Learning to “brave up”: Collaboration, agency, and authority in multicultural, multilingual, and radically inclusive classrooms

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Multicultural Education Pub Date : 2018-10-30 DOI:10.18251/IJME.V20I3.1670

A. Dover, Fernando Rodríguez-Valls

引用次数: 5

Abstract

The Summer Language Academy (SLA) is an innovative and intensive summer program for high-school aged newcomers/new Americans, English learners, and emergent bilinguals, as well as for teachers working with them. In the SLA, students and educators collaboratively explore questions of identity, language, and culture through high-interest texts, arts-based curriculum, and redefinition of teaching and learning as reciprocally shared endeavors. In this article, we examine SLA implementation and impact in two neighboring districts, focusing on the opportunities and tensions that arise when new and veteran educators are challenged to increase their consciousness and capacity regarding multicultural, multilingual, and radically inclusive teaching.

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学习“勇敢”:多元文化、多语言和完全包容的课堂中的合作、代理和权威

暑期语言学院(SLA)是一个创新和密集的暑期课程，为高中新生/新美国人，英语学习者和新兴双语者以及与他们一起工作的教师提供服务。在SLA中，学生和教育者通过高兴趣的文本、以艺术为基础的课程以及将教与学重新定义为相互共享的努力，共同探索身份、语言和文化问题。在本文中，我们研究了两个相邻地区的SLA实施及其影响，重点关注新老教育工作者在提高他们对多元文化、多语言和完全包容性教学的意识和能力方面所面临的挑战。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Multicultural Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.50

自引率

12.50%

发文量

期刊介绍： International Journal of Multicultural Education (IJME) is a peer-reviewed open-access journal for scholars, practitioners, and students of multicultural education. Committed to promoting educational equity for all, cross-cultural understanding, and global awareness in all levels of education including leadership and policies, IJME publishes (1) reports of empirical research typically in qualitative research orientation (some special issues may publish quantiative studies); (2) literature-based conceptual articles that advance theories and scholarship of multicultural education; and (3) praxis articles that discuss successful multicultural education practices grounded on sound theories. We accept submissions of high quality from the global community. Reviews of visual arts, professional and children''s books, and multimedia resources will be published until the end of 2015 (submissions are on invitation only).