Multicultural Learning and Teaching最新文献_第7页

Multicultural powers of “fluffy” words and actions in general and special education 普通教育和特殊教育中“毛绒绒”的言语和行为的多元文化力量

Multicultural Learning and Teaching Pub Date : 2021-01-06 DOI: 10.1515/MLT-2020-0006

F. Obiakor

引用次数: 0

Persistence and opportunity: Leveraging Living Learning Communities to ensure equitable access for all students 坚持和机会:利用生活学习社区，确保所有学生公平获得机会

Multicultural Learning and Teaching Pub Date : 2020-10-30 DOI: 10.1515/mlt-2020-0007

Tachelle Banks, Jennifer Dohy, Nicholas Petty, Jason Moore, Cullin Fish, Meghan Mukenge, Jasmine Hawkins, Leah Grill

引用次数: 0

International students’ lived experiences in a predominantly White institution in Southwest Florida 国际学生在佛罗里达州西南部一所以白人为主的学校的生活经历

Multicultural Learning and Teaching Pub Date : 2020-09-15 DOI: 10.1515/mlt-2020-0005

C. Halpern, H. Aydin

引用次数: 2

“Leaving the world better than we saw it:” Imperatives for general and special educators “让世界变得比我们看到的更美好”:普通和特殊教育工作者的当务之急

Multicultural Learning and Teaching Pub Date : 2020-08-31 DOI: 10.1515/mlt-2020-2017

F. Obiakor

引用次数: 0

Knowledge, authority, and positionality in Asian immigrant female faculty teaching diversity classes 亚洲移民女教师在多元化课程教学中的知识、权威和地位

Multicultural Learning and Teaching Pub Date : 2020-08-31 DOI: 10.1515/mlt-2019-0007

Jung‐ah Choi, J. Lim

{"title":"Knowledge, authority, and positionality in Asian immigrant female faculty teaching diversity classes","authors":"Jung‐ah Choi, J. Lim","doi":"10.1515/mlt-2019-0007","DOIUrl":"https://doi.org/10.1515/mlt-2019-0007","url":null,"abstract":"Abstract This paper is a self-reflective narrative of our teaching experience as two immigrant Asian female professors who teach Multicultural Education. Employing collaborative autoethnography (CAE), the study addresses the issues of authority, positionality, and legitimacy of knowledge claims in critical feminist pedagogy. Two research questions guided our inquiry: 1. How does a teacher’s racial positionality play out in exercising professional knowledge, and conversely, 2. How does seemingly neutral professional knowledge become racialized in the discussions of race? Major findings demonstrate the double-edged contradictions in the body/knowledge nexus manifested in our everyday teaching contexts. On the one hand, the bodily dimension of teacher knowledge is de-racialized because of institutional norms and cultures. On the other hand, there are times professional knowledge becomes racialized through the teacher’s body. Understanding the body/knowledge nexus that invites precarious power dynamics in racial discussions and even blatantly dismisses our professional knowledge, we, as an immigrant faculty of color, find it impossible to create a safe environment for participatory, critical discourse. Acknowledging our triple marginality, we put forth the concept of “pedagogy of fear” (Leonardo, Z., & Porter, R. K. (2010). Pedagogy of fear: Toward a Fanonian theory of ‘safety’ in race dialogue. Race, Ethnicity and Education, 13(2), 139–157) which squarely disrupts the idea of a safe environment in race dialog and urges teachers to confront their own/their students’ fear and create a space of teaching vulnerably.","PeriodicalId":133504,"journal":{"name":"Multicultural Learning and Teaching","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134111731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

“Black Lives Matter” in education and society “黑人的命也重要”在教育和社会中的作用

Multicultural Learning and Teaching Pub Date : 2020-08-24 DOI: 10.1515/mlt-2020-2016

F. Obiakor

引用次数: 0

Dealing with hate to boost multiculturalism in colleges/schools of education 处理仇恨，促进大学/学校教育的多元文化主义

Multicultural Learning and Teaching Pub Date : 2020-08-14 DOI: 10.1515/mlt-2020-2014

F. Obiakor

引用次数: 0

School counselors’ role in supporting student voice initiatives in secondary schools 中学辅导员在支持学生发声倡议方面的角色

Multicultural Learning and Teaching Pub Date : 2020-08-08 DOI: 10.1515/mlt-2020-0003

Adam M. Voight, Dakota King-White

引用次数: 3

A critical inquiry on the ideological and hegemonic practices in EFL textbooks 英语教材中意识形态与霸权主义实践的批判性探究

Multicultural Learning and Teaching Pub Date : 2020-08-07 DOI: 10.1515/mlt-2019-0005

Ö. Ulum, D. Köksal

{"title":"A critical inquiry on the ideological and hegemonic practices in EFL textbooks","authors":"Ö. Ulum, D. Köksal","doi":"10.1515/mlt-2019-0005","DOIUrl":"https://doi.org/10.1515/mlt-2019-0005","url":null,"abstract":"Abstract The expanding hegemony of English caused English Language Teaching to suddenly turn into an international business with huge financial investment, and accordingly produced EFL textbooks evolved into a cornerstone of the business. Further, studies on the relation between ideology, hegemony, and textbooks have multiplied in recent decades as a result of the rise of critical theory, critical pedagogy, and critical thinking skills which have inspired scholars to establish a critical perspective towards EFL textbooks considering the compounds of ideology and hegemony. In this paper, using a mixed method research design, qualitatively collected data through interviews and quantitatively gathered data through a questionnaire aimed to reveal the views of teachers/instructors and learners about the ideological and hegemonic practices contained in the EFL textbooks. The results of questionnaire and interview showed that ideology and hegemony are closely related to each other. Moreover, it is hard to give a clear-cut definition of these two terms because both textbooks and participants often used these two terms interchangeably. However, the participants declared diverse views on the underlying ideology and hegemonic practices in globally and locally written EFL textbooks.","PeriodicalId":133504,"journal":{"name":"Multicultural Learning and Teaching","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114020307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Shifting paradigms and powers from morally repugnant leadership to morally caring leadership 从道德厌恶型领导转变为道德关怀型领导

Multicultural Learning and Teaching Pub Date : 2020-07-27 DOI: 10.1515/mlt-2020-2015

F. Obiakor, B. Algozzine

{"title":"Shifting paradigms and powers from morally repugnant leadership to morally caring leadership","authors":"F. Obiakor, B. Algozzine","doi":"10.1515/mlt-2020-2015","DOIUrl":"https://doi.org/10.1515/mlt-2020-2015","url":null,"abstract":"These are uncertain times; and we are all experiencing them socially, economically, politically, and educationally. There is a psychological unsteadiness in the air; and, the sense and wave of it brings a startling fillip for many. There is the temptation to blame natural laws or other phenomena and there is also the temptation to attach the uneasiness to some spiritual underpinnings. As scholars and professionals in the fields of general and special education, we do not profess to be Pastors, Priests, Evangelists, Imams, Rabbis, or other holy ones who can do true justice to religious and ecumenical analyses and interpretations about morality. And, we are ill-equipped to make resounding judgments about what is or what is not morally right or repugnant. However, we do know that “goodness” exposes itself in the ways people act, in the ways people talk, in the ways people teach, in the kinds of consequential scholarship that people do, in the kinds of services that people are involved in, in the ways people lead, and in the ways people work with each other. Our professional experiences inform us that our professional activities have some spiritual connectivity that speaks a lot about us (Obiakor, 2001). And, we have learned that morally repugnant or bankrupt people do not demonstrate decent professional behaviors, whether they are teachers, scholars, and leaders (Obiakor, 2018, 2020). A logical extension is that such individuals cannot be good servant leaders and/or good multicultural leaders who can have positive impacts on people. It is now common knowledge that our world is changing demographically and technologically (Gibson & Obiakor, 2018); and, it is also clear that these changes are causing some cultural uneasiness and collusion. Consider a few examples: First, the recent coronavirus pandemic was quick to spread because people are traveling all over the world and interacting interdependently in multidimensional ways that can be scary. Second, issues of police brutalities and killings of Blacks,","PeriodicalId":133504,"journal":{"name":"Multicultural Learning and Teaching","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114311350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0