Contemporary Issues in Multicultural and Global Education

  • 9h 43m
  • Clementine M. Msengi, Grace K. Lartey, Katherine R. Sprott
  • IGI Global
  • 2022

In response to the COVID-19 pandemic, many educational institutions across the globe had to close in-person learning and turn to online learning. Previous predictions on the future of education discussed the globalization of education through online learning that breaks down geographical barriers. However, many students, parents, and educators are still finding it challenging to adapt to new methods of instruction. Creating global and multicultural classrooms creates additional challenges, especially when considering diverse, at-risk, and low-income student populations. Further study of these challenges is required to improve the future of global education.

Contemporary Issues in Multicultural and Global Education discusses research, strategies, best practices, and insights dealing with important issues related to multicultural and global education. Covering topics such as remote learning and sustainable leadership, this premier reference source is ideal for educators, policymakers, administrators, curriculum designers, researchers, academicians, and students.

About the Author

Clementine M. Msengi Ed. D. received her doctorate degree in Educational Leadership from Lamar University. She is currently a visiting assistant professor in the Department of Educational Leadership, Doctoral Studies, at Lamar University in Beaumont, Texas. She earned a Bachelor of Arts degree in Health Promotion and a Master of Arts degree in Community Health from the University of Northern Iowa where she was recently inducted into the Hall of Excellence. Following her master’s degree education, Dr. Msengi received two prestigious fellowships: The New Voices Fellowship funded by the Ford Foundation and the Echoing Green Foundation Fellowship. These awards enabled her to found an organization focused on improving the health and well-being of refugees and immigrants through education and mentoring. As an executive director, she created and managed community-based mentoring programs and received several awards for her work including the “Outstanding American by Choice Award” from the Department of Homeland Security and the “Immigrant Entrepreneur Leadership Award.” She served as a member of the “Diversifying the Pipeline in K-12 Education Community of Practice”; which was funded in collaboration with the Echoing Green Foundation and the Carnegie Foundation. Her published works and research interests focus on mentoring, resilience, global leadership, health education, multicultural and global education. She has edited two books entitled: Designing Culturally Competent Programming for PK-20 Classrooms and the Handbook of Research on Contemporary Issues in Multicultural and Global Education.

Grace K. Lartey holds a Bachelor of Education degree from the University of Cape Coast, a Master of Arts degree in Community Health from the University of Northern Iowa, Iowa (USA), and a Doctor of Philosophy in Health Education from The University of Toledo, Ohio (USA). She is the Coordinator for the Bachelor of Science in Public Health Program at Western Kentucky University. Her research and professional experience are in the areas of school safety, injury prevention, international/global health, health education programs on HIV/AIDS, nutrition, hypertension and diabetes for schools, groups and communities’ health, infection control, adolescent, and women’s health.

Katherine R. Sprott, Ph.D., is an Assistant Professor in the Department of Teacher Education at Lamar University in Beaumont, Texas. Her experiences working with diverse populations, low-SES schools and other educational organizations led to her interest, research, and published works toward championing issues of equity, multicultural education, global education, health education, inclusion, and diversity through evidence-based practices for administrators, teachers and students.

In this Book

  • Employee Motivation Determinants—The Case of International Students in Australia – Motivation among International Students
  • Racialized Social Perceptions—The Overview Experiences of Intergroup Relations among Black Americans
  • All Experts on Deck—Best Practices for Invited Speakers Using Distance Education Technology
  • Multilingual Education—Multilingual Immigrant Deaf Students in American Schools
  • Cultural Responsiveness and Linguistic Competence in Educational Policies—The Story of Advocacy for Immigrant Students with Disabilities (ISWD)
  • International Students in Higher Education Classrooms—Diversity, Challenges, and Promising Practices for Educational Institutions
  • Collaborative Leadership a Strategy to Address Issues of Multicultural and Global Education for Sustainable Leadership
  • Multicultural and Educational Challenges in the Context of the 2020 COVID-19 Pandemic—Ghana and Kenya
  • English Language Teacher Education Through the Kaleidoscope of Global Citizenship—Japan and Vietnam in Comparative Perspective
  • Internationalization and Intercultural Competence in Chinese Higher Education
  • When and Where We Enter—A Review on Mentoring and Leadership for African-American Women in Academia
  • COVID-19, Poverty, Education, and Technology in Ghana—Challenges and Resolutions
  • Measuring the Quality of Higher Education Internationalization in Oman
  • Engaging At-Risk Students in Challenging Circumstances in South Africa—Partnerships That Matter
  • The South Sudanese Struggle—Here, There, Then, Now – Connecting Local Institutions with Global Communities
  • A Field Experience in Education in Havana, Cuba—Rewards and Challenges
  • Compilation of References