Multicultural Learning and Teaching最新文献

{"title":"Teacher as a Foreigner in Critical Multicultural Teacher Education","authors":"Jenna Shim","doi":"10.1515/mlt-2019-2025","DOIUrl":"https://doi.org/10.1515/mlt-2019-2025","url":null,"abstract":"Abstract In this article, I discuss my own experience as a critical multicultural educator who is an Asian American. Using the psychoanalytic ideas of Holding Environment and Countertransference, I use the two questions of where you am from and where are you really from in this article as a way to think through and learn about my own emotional world and its influence on multicultural education teacher education courses that I teach. I conclude that such exploration into my emotional world is helpful and necessary in giving new and different meanings to my emotional experience beyond seeing it as a mere response to students’ questions and understanding their psychical world in which questions like where are you from and where are you really from become the students’ own defense against difference.","PeriodicalId":133504,"journal":{"name":"Multicultural Learning and Teaching","volume":"131 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125272499","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}

{"title":"America’s Higher Education: My Journey as a Taiwanese Immigrant Woman Faculty","authors":"Carol Huang","doi":"10.1515/MLT-2019-2027","DOIUrl":"https://doi.org/10.1515/MLT-2019-2027","url":null,"abstract":"Abstract In this article, I apply a critical autoethnographic approach to frame my experience as a Taiwanese immigrant woman faculty in the US higher educational institutions where I served and continue to serve. I describe how I developed research agendas to produce knowledge as a means to diversify our understanding of minorities. Conducting research in rapidly changing Chinese ethnic communities with an intent to include other immigrant groups and produce cross-ethnic understanding with other researchers in digital media proved to be incompatible with the current conditions of the tenure-granting process at CUNY, and my application for tenure was denied. However, I contested the decision; and after winning my case, I engaged in institutional research on the roles of Asian American faculty in leadership in the system. I conclude that hiring and retention of diverse faculty and engaging in activism are ways to maintain academic rigor for the system.","PeriodicalId":133504,"journal":{"name":"Multicultural Learning and Teaching","volume":"2016 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114785350","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}

{"title":"To Heal Our World, We Must First Heal Our Girls: Examining Black Girl Achievement","authors":"Jemimah Young","doi":"10.1515/mlt-2016-0022","DOIUrl":"https://doi.org/10.1515/mlt-2016-0022","url":null,"abstract":"Abstract The racial achievement gap is one of the most persistent and pervasive issues in educational research. Unfortunately, the current research on Black student achievement lacks empirical studies that address the academic strengths and challenges facing Black girls. Specifically, there is a dearth of resources in the form of books, articles, and policies to support the learning of Black girls. Therefore studies that isolate gender as a contributing factor are warranted. The author presents an argument to explicate why the dearth of research supporting the achievement of Black girls is unjustified. Three research and data integrity considerations are presented to support this argument.","PeriodicalId":133504,"journal":{"name":"Multicultural Learning and Teaching","volume":"135 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117354217","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}

{"title":"In Search of Diversity-Oriented Leadership","authors":"F. Obiakor","doi":"10.1515/MLT-2019-2002","DOIUrl":"https://doi.org/10.1515/MLT-2019-2002","url":null,"abstract":"In many parts of the world, including the United States, there are now countless leaders who dignify themselves with the Messiah Complex, exhibit dictatorial tendencies, and lack the power to unite their people. Rather than advance their societies, these leaders resort to leading in authoritarian ways that have no regard for different voices and/or multicultural voices. In other words, these leaders seem to be ruthlessly irresponsive to new and old voices that disagree with them. Consider a few world-wide examples. President Vladmir Putin of Russia has consistently attacked the free press and used his goons to destroy his opposition with assassinations and secret poisoning. He is a shameless dictator who has led Russia for a long time and has continued to intimidate the Russian citizens. President Xi Jinping of China in some way has manipulated the political system of his country to make himself a life President. He continues to attack the free press and minimize the impact of technology in enhancing the well-being of his citizenry. President Kim Jong-un of North Korea is an unabashed dictator who continues to kill his opponents or those who share different perspectives. As young as he is, he continues to dominate his citizens and rule them by fear and with iron hands. He enjoys the good life while his citizens suffer immensely. President Rodrigo Duterte of the Philippines consistently attacks the free press, destroys his opponents, and kills people who he thinks are drug dealers. In many countries of the world, many leaders have continued to devalue diverse opinions and perspectives of their peoples. They enrich themselves while the citizens of their respective countries are in vulnerable delicate situations. For example, President Nicholas Meduro of Venezuela dishonors the free press, steals elections, destroys his opposition, and ruthlessly intimidates his people. President Tayyid Erdogan of Turkey has managed to manipulate his country’s constitution to make himself a life President, especially after he survived a poorly planned military coup. Similar problems have also been visible in the Arab World. Sadly, in October 2, 2018, Jamal Khashoggi, a well-known journalist of the United States Washington Post was brutally sawed to death at the Saudi Arabian Consulate in Instanbul, Turkey because he had been a critical voice of dissension of the Saudi regime. President Netanyahu of Israel was recently indicted of corruption and for abusing his power. While he is not as brutal as the aforementioned leaders, he was very openly disrespectful and critical of President Barack Obama, the first African American President of the United States, even though President Obama was very supportive of Israel. In the African continent, similar brutal leadership has continued to flourish. Funny enough, most of the leaders are in their 70s with zero vision and mission outside the fact that they enrich themselves, their families and friends, and tribesmen and women. Th","PeriodicalId":133504,"journal":{"name":"Multicultural Learning and Teaching","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121648105","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}

{"title":"Pre-Service Teachers’ Metaphors of Learning and Teaching English as a Second Language","authors":"D. Shaw, Elena Andrei","doi":"10.1515/mlt-2018-0007","DOIUrl":"https://doi.org/10.1515/mlt-2018-0007","url":null,"abstract":"Abstract Building upon the theory of teacher cognition, the purpose of this study was to discover how pre-service teachers envision learning English as English Language Learners (ELLs) and teaching English to ELLs. We examined metaphors of 98 pre-service teachers who were enrolled in their first literacy methods course in their preparatory program at one of two universities in the United States. We used metaphor analysis methodology to look at the participants’ metaphor writing samples. Overall results showed the pre-service teachers viewed learning English to be foremost a challenge and secondarily a worthwhile challenge. In contrast, the pre-service teachers viewed teaching English to be a worthwhile challenge, followed by a challenge and process. Throughout this paper we highlight our reflection and relate our findings to previous research. To be a responsive teacher educator begins by knowing our pre-service teachers.","PeriodicalId":133504,"journal":{"name":"Multicultural Learning and Teaching","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129770334","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}

{"title":"Cultural Awareness on A Bilingual Education: A Mixed Method Study","authors":"Burhan Ozfidan, Mustafa Toprak","doi":"10.1515/mlt-2017-0019","DOIUrl":"https://doi.org/10.1515/mlt-2017-0019","url":null,"abstract":"Abstract The purpose of this study is to investigate how a bilingual education program would protect the cultural inheritance, linguistic knowledge, ethnic and religious identity of minority peoples. This study utilized an explanatory sequential mixed method, conducted in two phases: a quantitative phase followed by a qualitative phase. Both quantitative and qualitative data reflected that a bilingual education program could increase the educational success of students and contribute to social justice including equal educational rights. Such as system might also increase brotherhood between different ethnic groups in society and perhaps resolve the conflicts among them. A bilingual education program for minority people is essential for equal access to education. It solves conflicts between different ethnic groups and brings happiness to the society.","PeriodicalId":133504,"journal":{"name":"Multicultural Learning and Teaching","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132975298","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}

{"title":"Implementing ELF-informed Activities in an Elementary Level English Preparatory Classroom","authors":"Sibel Sert, Yonca Özkan","doi":"10.1515/mlt-2018-0003","DOIUrl":"https://doi.org/10.1515/mlt-2018-0003","url":null,"abstract":"Abstract Upon the advocacy of the integration of English as a lingua franca, namely ELF, into English language teaching, some scholars (Hino & Oda, 2015) have focused on its possible implications for classroom settings. Implementing ELF-informed activities in an elementary level classroom within a norm-based educational setting, this study aimed to enable students to experience these activities, and explore their pre and post views regarding Standard English, the concepts of good English, and my English. In addition, it also investigated students’ preference for their educational setting after the implementation. The implementation took seven weeks and the activities were created by the researchers. Within a mixed method design, qualitative and quantitative data were collected via semi-structured interviews and two statement lists. The findings indicated that the majority of the students enjoyed the activities and their pre and post views regarding Standard English, good English and my English differ from each other. However, a substantial number of them preferred to be educated with Standard English in their language learning process. Findings also revealed that potential reasons behind this preference may be the domination of norm-based approach in their context, personal interests and prime objectives, and norm-based exams.","PeriodicalId":133504,"journal":{"name":"Multicultural Learning and Teaching","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129514957","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}

{"title":"“Is There Lead in My Water?”: Employing a Culturally Compelling Instructional Perspective to Teach for Change","authors":"Fenice B. Boyd, Monica L. Ridgeway, Tiffany M. Nyachae","doi":"10.1515/MLT-2017-0025","DOIUrl":"https://doi.org/10.1515/MLT-2017-0025","url":null,"abstract":"Abstract In this paper we build a conceptual framework to argue for culturally compelling instruction that leads to teaching for change. Culturally compelling instruction calls for a substantive shift in how teachers view their students, communities, and what the perspective might mean for students’ future when they have access to alternative learning opportunities. The framework encourages teachers to take a stance and assume responsibility and ownership for their own decisions about the curriculum and instructional delivery. Most prominent is to acquire a depth of understanding of their students’ identities and needs. To represent our vision for culturally compelling instruction we use the lead poisoned water crisis in Flint, Michigan, USA as an illustrative case. Our work provides an example of how a real-world circumstance such as Flint’s may be integrated into content area subjects to frame a culturally compelling instructional practice.","PeriodicalId":133504,"journal":{"name":"Multicultural Learning and Teaching","volume":"420 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133079254","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}

{"title":"Pre-Service Teachers’ Changing Perspectives of Mexican Immigration following an Online Multicultural Literature Experience","authors":"S. Howrey","doi":"10.1515/mlt-2017-0012","DOIUrl":"https://doi.org/10.1515/mlt-2017-0012","url":null,"abstract":"Abstract Misconceptions, stereotypes, and deficit views of Mexican immigrants are pervasive in the current U.S. media. Such views are inconsistent with culturally responsive pedagogy, and teachers who hold them will be impeded in their abilities to teach Mexican immigrant children effectively (Nathenson-Mejia & Escamilla, 2003). Research supports the notion that many teachers become more culturally responsive as a result of reading multicultural children’s literature (Nieto, 2013). Few studies, however, have looked specifically at literature with Mexican immigration themes, and fewer still have been done specifically with undergraduate pre-service teachers or utilizing critical discourse methodology. In this study, four pre-service teachers read and discussed the children’s novel Return to Sender in an online discussion board over four weeks. Critical discourse analysis of changes in participants ways of representing, ways of interacting, and ways of being (Fairclough, 2003) over the four weeks indicated that some participants developed more empathetic views toward Mexican immigrants, while others did not. These differences seemed related to the stance (Rosenblatt, 1978) they adopted when approaching the text. These findings may inform teacher educators as they plan multicultural literature experiences that promote culturally responsive understandings of the experiences of Mexican immigrant and other children from culturally and linguistically diverse backgrounds.","PeriodicalId":133504,"journal":{"name":"Multicultural Learning and Teaching","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131772682","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}

{"title":"Editors’ Comments: The Bandwagon Effect on Thinking and Multicultural Interaction","authors":"F. Obiakor, B. Algozzine","doi":"10.1515/MLT-2018-2001","DOIUrl":"https://doi.org/10.1515/MLT-2018-2001","url":null,"abstract":"There are frequent emotional outbursts throughout our communities today that sometimes lack serious thought-provoking solutions that can bring people together. To a large measure, these rants reflect the “bandwagon effect” on thinking that influences our multicultural interactions. While thinking is a powerful human endeavor; it can have “negative” or “positive” influence on individuals and groups. When thinking is used inappropriately or not used at all, human-beings and societies suffer. It is impossible to address the vexing problems faced in communities, regions, states, nations, and the world without progressive and constructive thinking. In the same dimension, when thinking is interwoven with education as it should, people grow, experience, experiment, do, act, discover, create, and invent. For example, in great democratic nations such as Canada, France, Germany, and the United States, leaders are democratically elected and education is framed to reflect the ability to grow via the freedom to think or “question and answer.” In communist, socialist, and dictatorial governments such as Russia, China, and North Korea, leaders serve for longer terms and frequently enjoy imposed power that is forced on the people and education fails to encourage the “question and answer” method. Is it any surprise that in democracies, citizens think their ways into a pattern of living; and in communist, socialist, and dictatorial governments, people live their ways into a system of thinking? As noted, thinking and education go hand-in-glove. Education, in this context, does not only mean having the most powerful degrees from the most powerful colleges/universities; it contextually means that constructive education enhances democratic thinking that is connected to making functional goal-directed decisions. From our perspective, we believe thinking people are open to learning, experimenting, experiencing, exploring, and discovering. These are actionable behaviors that are embedded in good educational environments where the human mind is hungry or allowed to grow and expand to renew itself. In addition, we believe educational renewal leads to societal renewal, and vice versa. In his perspective on what true education, John Dewey (1897) argued that:","PeriodicalId":133504,"journal":{"name":"Multicultural Learning and Teaching","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129214725","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}