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International Journal of Multicultural Education最新文献

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Fostering Culturally Relevant Teaching Through Family Visits 通过家访促进文化相关教学
IF 0.8
International Journal of Multicultural Education Pub Date : 2022-12-29 DOI: 10.18251/ijme.v24i3.3189
Laura Szech
{"title":"Fostering Culturally Relevant Teaching Through Family Visits","authors":"Laura Szech","doi":"10.18251/ijme.v24i3.3189","DOIUrl":"https://doi.org/10.18251/ijme.v24i3.3189","url":null,"abstract":"This study examines if teachers can learn to be more culturally relevant in their classrooms by reading culturally relevant literature and then engaging in the practice of family visits. The study employed a basic qualitative design with data sources such as transcripts of discussions and visits, interviews, and participant journals. Results show that family visits led to new and more culturally relevant classroom practices.  Based on this study, teachers who engage with culturally relevant training, including the practice of family visits, may become more culturally relevant in their classrooms.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67706304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Complex Mix of Confidence, Uncertainty, and Struggle: Korean Secondary Social Studies Teachers’ Perspectives and Practice on Multiculturalism 自信、不确定性和斗争的复杂组合：韩国中学社会学教师对多元文化主义的看法和实践
IF 0.8
International Journal of Multicultural Education Pub Date : 2022-12-29 DOI: 10.18251/ijme.v24i3.3047
Eunjung Kim
{"title":"A Complex Mix of Confidence, Uncertainty, and Struggle: Korean Secondary Social Studies Teachers’ Perspectives and Practice on Multiculturalism","authors":"Eunjung Kim","doi":"10.18251/ijme.v24i3.3047","DOIUrl":"https://doi.org/10.18251/ijme.v24i3.3047","url":null,"abstract":"This study examines perspectives and practices regarding multiculturalism among 20 secondary social studies teachers in South Korea. Utilizing semi-structured interviews and critical discourse analysis, the study seeks to capture how teachers’ understandings of multiculturalism (Damunhwa in Korean) and its practice are influenced by curriculum changes, interactions with Damunhwa students, school duties, and personal experiences. The study finds that teachers know curriculum changes clearly, have little understanding of Damunhwa students, and experience discrepancies between high intellectual recognition of multiculturalism and their own ingrained biases.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41894823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
“We Wanna Feel Like We Are America”: Examining the Inclusive and Exclusionary High School Experiences of New Americans in a Small City “我们想要感觉像我们是美国人”:考察一个小城市新美人的包容和排斥的高中经历
IF 0.8
International Journal of Multicultural Education Pub Date : 2022-12-29 DOI: 10.18251/ijme.v24i3.3201
E. A. Gilblom, Sarah L. Crary, Hilla I. Sang
{"title":"“We Wanna Feel Like We Are America”: Examining the Inclusive and Exclusionary High School Experiences of New Americans in a Small City","authors":"E. A. Gilblom, Sarah L. Crary, Hilla I. Sang","doi":"10.18251/ijme.v24i3.3201","DOIUrl":"https://doi.org/10.18251/ijme.v24i3.3201","url":null,"abstract":"This transcendental phenomenology centers on the perceptions and experiences of New Americans from Africa and Asia who attended high schools in a smaller urban area located in North Dakota. Using Anderson et al.’s (2014) ecology of inclusive education (EIE), we identify environmental factors that promoted or undermined inclusive education experiences for the New Americans in our study. Themes include: collaborative and welcoming EL teachers, differences between mainstream and EL classes and teachers, problematic experiences with school administrators, valued connections with American peers, and balancing family responsibilities with school. Implications for policy and practice that support the inclusion of New Americans in all schools are provided, including ways to disrupt bias in schools and approaches to providing supports for New Americans and their families.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48393692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Preparing Linguistically and Culturally Conscious Pre-service Teachers with a Community-based Service-learning Project 以社区为基础的服务学习计划培养具有语言和文化意识的职前教师
IF 0.8
International Journal of Multicultural Education Pub Date : 2022-08-22 DOI: 10.18251/ijme.v24i2.2733
Tuba Arabaci Atlamaz
{"title":"Preparing Linguistically and Culturally Conscious Pre-service Teachers with a Community-based Service-learning Project","authors":"Tuba Arabaci Atlamaz","doi":"10.18251/ijme.v24i2.2733","DOIUrl":"https://doi.org/10.18251/ijme.v24i2.2733","url":null,"abstract":"\u0000\u0000\u0000\u0000Teacher preparation for culturally and linguistically diverse communities is crucial as classrooms become increasingly diverse. This study reports on the interaction between 20 pre-service teachers (PSTs) and adult emergent bilinguals during a community-based service-learning (CBSL) project. The project was part of a course offered at a state university in the northeastern USA. The qualitative data demonstrated that the PSTs gained sociolinguistic consciousness, learned about language learners’ prior experiences and linguistic proficiencies, and identified the linguistic demands of the interaction. The study also revealed that CBSL projects can possibly be an effective means of teacher preparation for emergent bilinguals worldwide.\u0000\u0000\u0000\u0000\u0000 ","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49168428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
“I’m Brazilian, Not Brazilian American”: The Experiences of Second-Generation Brazilian Adolescents Preserving Their Heritage Language and Resisting Assimilation “我是巴西人，不是巴西裔美国人”：巴西第二代青少年保护传统语言和抵制同化的经历
IF 0.8
International Journal of Multicultural Education Pub Date : 2022-08-22 DOI: 10.18251/ijme.v24i2.3173
C. Halpern, Zachary Austin Ward, H. Aydin
{"title":"“I’m Brazilian, Not Brazilian American”: The Experiences of Second-Generation Brazilian Adolescents Preserving Their Heritage Language and Resisting Assimilation","authors":"C. Halpern, Zachary Austin Ward, H. Aydin","doi":"10.18251/ijme.v24i2.3173","DOIUrl":"https://doi.org/10.18251/ijme.v24i2.3173","url":null,"abstract":"Culture and heritage language (HL) preservation are crucial to developing children of immigrants’ ethnic and social identity, creating a sense of belonging, and fostering family and ethnic community support. However, numerous challenges permeate the experiences of underrepresented ethnolinguistic groups like Brazilian immigrants who are largely invisible in the United States. Therefore, this study investigated the lived experiences of second-generation Brazilian adolescents with culture and HL preservation. In-depth interviews and a focus group were conducted with 13 participants. The findings highlighted the participants’ embrace of their Brazilian ethnic identity and rejection of their American citizenship, and emphasized HL in affirming their identities and confronting discrimination.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45991211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
The Creation of National Cultures through Education, the Inequities They Produce, and the Challenges for Multicultural Education 通过教育创造民族文化、产生的不公平现象以及多元文化教育面临的挑战
IF 0.8
International Journal of Multicultural Education Pub Date : 2022-08-22 DOI: 10.18251/ijme.v24i2.3027
P. Smagorinsky
{"title":"The Creation of National Cultures through Education, the Inequities They Produce, and the Challenges for Multicultural Education","authors":"P. Smagorinsky","doi":"10.18251/ijme.v24i2.3027","DOIUrl":"https://doi.org/10.18251/ijme.v24i2.3027","url":null,"abstract":"\u0000This essay compares and contrasts the educational movements of three nations—the United States, Mexico, and the Soviet Union—established according to Eurocentric cultural values. In each country, mass education was undertaken to help produce an assimilative national culture during formative periods characterized by instability. In two of these nations, the U.S. and Mexico, this foundation eventually required an accommodation to address multiculturalism. This latter-day perspective is designed to recognize, respect, and appreciate a variety of cultures. This essay examines the ways in which these two oppositional goals—monoculturalism and multiculturalism—have intersected in schools.\u0000\u0000 \u0000 ","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49204535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Using Transformational Leadership to Create Brave Space in Teaching Multicultural Education 运用变革型领导在多元文化教育教学中创造勇敢空间
IF 0.8
International Journal of Multicultural Education Pub Date : 2022-08-22 DOI: 10.18251/ijme.v24i2.2847
S. Brazill, W. Ruff
{"title":"Using Transformational Leadership to Create Brave Space in Teaching Multicultural Education","authors":"S. Brazill, W. Ruff","doi":"10.18251/ijme.v24i2.2847","DOIUrl":"https://doi.org/10.18251/ijme.v24i2.2847","url":null,"abstract":"The study explores how multicultural education instructors use transformational leadership to establish “brave space” as a foundation for critical conversations about identity. Establishing brave space within education courses is essential to facilitating pre-service teachers’ understanding of social justice; yet, little research exists regarding the use of transformational classroom leadership to achieve this. This qualitative study is comprised of semi-structured interviews with three instructors through a lens of transformational classroom leadership. Our findings suggest that transformational leadership practices such as modelling the way, challenging the process, encouraging the heart, etc. facilitate students’ understanding of identity, relational trust, and their tacit values.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47863085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
An Education Scholar and a Tightrope Walker: Reflexivity and Self-Discovery through the Research on How African American Women Navigate the Contested Spaces of Predominately White Colleges and Universities 《一个教育学者和一个走钢丝的人:非裔美国女性如何在白人占主导地位的学院和大学的竞争空间中导航的研究中的反思和自我发现》
IF 0.8
International Journal of Multicultural Education Pub Date : 2022-08-22 DOI: 10.18251/ijme.v24i2.3005
Chris Haynes
{"title":"An Education Scholar and a Tightrope Walker: Reflexivity and Self-Discovery through the Research on How African American Women Navigate the Contested Spaces of Predominately White Colleges and Universities","authors":"Chris Haynes","doi":"10.18251/ijme.v24i2.3005","DOIUrl":"https://doi.org/10.18251/ijme.v24i2.3005","url":null,"abstract":"Chronicling my research on academically successful Black women attending predominately white institutions (PWIs), I reflect upon the anxiety, anger, and disillusionment that I personally experienced in graduate school. I discovered while completing the dissertation that other Black women at PWIs navigate similar challenges. Using narrative inquiry, I explore how this research program developed and how the high-achieving women interviewed shaped my ideas about gender, race, and belongingness and the complexity of coping with racism. I wish for other women of color to realize they are not alone in their frustrations; I hope my research helps these women understand that their presence is both needed and valued in the academy.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46377365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Challenges for Teachers Working in Mainstream Schools with Culturally and Linguistically Diverse Students in Chile: Two Case Studies 智利主流学校教师面对文化和语言多样性学生的挑战:两个案例研究
IF 0.8
International Journal of Multicultural Education Pub Date : 2022-08-22 DOI: 10.18251/ijme.v24i2.2827
Carla Ignacia Tapia Parada, Ekaterina Tour
{"title":"Challenges for Teachers Working in Mainstream Schools with Culturally and Linguistically Diverse Students in Chile: Two Case Studies","authors":"Carla Ignacia Tapia Parada, Ekaterina Tour","doi":"10.18251/ijme.v24i2.2827","DOIUrl":"https://doi.org/10.18251/ijme.v24i2.2827","url":null,"abstract":"Recently, Chile has experienced a significant increase in linguistically and culturally diverse immigrants from Haiti. However, little is known about how Chilean teachers cope with this issue. Using Haworth’s (2009) model of contextual layers of teachers’ work as a conceptual lens, this article reports the findings from two case studies. Findings show that participants often struggled to teach their culturally and linguistically diverse students. These difficulties were attributed to teachers’ low levels of professional preparedness to work with these students and limited in-school support. The article offers several implications for different stakeholders.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42604503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Assessing Preservice Teachers’ Perceptions and Practices to Differentiate Instruction for Culturally and Linguistically Diverse Students in Secondary Classrooms 评估职前教师对中学课堂中不同文化和语言的学生进行区分教学的认知和实践
IF 0.8
International Journal of Multicultural Education Pub Date : 2022-08-22 DOI: 10.18251/ijme.v24i2.2473
Amani Zaier, F. Maina
{"title":"Assessing Preservice Teachers’ Perceptions and Practices to Differentiate Instruction for Culturally and Linguistically Diverse Students in Secondary Classrooms","authors":"Amani Zaier, F. Maina","doi":"10.18251/ijme.v24i2.2473","DOIUrl":"https://doi.org/10.18251/ijme.v24i2.2473","url":null,"abstract":"This study examined self-reports and instructional videos provided by 25 preservice teachers to demonstrate differentiated instruction in meeting the needs of culturally and linguistically diverse students (CLDS) in the United States. Self-reported journals were thematically analyzed and compared with corresponding instructional videos. The results revealed a mismatch between perceptions and practices of differentiation. Clearly, additional efforts must be taken to prepare preservice teachers to differentiate their instruction for CLDS in the areas of content, process, product, and environment. Teacher preparation programs must invest time and resources to adequately prepare preservice teachers for the challenge of differentiating instruction for CLDS.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46192930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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