Journal for Multicultural Education最新文献

{"title":"Going beyond anti-racist pedagogical practices: co-constructing a pro-Black classroom","authors":"Siettah Parks, Jordan Bell, Sydoni Ellwood, Sherry L. Deckman","doi":"10.1108/jme-10-2021-0193","DOIUrl":"https://doi.org/10.1108/jme-10-2021-0193","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The purpose of this study is to explore the means, rationale, challenges and opportunities of shifting focus from anti-racist to pro-Black educational practice. The authors argue that while anti-racism is necessary, it is insufficient in addressing the deeply entrenched anti-Blackness in US society. The instructor and three student members of a graduate course on Black girlhoods reflect on their time together to better understand the process of developing a classroom specifically for Black students.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Through a process of collaborative autoethnography, the authors used their reflections as data to identify the practices that served to establish their space as pro-Black and consider how these practices may apply to other contexts.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The data presented indicate that co-construction, intentionality and care and love are integral to developing a pro-Black classroom. The implementation of these practices in the authors’ graduate course allowed the students to feel seen and affirmed, which contrasts with their previous experiences in higher education.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This paper introduces the concept of the pro-Black classroom space as a pedagogical transformation aimed at preserving Black lives. The authors’ insights demonstrate how concrete practices that not only constitute anti-racist practice, but further challenge anti-Black bias, help to dismantle structural and systemic inequities in academia.</p><!--/ Abstract__block -->","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":"42 4","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138527495","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":"Wrestling with racism and anti-blackness: confronting legacies of coloniality in teacher education programs","authors":"C. Daniel","doi":"10.1108/jme-11-2021-0201","DOIUrl":"https://doi.org/10.1108/jme-11-2021-0201","url":null,"abstract":"\u0000Purpose\u0000This paper argues that to preserve black lives, teacher educators and teacher candidates need to develop a decolonial lens. A decolonial lens can provide clarity in understanding how the centering of Western epistemic perspectives perpetuate hierarchies and processes of racialization and invisibilized structures of domination that (re)produce differential learning experiences and outcomes for black students. This study aims to build on prior research to help teacher candidates more effectively recognize and challenge racism and anti-blackness in their schools and teaching practices.\u0000\u0000\u0000Design/methodology/approach\u0000In this paper, the author discusses how racism and anti-blackness are perpetuated in schooling and why teacher educators must address them in our work with teacher candidates. Drawing upon existing literature on teacher education, my experiences as a teacher educator and social justice scholar, and insights from the decolonial scholarship, the discusses the importance of a decolonial lens for disrupting racism and anti-blackness, and I offer examples of how teacher educators and teacher candidates can engage in this work.\u0000\u0000\u0000Findings\u0000Multicultural education has done little to change the conditions of black students in schools. While most teacher education programs have made efforts to become more oriented toward social justice, there is a wide gap between program goals and teachers who can work effectively with the diversity of students that they serve.\u0000\u0000\u0000Practical implications\u0000This paper outlines an approach that teacher educators can use to further develop an antiracist decolonial teaching and research agenda and support teacher candidates regardless of their racial/ethnic group.\u0000\u0000\u0000Social implications\u0000A decolonial analysis can help teachers develop a better understanding of the structural and school inequalities that create disparate outcomes for black students and how to intervene. This is urgently necessary, as schooling remains a site of non-belonging and marginalization for black children and youth.\u0000\u0000\u0000Originality/value\u0000This paper offers a new race-conscious approach to disrupt systemic racism and anti-blackness in education.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47487317","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":"The relationship between multicultural efficacy and culturally responsive classroom management self-efficacy","authors":"Shalise Taylor, Jillian L. Wendt","doi":"10.1108/jme-01-2022-0006","DOIUrl":"https://doi.org/10.1108/jme-01-2022-0006","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study was to determine if the components of multicultural efficacy (experience with diversity, attitude toward diversity, and efficacy) were predictors of culturally responsive classroom management self-efficacy (CRCMSE) among K-12 teachers.\u0000\u0000\u0000Design/methodology/approach\u0000Following a correlation design, survey data was collected from full-time classroom teachers working in a large public-school division in Virginia and analyzed using hierarchical multiple regression analysis.\u0000\u0000\u0000Findings\u0000The results indicated that experience with diversity and efficacy are significant predictors of CRCMSE. Attitude toward diversity was not a statistically significant predictor of CRCMSE.\u0000\u0000\u0000Originality/value\u0000The findings are noteworthy considering the increasing diversity among K-12 students in the U.S. and the need to better support students of color with culturally responsive practices.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45851474","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":"Does being culturally intelligent make you a transformational and adaptable leader?","authors":"Ali Al Dhaheri","doi":"10.1108/jme-12-2021-0235","DOIUrl":"https://doi.org/10.1108/jme-12-2021-0235","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to investigate the relationships between cultural intelligence (CQ) and both leadership style (MLQ) and leadership adaptability (LA), seeking to understand whether leaders with higher CQ will more frequently practise an adaptive and transformational leadership.\u0000\u0000\u0000Design/methodology/approach\u0000Respondents are 167 leaders of public and private schools in the UAE; they completed a questionnaire that incorporated the 20-item version of the CQ scale, the 36-item MLQ5x scale and the 13-item LA scale. Correlation and regression analyses assess the relationships between the concepts.\u0000\u0000\u0000Findings\u0000CQ has a significant relationship with the transformational component of MLQ; the strategy, motivation and behaviour components of CQ are significantly related to transformational leadership. CQ is not related to transactional or laissez-faire leadership style. CQ has a significant relationship with LA; the strategy, motivation and behaviour components of CQ are significant predictors of LA.\u0000\u0000\u0000Originality/value\u0000To the best of the author’s knowledge, this is the first study to bring together these three concepts, and to understand the relationships between them.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42201818","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":"Disrupting deficit dialogues with literature","authors":"J. Connelly, Emily Hayden, Angela Tuttle Prince","doi":"10.1108/jme-03-2022-0041","DOIUrl":"https://doi.org/10.1108/jme-03-2022-0041","url":null,"abstract":"\u0000Purpose\u0000This paper aims to connect disability studies to multicultural education. This paper advances equity discussions and positions educators as interrupters of deficit dialogues that exclude students with social/emotional/behavioural (SEB) differences, disrupting the ableism that is present in schools.\u0000\u0000\u0000Design/methodology/approach\u0000The authors studied current children’s and young adult literature with representation of SEB differences to develop a three-dimensional model for educators. The authors synthesized interdisciplinary fields to provide educators guidance for planning, teaching and assessing student learning using such books.\u0000\u0000\u0000Findings\u0000The 3-D Model: Disrupting Deficit Dialogues with Literature (3-D model) is a framework that educators can use to evaluate SEB differences representation in books, deliver instruction that supports students’ critical thinking and assess student gains in literacy and social–emotional learning. This tool helps educators develop inclusive, interdisciplinary instruction, embedding social–emotional learning competencies in literacy lessons that disrupt deficit dialogues about SEB differences.\u0000\u0000\u0000Originality/value\u0000While other frameworks exist for evaluating books portraying characters with differences, they are not solely focussed on the assets of children with social/emotional/ behavioural differences. The 3-D model supports interdisciplinary instruction to meet mandated standards, incorporating concepts from disability studies in education into multicultural education. There is little research or guidance for educators in this field. However, challenging assumptions about disability and societal norms foregrounds possibilities for change as a foundation of multiculturalism.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48884633","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":"Special issue: R.E.F.O.R.M. Café: conversation as action at a historically Black college and university","authors":"Kristine M. Fleming, Kenya N. Washington Johnson, Maria U. Okeke","doi":"10.1108/jme-11-2021-0195","DOIUrl":"https://doi.org/10.1108/jme-11-2021-0195","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The purpose of this study is to share the experience of delivering a culturally responsive teaching program, the R.E.F.O.R.M. Café, at a historically Black college and university. The R.E.F.O.R.M. Café provided an opportunity for undergraduate students to participate in dialogue that reinforces the need for social justice in preserving Black lives. Before participating in the R.E.F.O.R.M. Café, lectures using a critical perspective to connect health to the history of the modern-day civil rights movement were conducted.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Using the World Café as a model, a qualitative methodology was used to implement the R.E.F.O.R.M. Café as part of community health education course curriculum to address health disparities plaguing Black communities. The breakout room function in Zoom was used to substitute for the tables used in traditional World Cafés because of COVID-19 restrictions, which allowed for small, focus-group-like dialogues to occur.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The R.E.F.O.R.M. Café challenged students to consider the power and opportunity for individuals on the front line to contest racial disparities. Students indicated the R.E.F.O.R.M. Café reinforced the importance of meaningful conversations, the connection to confronting health disparities and the effectiveness of program design and implementation to engage in dialogue around issues of race and equity. Students indicated the importance of hearing the perspective of peers when considering their personal identities as change agents.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This paper contributes to the literature that extends the body of knowledge related to implementing culturally responsive teaching programs at a historically Black college and university. Studies currently available related to implementing culturally responsive teaching programs among undergraduate students do not focus specifically on Black, Indigenous, and People of Color.</p><!--/ Abstract__block -->","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":"78 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138527507","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 antiracist educators through transformative teacher education","authors":"Jennifer H. Waddell, Bradley W. Poos, L. Caruthers","doi":"10.1108/jme-11-2021-0199","DOIUrl":"https://doi.org/10.1108/jme-11-2021-0199","url":null,"abstract":"\u0000Purpose\u0000This paper reports the findings of a study examining the impact of one teacher preparation program on the current practices of its graduates and documents the ways the program focused on equity and social justice in preparing educators who see themselves as agents for transforming schools. This paper aims to identify program elements that can be transformative in the preparation of antiracist teachers.\u0000\u0000\u0000Design/methodology/approach\u0000This study examined the stories of nine program alumni who shared preservice education experiences and reflections on current practices. Interview data, videotaped and transcribed verbatim, included the teachers’ reflections and perceptions of their preparation program and descriptions of current practices and areas to which they each attribute success as educators. Data were analyzed through inductive analysis.\u0000\u0000\u0000Findings\u0000Two thematic categories were identified: pedagogical experiences and foundational experiences. Pedagogical experiences were field experiences across multiple districts and schools, preparation for culturally relevant pedagogy and focus on building relationships with students and families. Foundational experiences included mindsets of examining self, conversations over time and truths about racism and inequity.\u0000\u0000\u0000Practical implications\u0000This study has clear implications for how programs prepare teachers for antiracism, social justice and educational equity. This paper should inform policy and practice in teacher education.\u0000\u0000\u0000Originality/value\u0000This study offers hope and guidance for teacher preparation programs and demonstrates that teacher education can and must be a leading contributor to an antiracist society.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43697355","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":"Teachers should be humanitarians first","authors":"Phyllis Geneva Bivins-Hudson","doi":"10.1108/jme-12-2021-0237","DOIUrl":"https://doi.org/10.1108/jme-12-2021-0237","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to share one teacher's experiences about her students in an academic system, which does not provide equality and/or equity for students of color. It promulgates the injustices and encourages others to engage in dialogue about these concerns.\u0000\u0000\u0000Design/methodology/approach\u0000This paper is a personal narrative inquiry that primarily focuses on shared observations made over a period. The anecdata discusses one teacher's classroom experiences, recounting specific developments and concerns of her students and colleagues. The experiences also include personal accounts, which are connected to those classroom examples, all of which are discussed throughout the paper. Each subtitle is a continuous part of the entire conceptual perspective.\u0000\u0000\u0000Findings\u0000Teachers should not be ordinary. They should be humanitarians who have achieved a degree in education. They should understand the critical importance of trying to reach each child because as educators, teachers teach students, not content. Therefore, anyone pursuing teaching as a profession should be a humanitarian above all else.\u0000\u0000\u0000Originality/value\u0000When topics are centered around education, the suffering of children is usually not a part of that conversation. However, in this paper, there are several examples presented that reveal details about specific incidents during this teacher’s tenure. This paper also looks at what the teacher did to support those students who had not yet found their way to the other side of childhood trauma. Further, the teacher provides a series of anecdotes from her own story to illustrate how those experiences helped her address some of the needs of her students.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44158444","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":"Acculturation preferences, conflict and cultural enrichment on secondary education in Western Catalonia","authors":"Cecilio Lapresta-Rey, Ursula Hinostroza-Castillo, Fernando Senar, M. Ianos","doi":"10.1108/jme-09-2021-0179","DOIUrl":"https://doi.org/10.1108/jme-09-2021-0179","url":null,"abstract":"\u0000Purpose\u0000Located in Western Catalonia (Spain), the article’s aim is to analyse the acculturation preferences of majority group high-school students towards their peers of Moroccan and Romanian descent. Furthermore, it aims to delve deeper into the influence on the perception of conflict with these groups mediated by cultural enrichment.\u0000\u0000\u0000Design/methodology/approach\u0000The data are the result of conducting a questionnaire among 349 autochthonous students enrolled in Compulsory Secondary Education in Catalonia. The data have been analyzed using cluster analysis, ANOVA and mediation analysis.\u0000\u0000\u0000Findings\u0000The findings show that a small number of high-school students construct integration acculturation preferences towards Moroccans and Romanians, while the majority of the preferences are of assimilation or segregation. In addition, the perceived conflict is higher for Moroccans than Romanians, and the cultural enrichment is higher for Romanians than for Moroccans. Finally, there is a low mediating effect of cultural enrichment on the relationship between acculturation preferences and degree of conflict.\u0000\u0000\u0000Originality/value\u0000The relevance and originality of this article stems from the application of acculturation theory on the construction of acculturation preferences in the educational domain. Additionally, it is a context characterized by an exceptional cultural and linguistic diversity. Furthermore, acculturation preferences, perceived degree of conflict and perceived cultural enrichment are analyzed comparatively regarding descendants of Moroccans and Romanians. This approach has scarcely been used at an international level, and practically never at the Spanish and Catalan level.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42232427","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":"What does it look like? A window into classroom-based critical service learning","authors":"Kathleen C. Riley, E. Soslau","doi":"10.1108/jme-11-2021-0202","DOIUrl":"https://doi.org/10.1108/jme-11-2021-0202","url":null,"abstract":"\u0000Purpose\u0000This study aims to illustrate Mitchell’s (2008) theory of critical service-learning within elementary and middle school classrooms, looking specifically at classroom events, in which community partners visit classrooms to discuss student-selected social issues.\u0000\u0000\u0000Design/methodology/approach\u0000Data from teacher interviews, classroom observations, teacher-recorded classroom videos and photos of student artifacts were collected and analyzed. Using deductive analysis, key observable events were identified, in which a teacher and their students navigated opportunities to take a social change orientation, redistribute power, or engage in authentic relationships. Classroom discourse analysis was used to examine these specific events to illustrate what critical service learning looks like in action.\u0000\u0000\u0000Findings\u0000Analysis revealed how core principles of critical service-learning play out in the classrooms. Two major themes that emerged were students engaging in systemic thinking and students taking on new roles as they operated in classrooms where traditional relationships among teacher, student and content were shifted from a banking model to a problem-posing model.\u0000\u0000\u0000Originality/value\u0000Much of the research on service learning has been conducted in university, high school or out-of-school settings or analyzes classroom practices based on traditional, individual civic actions. Very little empirical work explores practices in classrooms where teachers facilitate critical service-learning over the course of an entire school year. This study offers an image of the kinds of student thinking that becomes possible in elementary and middle school classrooms enacting critical service learning.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47425259","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}