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Elements of Diversity in Invitational Practice and Research (Report)

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eBook details

  • Title: Elements of Diversity in Invitational Practice and Research (Report)
  • Author : Journal of Invitational Theory and Practice
  • Release Date : January 01, 2007
  • Genre: Education,Books,Professional & Technical,
  • Pages : * pages
  • Size : 194 KB

Description

Invitational theory uses many elements to define, describe, and delineate its beliefs and practices. For example, the Five Ps of people, places, policies, programs, and processes are consistently cited in the literature and research as the framework for assessing inviting practices (Purkey & Novak, 1996; Purkey & Schmidt, 1996; Purkey & Siegel, 2003; Smith, 2005). Another example is the presentation of four areas of inviting: Inviting Oneself Personally, Inviting Oneself Professionally, Inviting Others Personally, and Inviting Others Professionally (Purkey & Novak, 1996; Purkey & Schmidt, 1996; Purkey & Siegel, 2003). Such elements and components help to explain invitational theory and practices in an understandable language with useable concepts. All these concepts coexist in the approach known as Invitational Education. As an inclusive model of communication and human relations, Invitational Education, implies a belief system that embraces, celebrates, and honors diversity. Yet, invitational theorists and writers have not illustrated this proactive stance and genuine acceptance of diverse populations in many publications. Stanley's (1992) twenty-year bibliography of invitational papers, articles, and books indicates some sources that address diversity in the broadest sense. Her compilation produced topics about at-risk students (Almond, 1991; Dorsey, 1991), 1984), teachers of color (Paxton, 1990), gifted students (Ganopole, 1988; Russell, 1984), students with disabilities (Dixon & Siegel, 1983), and gender differences (Stillion, 1983). Similarly, a cursory review of all eleven volumes of the Journal of Invitational Theory and Practice (1992-2006) found an article that addresses multicultural education (Arceneaux, 1992), one that focuses on gender differences (Dickman, 1993), and another that discusses diversity and invitational theory and practice (Schmidt, 2004).


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