我们到了吗?探讨文化和语言多样性(CLD)和弱势学习者的教育

F. Obiakor
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引用次数: 0

摘要

摘要本文主要探讨了在普通教育和特殊教育中教育文化语言多样性和弱势学习者的历史历程。我认为,这段旅程经历了考验和磨难,对我们社会的未来有着巨大的影响。此外,残障人士和弱势群体在学校、社区、组织和机构中的参与、互动、生存和表现,反映了他们在整个社会中的生存方式的起伏。可以得出结论,在种族、文化、国籍、学校、社区、组织和机构的招聘、保留、任期和晋升等问题上,CLD和弱势群体还没有出现。我希望,在各方的共同协作、协商和共同努力下,能够改善残疾人和弱势群体的历史和现状。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Are we there yet? Interrogating the education of culturally and linguistically diverese (CLD) and vulnerable learners
Abstract This article focuses on the historical journey of educating culturally and linguistically diverse (CLD) and vulnerable learners in general and special education. I argue that this journey has had its trials and tribulations that have tremendous implications for the future of our society. In addition, how CLD and vulnerable persons engage, interact, survive, and excel in schools, communities, organizations, and institutions reflect the ups and downs of their modus vivendi in our overall society. One can conclude that CLD and vulnerable persons are not yet there on issues of race, culture, national origin, recruitment, retention, tenure, and promotion in schools, communities, organizations, and institutions. My hope is that with collaborative, consultative, and collaborative efforts of all stakeholders, the historical and current plights of CLD and vulnerable persons will be ameliorated.
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