Journal for Multicultural Education最新文献

{"title":"Effects of mobile-assisted funds-of-knowledge writing practice in developing Latinx English learners’ intercultural sensitivity","authors":"Yan Chen, Kendall Hartley, P.G. Schrader, Chenghui Zhang","doi":"10.1108/jme-10-2023-0105","DOIUrl":"https://doi.org/10.1108/jme-10-2023-0105","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The purpose of this study is to examine relevant demographic and socio-economic factors as they relate to progress towards intercultural communicative competence (ICC) and intercultural sensitivity for ethnic-minority Latinx middle school English learners (ELs) using a mobile-assisted funds-of-knowledge-featured writing practice.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Through the theoretical lens of funds of knowledge, this three-year study implemented a survey-based quasi-experimental design centered on the Latinx ELs’ ICC development with the implementation of an intercultural sensitivity questionnaire (Chen and Starosta, 2000). The authors first investigated the relationship between ELs’ intercultural sensitivity and associated demographic and socio-economic factors. The authors then examined the changes of ELs’ intercultural sensitivity. Over ten weeks, the intervention group completed five funds-of-knowledge-featured narrative essays using pen and paper and mobile-based writing tools alternatively.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Findings indicated that ELs’ intercultural sensitivity increased as they advanced to a higher-level grade from sixth to eighth. The embedded mobile-assisted funds-of-knowledge writing practice as intervention promoted ELs’ intercultural sensitivity in interaction engagement, respect of cultural differences, interaction enjoyment and interaction attentiveness. Among the variables, interaction enjoyment was portrayed the most. ELs who reported not speaking English at home were statistically significant in this experiment.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study acknowledges the robust and variance of funds of knowledge as a niche to address the interculturality and hybridity of ELs’ cultural practices accumulated through Latinx ELs’ family socialization and social development using mobile-assisted writing practice. This study could provide implications for optimizing inclusive experience to promote computer-assisted language learning in a contemporary, postcolonial global world.</p><!--/ Abstract__block -->","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":"1 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139558160","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":"Language and home-culture integrated online learning curriculum for developing intercultural communicative competence","authors":"Anh-Hang Trinh, Hanh Dinh","doi":"10.1108/jme-09-2023-0097","DOIUrl":"https://doi.org/10.1108/jme-09-2023-0097","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The purpose of this study is to theorize that computer-assisted language learning (CALL) can be integrated in English language learning with a focus on cultural learning of both home and target language.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The present study used a systematic methodology to conceive the language and home-culture integrated online learning (LHIOL) curriculum design based on relevant conceptual frameworks and gather qualitative data from focused group interviews of 30 teachers and 3,000 students’ open-ended questionnaires, along with learning artifacts to identify major themes.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>CALL, used as cultural and linguistic material, helps students embrace their cultural identities, especially ethnic minorities, capitalize on their distinctive values, and appreciate and empathize with other languages and cultures. The instructors advocate for localizing intercultural communicative competence (ICC) educational content into Vietnamese culture, using real multimedia resources. However, the LHIOL curriculum faced systemic constraints regarding competitions between linguistic and cultural instruction, teachers’ refusal to recognize ICC’s importance and recognition of an explicit link between virtual cultural learning and their lives.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>LHIOL is a preliminary practical effort to suggest how a cultural education from one’s native tongue can be integrated into a culture-focused English/Western language environment. By incorporating fundamental concepts that underpin the integration of language and culture as well as CALL, improving ICC offers a framework that can be applied to elucidate cultural learning.</p><!--/ Abstract__block -->","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":"18 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139557861","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":"Technology-enhanced language and culture teaching in Chile: the perceptions and practices of in-service EFL teachers","authors":"Tiare Gonzalez-Vidal, Paul Moore","doi":"10.1108/jme-08-2023-0073","DOIUrl":"https://doi.org/10.1108/jme-08-2023-0073","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The professional experiences of teachers of languages and cultures, along with the learning experiences of their students, are embedded in educational contexts, which themselves are informed, and constrained, by national language policies. This study aims to explore 51 English-as-a-foreign-language (EFL) secondary teachers’ perceptions of Web-based technology use to enhance students’ cultural awareness in Chile. Specifically, the study investigated teachers’ use of Web-based resources for cultural awareness, culture content and technology-based tasks, as well as perceived challenges in implementing technology-enhanced language and culture learning.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The study adopted a mixed-method research design combining online questionnaires and interviews as data collection tools. Results were analyzed through the use of descriptive statistics and content analysis.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The teachers in this study emphasized reflection in their classrooms but did not take a critical approach. Their approach to culture was limited to a “country-specific” view, and technology-enhanced activities accentuated differences rather than promoting meaningful intercultural exchange. Challenges to the successful implementation of technology-enhanced language and culture learning included a somewhat out-of-date theoretical approach to intercultural learning in the national curriculum, a nationwide approach to professional development that lacks a focus on critical reflection and inadequate support for effective use of technologies in schools.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The study highlights the importance of periodically revising a country’s EFL language policies, communication methods, support mechanisms and implementation factors to ensure classroom integration of language, culture and technology education.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This paper explores the tension between macro-level national policy and teachers’ perspectives on their classroom practice, including the contextualized limitations of implementing national policy at the micro level.</p><!--/ Abstract__block -->","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":"23 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139506097","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":"“Do you think I ever learn English?”: experiences of limited technology access among Middle Eastern refugee mothers in regional Australia","authors":"Azadeh Motevali Zadeh Ardakani, Maura Sellars, Scott Imig","doi":"10.1108/jme-10-2023-0104","DOIUrl":"https://doi.org/10.1108/jme-10-2023-0104","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The purpose of this study was to gain a deeper understanding of the experiences and challenges of Middle Eastern refugee mothers in using technology for language learning in regional Australian context.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This study used a qualitative research design and used a narrative enquiry technique to understand participants’ experiences of language acquisition with limited access to technology in new resettlement setting.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The findings presented in this paper were derived from a qualitative investigation conducted on a sample of 21 refugee mothers from Middle Eastern countries. The research aimed to explore the role of a language education programme on their integration within the regional Australian context. Participants discussed a variety of aspects of their everyday lives within their new resettlement context while offering insights on the language education programme and its impacts on their educational progress. The theme “lack of access/use of technology in English language learning” emerged from the narratives. This paper draws on selected interview data from the participants.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study fills the gap in the literature on Middle Eastern refugees in regional Australia by exploring how lack/limited technology access can impact language acquisition of women from under-represented contexts.</p><!--/ Abstract__block -->","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":"41 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139071846","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":"Transnational higher education cultures and generative AI: a nominal group study for policy development in English medium instruction","authors":"Peter Bannister, Elena Alcalde Peñalver, Alexandra Santamaría Urbieta","doi":"10.1108/jme-10-2023-0102","DOIUrl":"https://doi.org/10.1108/jme-10-2023-0102","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This purpose of this paper is to report on the development of an evidence-informed framework created to facilitate the formulation of generative artificial intelligence (GenAI) academic integrity policy responses for English medium instruction (EMI) higher education, responding to both the bespoke challenges for the sector and longstanding calls to define and disseminate quality implementation good practice.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>A virtual nominal group technique engaged experts (<em>n</em> = 14) in idea generation, refinement and consensus building across asynchronous and synchronous stages. The resulting qualitative and quantitative data were analysed using thematic analysis and descriptive statistics, respectively.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The GenAI Academic Integrity Policy Development Blueprint for EMI Tertiary Education is not a definitive mandate but represents a roadmap of inquiry for reflective deliberation as institutions chart their own courses in this complex terrain.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>If repeated with varying expert panellists, findings may vary to a certain extent; thus, further research with a wider range of stakeholders may be necessary for additional validation.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>While grounded within the theoretical underpinnings of the field, the tool holds practical utility for stakeholders to develop bespoke policies and critically re-examine existing frameworks.</p><!--/ Abstract__block -->\u0000<h3>Social implications</h3>\u0000<p>As texts produced by students using English as an additional language are at risk of being wrongly accused of GenAI-assisted plagiarism, owing to the limited efficacy of text classifiers such as Turnitin, the policy recommendations encapsulated in the blueprint aim to reduce potential bias and unfair treatment of students.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The novel blueprint represents a step towards bridging concerning gaps in policy responses worldwide and aims to spark discussion and further much-needed scholarly exploration to this end.</p><!--/ Abstract__block -->","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":"60 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139056720","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":"Teacher candidates’ intercultural communication in telecollaboration: locating acts of positioning in translingual negotiations","authors":"Baburhan Uzum, Bedrettin Yazan, Sedat Akayoglu, Ufuk Keles","doi":"10.1108/jme-09-2023-0096","DOIUrl":"https://doi.org/10.1108/jme-09-2023-0096","url":null,"abstract":"&lt;h3&gt;Purpose&lt;/h3&gt;\u0000&lt;p&gt;This study aims to examine how teacher candidates (TCs) in Türkiye and the USA navigate their intercultural communication skills in a telecollaboration project.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Design/methodology/approach&lt;/h3&gt;\u0000&lt;p&gt;Forty-eight TCs participated (26 in Türkiye and 22 in the USA) in the study. TCs discussed critical issues in multicultural education on an online learning platform for six weeks. Their discussions were analyzed using content and discourse analysis.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Findings&lt;/h3&gt;\u0000&lt;p&gt;The findings indicated that TCs approached the telecollaborative space as a translingual contact zone and positioned themselves and their interlocutors in the discourse by using the personal pronouns; I, we, you and they. When they positioned themselves using we (people in Türkiye/USA), they spoke on behalf of everyone included in the scope of we. Their interlocutors responded to these positionings either by accepting this positioning and responding with a parallel positioning or by engaging in translingual negotiation strategies to revise the scope of we and sharing some differences/nuances in beliefs and practices in their community.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Research limitations/implications&lt;/h3&gt;\u0000&lt;p&gt;When TCs talk about their culture and community in a singular manner using we, they frame them as the same across every member in that community. When they ask questions to each other using you, the framing of the questions prime the respondents to sometimes relay their own specific experiences as the norm or consider experiences from different points of view through translingual negotiation strategies. A singular approach to culture(s) may affect the marginalized communities the most because they are lost in this representation, and their experiences and voices are not integrated in the narratives or integrated with stereotypical representation.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Practical implications&lt;/h3&gt;\u0000&lt;p&gt;Teachers and teacher educators should first pay attention to their language choices, especially use of pronouns, which may communicate inclusion or exclusion in intercultural conversations. Next, they should prepare their students to adopt and practice language choices that communicate respect for cultural diversity and are inclusive of marginalized populations.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Social implications&lt;/h3&gt;\u0000&lt;p&gt;Speakers’ pronoun use includes identity construction in discourse by drawing borders around and between communities and cultures with generalization and particularity, and by patrolling those borders to decide who is included and excluded. As a response, interlocutors use pronouns either to acknowledge those borders and respond with corresponding ones from their own context or negotiate alternative representations or further investigate for particularity or complexity. In short, pronouns could lead the direction of intercultural conversations toward criticality and complexity or ","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":"205 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139027658","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":"Collaborative international online learning for the development of intercultural awareness: an experience with pre-service language teachers","authors":"Cristina A. Huertas-Abril, Francisco Javier Palacios-Hidalgo","doi":"10.1108/jme-09-2023-0093","DOIUrl":"https://doi.org/10.1108/jme-09-2023-0093","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Considering the potential of Collaborative International Online Learning (COIL) for cross-boundaries interacting and collaborating effectively, this study aims to explore the intercultural awareness of pre-service language teachers after participating in a COIL project.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Following a quantitative research approach and an exploratory cross-sectional method, the authors administered a 13-item questionnaire to unveil the perceptions of 64 future language teachers from Spain after their online experience with counterparts from the USA.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Participants consider that COIL may have enhanced their intercultural and global awareness and equipped them with valuable skills and knowledge for the future, being women more positive than men. Moreover, the results also suggest that those participants who have not traveled abroad consider COIL to be a good opportunity to compensate for the lack of knowledge or experience with other cultures resulting from not having had the opportunity to visit other countries.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>COIL needs to be seen as a powerful tool to promote global learning, intercultural understanding and the development of skills among students that will be vital for success in today’s interconnected world. Nevertheless, universities and teacher training centers need to rethink the preparation of future teachers for the increasing demands to prepare students for the requirements of the global world, and to do so, they need to consider that COIL may offer them significant benefits.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This work offers an interesting exploration of teachers’ attitudes toward COIL, providing insights into the potential of online collaboration for developing intercultural awareness.</p><!--/ Abstract__block -->","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":"3 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138560510","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":"Left behind but not left alone: testimonies of Black preservice experiences with white cooperating teachers","authors":"Robert P. Robinson, Stephanie Patrice Jones","doi":"10.1108/jme-11-2022-0147","DOIUrl":"https://doi.org/10.1108/jme-11-2022-0147","url":null,"abstract":"Purpose The purpose of this study was to examine the preservice educational narratives of Black English teachers in an effort to determine their experiences within teacher education programs with assigned white cooperating teachers. Design/methodology/approach Drawing upon Black storytelling, testimony and breath in narrative analysis, this study showcases how Black preservice teachers navigated regularized surveillance and abandonment as part of student teaching practicum. Findings The authors argue that, in response to their treatment, these Black preservice teachers created resistance strategies as a way to fill the mentorship void and sustain their own future teaching careers. Originality/value The literature on Black preservice teachers does the critical work of examining how they experience their racial, linguistic and gendered identities in the classroom; however, this study focuses on their experiences with white cooperating teachers – an underresearched area in the past 10 years.","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":"65 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135219904","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":"Hosting an international conference on multiculturalism in an Arab Israeli teachers’ college: a reflection on personal and organizational learning","authors":"Randa Khair Abbas","doi":"10.1108/jme-03-2023-0019","DOIUrl":"https://doi.org/10.1108/jme-03-2023-0019","url":null,"abstract":"Purpose Conferences, while central to academic endeavors, are an understudied research site. This purpose of this study is to describe the experience of an Arab Israeli teachers’ college in hosting a large international academic conference on multiculturalism, conducted entirely in English. Most of the academic staff and all of the students are Arabic speakers. This added a layer of challenge for all our faculty and students. Design/methodology/approach This reflective, retroactive and descriptive case study builds on the above points. It is a reflective “case story” told by the college head. Findings This paper describes the benefits and growth experienced by each of the involved parties, which resulted in a changing academic culture and new academic self-confidence and vision for all concerned. This paper also details weaknesses and opportunities missed. Envisioning, planning and bringing to fruition this conference was a crucible experience for the college, enhancing our multicultural understanding, learning and commitment. Originality/value This reflective description offers an original perspective on multiculturalism through the lens of an international conference hosted by an academic institution where the native language is not English.","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135110761","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":"Dreaming beyond education policy: a BlackCrit analysis of ESEA and ESSA","authors":"Robert P. Robinson, Jordan Bell","doi":"10.1108/jme-11-2022-0146","DOIUrl":"https://doi.org/10.1108/jme-11-2022-0146","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to analyze the first major federal education policy, the Elementary and Secondary Education Act of 1965, and the most recent federal policy, the Every Student Succeeds Act of 2015, through a Black critical theory (BlackCrit) lens to understand better how these educational policies have served as antiblack projects. Furthermore, this study locates examples of educational Freedom Dreams in the past and present to imagine new possibilities in Black education.\u0000\u0000\u0000Design/methodology/approach\u0000By analyzing education policy documents and history through BlackCrit methods, the authors expose how education policy is inherently an antiblack project. Freedom Dreams catalyze possibilities for future education.\u0000\u0000\u0000Findings\u0000The data confirms that while these policies purport equity and accountability in education, they, in practice, exacerbate antiblackness through inequitably mandated standardized testing, distributed funding and policed schooling.\u0000\u0000\u0000Originality/value\u0000This paper applies BlackCrit analysis of education policy to reimagine Black educational possibilities.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49296657","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}