Journal for Multicultural Education最新文献

{"title":"Discovery critical literacy, reconstructing identity","authors":"Angela F Pack","doi":"10.1108/jme-06-2021-0078","DOIUrl":"https://doi.org/10.1108/jme-06-2021-0078","url":null,"abstract":"\u0000Purpose\u0000Preparing preservice teachers to become critical literacy educators is integral to creating social justice classrooms. Numerous theoretical frameworks have been used to introduce critical literacy to preservice teachers. The commonality between the frameworks is the focus on analyzing literature. This paper aims to present an alternative to critical literacy education with preservice teachers.\u0000\u0000\u0000Design/methodology/approach\u0000Using practitioner action research, the author investigates critical literacy education through documenting preservice teachers and a teacher educator unpack their relationship with power and literacy in a critical literacy workshop.\u0000\u0000\u0000Findings\u0000The author describes the benefits of introducing critical literacy to preservice teachers through investigating their relationship with literacy and power.\u0000\u0000\u0000Practical implications\u0000This innovative approach to critical literacy education for preservice teachers the study documents the importance of investigating critical literacy through self-exploration rather than studying the theoretical concept.\u0000\u0000\u0000Originality/value\u0000This work not only details an innovative approach to critical literacy education but also makes the case to embed critical literacy throughout teacher education programs.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48190474","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":"Designing for resistance: epistemic justice, learning design, and open educational practices","authors":"Peter D. Wallis, Tomas Rocha","doi":"10.1108/jme-12-2021-0231","DOIUrl":"https://doi.org/10.1108/jme-12-2021-0231","url":null,"abstract":"\u0000Purpose\u0000To encourage more just open educational practices, the purpose of this paper is to describe Jose Medina’s theory of epistemic justice and develop a framework applying this conception of epistemic justice to OEP through learning design. The authors hope this framework will help researchers and practitioners develop more equitable learning experiences in open educational contexts.\u0000\u0000\u0000Design/methodology/approach\u0000This paper is conceptual and design-oriented. This paper seeks to draw relationships between José Medina’s work in The Epistemology of Resistance, recent empirical studies in learning design and OEP. By analyzing relationships between these works, this paper lays out design principles that can empower educators seeking to create equitable open learning experiences.\u0000\u0000\u0000Findings\u0000This paper finds several generative intersections between the social justice centered epistemology presented by Medina, empirical learning design studies and OEP. This study finds that structured learning designs which integrate well-researched principles may provide guidance for further practice and research in ways not generally discussed in open education literature. This paper builds on these findings by describing practical ways these intersections can be implemented in OEP.\u0000\u0000\u0000Originality/value\u0000To the best of the authors’ knowledge, this is the first theoretical analysis of the relationship between epistemic justice and OEP.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49360823","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":"A tenacious population: supporting former foster youth in higher ed","authors":"O. Toms, J. Collins, Gloria D. Campbell-Whatley","doi":"10.1108/jme-05-2022-0058","DOIUrl":"https://doi.org/10.1108/jme-05-2022-0058","url":null,"abstract":"\u0000Purpose\u0000The purpose of this exploratory paper is to define the characteristics of foster youth, discuss the impacts of trauma on their lives, present results from a foster youth survey conducted at a university in the Midwest to assess the needs of former foster youth and discuss the ways universities can support this vulnerable population of students. Several themes emerged from the study. The financial need emerged at the top. The number of essential needs was striking. For example, more than half of the respondents did not have their basic needs met. These needs included food, medical/dental services, clothing and transportation needs.\u0000\u0000\u0000Design/methodology/approach\u0000Faculty researchers who were part of a university task force developed a survey to assess the needs of former foster youth who were enrolled in classes at the time that this research was conducted. The survey was developed and disseminated through Qualtrics, a software that distributed survey links via email in a confidential manner. The survey consisted of a variety of general questions related to participants’ background and demographic information, as well as the specific needs and services that they were interested in receiving. The survey was sent out one-time peer week for three weeks in the late fall semester.\u0000\u0000\u0000Findings\u0000Findings indicated that 9% of respondents (n = 4) ranked the greatest areas of need as being financial assistance for school supplies, medical/dental care and financial aid advice. Similarly, 7% of respondents (n = 3) expressed the greatest needs as being affordable housing, housing during semester breaks, financial support for a laptop, financial counseling, counseling services, emergency financial assistance and internship and career counseling.\u0000\u0000\u0000Research limitations/implications\u0000Limitations of this research include the use of a small and homogenous participant sample size, with data collected from one university campus. Therefore, results do not necessarily generalize elsewhere and replication is necessary for other geographical regions that include additional participants from varying backgrounds. Because data were not collected from a control group of nonfoster students, it is also unknown whether the identified student needs from this research substantially differ from the general population.\u0000\u0000\u0000Practical implications\u0000All students do not need the same support, so a menu of services should be provided. These services could include care packages that include basic academic necessities (e.g., laptops, school supplies, book vouchers, health and beauty supplies), financial literacy training, mentorship opportunities, a one-credit course on independent living skills, providing connections to community resources (e.g., childcare, housing, employment) and targeted advising for this specific student population, many of which who are from the first generation and low-income backgrounds. Another opportunity is to provide, possibly mandate, professional developmen","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42800580","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":"Navigating uncharted paths to the American professoriate: experiences of immigrant black female faculty","authors":"Lilian Tetteh, Amani Zaier, F. Maina","doi":"10.1108/jme-04-2022-0046","DOIUrl":"https://doi.org/10.1108/jme-04-2022-0046","url":null,"abstract":"\u0000Purpose\u0000This study aims to examine the challenges of immigrant black female faculty (IBFFs) from Africa who have joined the American professoriate and also explore the cognitive processing behind student and staff perception and expectations of immigrant professors of color. This category of scholars faces the intersectional “triple bind” of being females, immigrants and people of color; as a result, they may encounter peculiar challenges in their professional practice. Hence, throwing light on their experiences will help advance robust supportive systems that are essential to promoting all-inclusive staff productivity and the internationalization drive of post-secondary institutions.\u0000\u0000\u0000Design/methodology/approach\u0000Through the narrative analysis approach, the authors capitalized on the life histories, perspectives and experiences of eight IBFFs from Africa serving in US universities to offer new insights into this group’s roles, difficulties and triumphs. In-depth interviews that lasted for about 1–2 h per participant were transcribed and key themes were analyzed.\u0000\u0000\u0000Findings\u0000The authors found that IBBFs face a couple of challenges in their quest to transition and serve in the American professoriate. Some of the identified challenges include labor market discrimination, discounting of academic work and credentials, unfair evaluation, cultural taxation and lack of supportive work environment.\u0000\u0000\u0000Originality/value\u0000While previous studies focused on challenges that black female faculty (BFF) face in joining academia, little is known about the academic voyage of IBBFs pursuing careers in higher education. The objective of this study is to address this gap and, by extension, broaden the discourse on equity, diversity and inclusion within the academic landscape.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44253272","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":"Students’ self-perception of social, emotional, and intercultural competences in a public higher education institution in Colombia","authors":"Andres Herrera Granda, S. M. Yepes, Willer Ferney Montes Granada, Johny Alvarez Zuluaga","doi":"10.1108/jme-02-2022-0032","DOIUrl":"https://doi.org/10.1108/jme-02-2022-0032","url":null,"abstract":"\u0000Purpose\u0000Since social, emotional and intercultural (SEI) competences can help individuals manage their feelings, deal with stressful situations and build relationships with others, they have become useful tools for university students. The purpose of this study is thus to assess students’ self-perception of their SEI competences in a public higher education institution in Colombia.\u0000\u0000\u0000Design/methodology/approach\u0000For this purpose, we used a cross-sectional quantitative design and a sample of 413 students from different academic programs and levels. The differences across gender, age, socioeconomic stratum and participation in internationalization strategies were examined using statistical and linear regression analysis.\u0000\u0000\u0000Findings\u0000According to the results, students exhibited “satisfactory” or high levels of social, emotional and intercultural competences in general. Self-management, global citizenship and intercultural intelligence had the highest average scores, whereas self-awareness, social awareness and relationship skills had the lowest scores. Remarkably, we found a positive relationship between older students and global citizenship and relationship skills and between internationalization strategies and global citizenship and intercultural intelligence, as well as a low correlation between social awareness and younger students (aged 15 to 25 years).\u0000\u0000\u0000Originality/value\u0000To offer high-quality academic opportunities and internationalization strategies to university students, this article provides insights into how these students perceive and develop eymotional, social and intercultural competences throughout their academic program, considering their sociodemographic conditions. Finally, we recommend incorporating teaching strategies that favor the development of SEI competences into the curriculum.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47768485","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":"Guest editorial: Racial justice reform must start in schools of education","authors":"Rabab Abi-Hanna, Immaculée Harushimana, G. Bayne","doi":"10.1108/jme-08-2022-238","DOIUrl":"https://doi.org/10.1108/jme-08-2022-238","url":null,"abstract":"","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48254398","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":"Development model of gender socialization: school textbooks gender analysis in Georgia","authors":"Shalva Tabatadze, Natia Gorgadze","doi":"10.1108/jme-05-2022-0065","DOIUrl":"https://doi.org/10.1108/jme-05-2022-0065","url":null,"abstract":"\u0000Purpose\u0000This study aims to explore gender equality in school textbooks in Georgia.\u0000\u0000\u0000Design/methodology/approach\u0000The research had the following questions: To what extent are women and men visible and represented equally in school textbooks? How do school textbooks promote gender socialization of boys and girls to be treated equally in terms of power and privileges, superiority and inferiority? Do school textbooks promote critical thinking and analysis of gender issues and problems? The content analysis of the qualitative research method was used to answer the research questions.\u0000\u0000\u0000Findings\u0000The research revealed that males remain more visible in school textbooks; however, the authors mainly attempt to balance the gender representation in textbooks quantitatively. The textbooks do not socialize girls and boys as equals in power, privileges, superiority and inferiority. The textbooks do not provide room for discussing gender and social justice issues.\u0000\u0000\u0000Originality/value\u0000The study is an original work. The study contributes to the development of the field of multicultural education, as it develops the three levels model of gender socialization based on the empirical research data. The first, detection level, implies the visibility of both boys and girls equally in school textbooks. The second, the recognition level of gender socialization, acknowledges gender equality in occupations, activities and power and privileges. The third, the affirmation level, develops a critical understanding of gender issues and gender equality in society.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":"13 12 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62117990","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":"It’s a Vibe: understanding the graduate school experiences of Black male engineering faculty","authors":"J. Henderson, Erik M. Hines, Jared L. Davis, L. S. Benjamin, Jeannette D. Alarcón, Tyron Slack","doi":"10.1108/jme-01-2022-0013","DOIUrl":"https://doi.org/10.1108/jme-01-2022-0013","url":null,"abstract":"\u0000Purpose\u0000In spite of ongoing and recent initiatives aimed at broadening participation in engineering, the representation of diverse groups of learners in engineering graduate programs in the USA remains a challenge. Foregrounding the voices of 26 Black male engineering faculty, this study aims to investigate how institutions might recruit and retain more Black men in engineering graduate programs.\u0000\u0000\u0000Design/methodology/approach\u0000For this study, inductive thematic analysis was used.\u0000\u0000\u0000Findings\u0000The authors show that three themes, namely, representation as an asset, invested mentors and faculty, and supportive peer networks described as the “Vibe” manifest as crucial elements for successful recruitment and retention of Black men in engineering graduate programs.\u0000\u0000\u0000Originality/value\u0000These findings are meant to augment the conversation around diversity, equity and inclusion in engineering graduate programs and to address a dearth of published research on the Black male engineering population. This work is also meant to help institutions conceptualize ways to create a “Vibe” that might be transferable to their institution’s sociocultural context.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45836193","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":"English-medium instruction (EMI) in Moroccan higher education: graduate students’ attitudes","authors":"Salah Ben Hammou, Abdelaziz Kesbi","doi":"10.1108/jme-01-2022-0011","DOIUrl":"https://doi.org/10.1108/jme-01-2022-0011","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to contribute to the ongoing debate about the instructional languages in Moroccan education through exploring graduate students’ attitudes towards the potential use of English-medium instruction (EMI) in Moroccan science universities.\u0000\u0000\u0000Design/methodology/approach\u0000In this study, 17 master and doctoral students have been interviewed to explore attitudes towards EMI implementation in Moroccan higher education. The data were collected and analysed based on constant comparative method, which belongs to the grounded theory methodology. The method is based on organizing the raw data into categories according to shared attributes while constantly comparing the parts of the data as they occur. The objective is to formulate new hypotheses and theories about the phenomenon of interest.\u0000\u0000\u0000Findings\u0000The findings of this study reveal that although graduate students hold positive attitudes towards the future implementation of EMI in higher education, they think students are not prepared for such a switch in the language of instruction given that they have been taught through either Arabic or French in lower levels. Hence, they suggest gradual implementation of EMI in lower levels and introduction of English as a foreign language instead of French at primary level.\u0000\u0000\u0000Originality/value\u0000Most of the previous studies on bilingual education and EMI have investigated non-Anglo-Saxon contexts, where English is the major foreign or second language. The researchers could not have located any study which investigates the possibility to implement EMI in post-colonial contexts, where other foreign languages, bearing colonial conations, are more dominant than English. This study presents the case of Morocco, where French, rather than English, is the dominant foreign language not only in education but also in different other domains of life.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48901768","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":"Preparing educators who save lives: what can US schools of education do?","authors":"Immaculée Harushimana","doi":"10.1108/jme-11-2021-0198","DOIUrl":"https://doi.org/10.1108/jme-11-2021-0198","url":null,"abstract":"\u0000Purpose\u0000Aided with critical-race theory (Ladson-Billings, 1998), culturally responsive pedagogy tenets (Gay, 2002), and culturally sustaining pedagogy philosophy (Paris, 2012). The purpose of this paper is to make a two-pronged argument that: the killing of blacks has taken many forms, physical, moral, intellectual, cultural, and financial; and through its endorsement of racist policies, the education domain is a covert partaker in the killing of black lives. The author proceeds to tell her story of how lived experience, i.e., related to racism and inequities, inspired her to implement a curriculum that saves lives. She then proposes actionable measures that leaders of schools of education can take to show that they are allies of anti-black-racism and racial equity voices in education.\u0000\u0000\u0000Design/methodology/approach\u0000Methodologically, this paper is situated in the intersection of three methodological models, which share the use of narrative as a source of evidence: critical participatory action research, critical autoethnography and narrative inquiry.\u0000\u0000\u0000Findings\u0000The author’s narrative of lived experience, demonstrates the difficulty of black faculty of education to prepare nonblack educators who save black children’s lives and the author’s determination to tailor her syllabus to that urgent goal.\u0000\u0000\u0000Originality/value\u0000This study is one of its kind in claiming that ill-prepared teachers can “kill lives” and advocating that “saving lives” should be the mission of teacher preparation programs, especially those in high-diversity urban schools.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43918238","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}