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100			_aBadrkhani, Parisa _955627
245			_aIranian University Faculties and Managing Culturally Diverse Classrooms: _bStrategies for Peace Establishment in the Higher Education/
260			_bSage, _c2020
300			_aVol.52, issue 2, 2020: ( 234-256 p.)
520			_aThere are large number of students from around the world who are planning to continue their education in the U.S. universities. They have different nationalities, cultural backgrounds, social beliefs, and so on. Moreover, the educators who are from different countries have the special cultures. This is their task to manage the culturally diverse classrooms to obtain the best results for the educational purposes. In this study, the focus was on three main issues: (a) teaching in multicultural higher education, (b) students’ attitudes toward the different cultures (especially their classmates), and (c) the strategies the educators apply in the multicultural classroom to establish peace. Five Iranian faculties who were teaching English language literature subject, in California State universities, were selected and interviewed via Skype. The results showed that they had a very positive attitude toward teaching in multicultural classrooms. The educators claimed that they apply the emotional empathy, empathy training, culturally proportional curriculum, and the structured rules for the multicultural classroom. One of them argued that holding conferences regarding the diversity is very useful, and the other one proposed that holding involuntary service, sport, and community programs for both the immigrant and the local students is considerable to make the students closer and establish the sense of peace among them.
773	0		_010744 _916756 _dSage Publisher, _tEducation and urban society
856			_uhttps://doi.org/10.1177/0013124519859649
942			_2ddc _cEJR
999			_c13661 _d13661