multicultural experience is represented by what is called a "unity in diversity" pattern. This includes the diversity of religious communities, languages, ethnicities, and the minority populations in each of the states and regions that comprise the nation. Thus, theories of multicultural accommodation are one of India's inherent features. To focus on the concept of "multiculturalism" is a matter of exigency for the harmonious and progressive future of India, as it is for global classrooms worldwide. The goal of fostering values of multiculturalism in learners is often a part of school curriculum. However, whenever these values have been incorporated into learning materials, it is usually done in a conventional manner, resulting in mostly inadequate outcomes. It is important that the young minds of future citizens learn the rich values of multiculturalism. This article illustrates a promising practice that seeks to teach these values through folktale-oriented task-based literature that focuses on the adolescent age group. The practice described here is based on the observational results from a field trial of this material that was a part of the author's doctoral research. The author describes his use of incorporating folktales in teaching the values of multiculturalism, which has received a positive response from students. The innovative method and the task-based structure of the material have helped the students construct their own creative inventions. Folktales synthesized with task-based learning can achieve the goal of orienting young learners toward the concepts of cultural diversity and multiculturalism. (Contains 1 figure and 3 tables.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10