ABSTRACT
On the other hand, many courses and elements of courses were presented to help teachers and students develop spec ia l competencies f o r teaching i n schools or classrooms w i t h r a c i a l l y or c u l t u r a l l y d iverse p u p i l popu la t i ons . For example,
- 'Teaching i n M u l t i c u l t u r a l Schools ' (Bedford Col lege)
- 'The M u l t i r a c i a l School ' ( I l k l e y Col lege)
- 'Eng l i sh i n the M u l t i r a c i a l School ' (Manchester Col lege)
- 'Teaching i n the M u l t i c u l t u r a l Classroom' (North London Poly techn ic)
- 'Community and Race Re la t i ons ' (Bradford Col lege)
There were a lso courses and elements of courses designed t o address the needs of s p e c i f i c popu la t i ons . For example,
- 'Language Problems of Var ious Ethn ic Groups' (Worcester Col lege)
- 'Educat ion of M i n o r i t y Groups' (Edge H i l l Col lege)
- 'Educat ion of the Disadvantaged C h i l d ' (Manchester Col lege)
- 'Educat ion of Ch i ld ren of Ethnic and Rac ia l M i n o r i t y Groups' (Wolverhmampton Poly technic)
- 'Educat ion of Specia l C u l t u r a l Groups' ( B r i s t o l U n i v e r s i t y )
I d e n t i f i e d Groups or Topics
Looking a t the t i t l e s of the var ious courses and the d e s c r i p t i o n s of the elements of courses categor ised as ' m u l t i c u l t u r a l ' , we found a number of s p e c i f i c s o c i a l groups i d e n t i f i e d and a v a r i e t y of themes or issues covered under a number of d i f f e r e n t d i s c i p l i n e s . For example:
(a) Groups
The f o l l o w i n g groups were re fe r red to s p e c i f i c a l l y as the t op i c fo r courses or elements of courses o f f e red by i n s t i t u t i o n s responding to the survey:
A f r i c a n s , American Negroes, Asians, the disadvantaged, immigrant peoples, m i n o r i t y groups, r e l i g i o u s groups, Welsh.
