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International Journal of Multicultural Education最新文献

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The Wrong Tools for the Job: Teachers' Voices on Cultural Capital Mismatch 错误的工作工具:教师对文化资本不匹配的声音
IF 0.8
International Journal of Multicultural Education Pub Date : 2022-08-22 DOI: 10.18251/ijme.v24i2.2533
Crystal Recknagel, J. Hong, D. C. Francis, Qian Wang, Alexandra E. Parsons, L. Lewis
{"title":"The Wrong Tools for the Job: Teachers' Voices on Cultural Capital Mismatch","authors":"Crystal Recknagel, J. Hong, D. C. Francis, Qian Wang, Alexandra E. Parsons, L. Lewis","doi":"10.18251/ijme.v24i2.2533","DOIUrl":"https://doi.org/10.18251/ijme.v24i2.2533","url":null,"abstract":"This case study investigates how teachers in a school with a large population of low-income students of color in the U.S. perceived students’ cultural capital and associated teachers’ roles. Twenty-seven teachers were interviewed and discussed four domains of cultural capital mismatch between students and teachers: behavioral, experiential, academic, and family norm. Teachers often characterized these misalignments as students’ deficits and undertook parenting or friendship roles. This study highlights the need to support and train pre-service and in-service teachers’ critical consciousness, so that teachers leverage students’ cultural tools to enhance instruction and to counteract deficit views of students of color.","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":"44450801","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
Theory-to-Practice: Researching Indigenous Education in the United States 理论到实践:美国原住民教育研究
IF 0.8
International Journal of Multicultural Education Pub Date : 2022-04-25 DOI: 10.18251/ijme.v24i1.1937
Stephanie Masta
{"title":"Theory-to-Practice: Researching Indigenous Education in the United States","authors":"Stephanie Masta","doi":"10.18251/ijme.v24i1.1937","DOIUrl":"https://doi.org/10.18251/ijme.v24i1.1937","url":null,"abstract":"This article advances theories and scholarship focused on Indigenous educational research in the U.S. by engaging with the scholarship of Bryan Brayboy and Sandy Grande. This article provides an overview of the history of Indigenous education research and suggests that engaging with Indigenous-centered theories is essential for scholars undertaking this research endeavor. This article also acknowledges how past research practices inform current research and offers researchers a brief demonstration of how to apply these theories to their own educational research practices.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47540534","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
Fostering Pre-Service Teachers’ Antiracist Expectations through Online Education: Implications for Teacher Education in the Context of Global Pandemics 通过在线教育培养职前教师的反种族主义期望:对全球大流行病背景下教师教育的影响
IF 0.8
International Journal of Multicultural Education Pub Date : 2021-12-30 DOI: 10.18251/ijme.v23i3.2527
Leticia Rojas, Daniel D. Liou
{"title":"Fostering Pre-Service Teachers’ Antiracist Expectations through Online Education: Implications for Teacher Education in the Context of Global Pandemics","authors":"Leticia Rojas, Daniel D. Liou","doi":"10.18251/ijme.v23i3.2527","DOIUrl":"https://doi.org/10.18251/ijme.v23i3.2527","url":null,"abstract":" The increase in online education programs, accompanied by the current COVID-10 pandemic, has led universities to reconsider alternative ways to prepare teachers for social justice. One under-researched area in this conversation is the need for teacher candidates to examine their racialized expectations that often negate students of color in TK-12 classrooms. This self-study describes one faculty member’s digital critical race praxis (DigitalCrit praxis) as a mediator of her expectations to prepare pre-service teachers for social justice. Research findings have implications for critical multicultural education, digitally based instruction, and teacher preparation.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44760661","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
Special Issue Editorial: 特刊社论：
IF 0.8
International Journal of Multicultural Education Pub Date : 2021-12-30 DOI: 10.18251/ijme.v23i3.3187
Aileen Park, P. Ramirez, P. Sparks
{"title":"Special Issue Editorial:","authors":"Aileen Park, P. Ramirez, P. Sparks","doi":"10.18251/ijme.v23i3.3187","DOIUrl":"https://doi.org/10.18251/ijme.v23i3.3187","url":null,"abstract":"The global pandemic has brought about fundamental changes in education. The abrupt closing of schools has disrupted the teaching and learning processes and presented challenges for schools worldwide. This Special Issue explores “digital inclusion” through the use of technology-facilitated learning platforms and modalities within the multicultural environment of schooling. It especially gives attention to cases that highlight the responses of parents, teachers, administrators, and students in countries that have the digital infrastructure and technological advancement and in those that do not in order to question the “digital divide” and the challenges and implications that this disparity brings to education.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43897287","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
Beyond Apple Pies, Popsicles and Patriotism: Leveraging Digital Literacy to Unpack Matters of Race, Power, and Privilege 超越苹果派、冰棒和爱国主义:利用数字素养来解开种族、权力和特权问题
IF 0.8
International Journal of Multicultural Education Pub Date : 2021-12-30 DOI: 10.18251/ijme.v23i3.3001
Crystal Shelby-Caffey
{"title":"Beyond Apple Pies, Popsicles and Patriotism: Leveraging Digital Literacy to Unpack Matters of Race, Power, and Privilege","authors":"Crystal Shelby-Caffey","doi":"10.18251/ijme.v23i3.3001","DOIUrl":"https://doi.org/10.18251/ijme.v23i3.3001","url":null,"abstract":"It is important for all educators, but especially those working in P-12 systems, to not only be prepared to navigate the digital terrain but to do so while taking a critical stance and encouraging students to critically examine and confront injustice. To that end, this article spotlights the work being done in a literacy methods course for preservice teachers. Consideration is given to efforts to engage preservice teachers in the integration of information communication technologies (ICTs) in ways that develop critical consciousness while promoting social justice and equity.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43676487","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
Supporting Online Learning in an Unfamiliar Language: Immigrant Parents and Remote Schooling during COVID-19 支持不熟悉语言的在线学习:COVID-19期间移民父母和远程教育
IF 0.8
International Journal of Multicultural Education Pub Date : 2021-12-30 DOI: 10.18251/ijme.v23i3.2929
E. Chen
{"title":"Supporting Online Learning in an Unfamiliar Language: Immigrant Parents and Remote Schooling during COVID-19","authors":"E. Chen","doi":"10.18251/ijme.v23i3.2929","DOIUrl":"https://doi.org/10.18251/ijme.v23i3.2929","url":null,"abstract":"The sudden burst of COVID-19 and the shift to remote schooling have posed a special challenge for families whose first language is not English. Engaging in a narrative inquiry, I tell stories of parents from three Chinese immigrant families and how they coped with young children’s remote schooling during COVID. I present the challenges immigrant parents face and the strategies they adopt to support their children. This inquiry offers useful insights into remote schooling during the pandemic by adding perspectives from immigrant parents, who can provide opportunities for educators to learn how to better support minoritized students.\u0000 ","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43591272","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
Access and Inclusion of Students with Disabilities in Virtual Learning Environments: Implications for Post-Pandemic Teaching 残疾学生在虚拟学习环境中的访问和融入：对疫情后教学的启示
IF 0.8
International Journal of Multicultural Education Pub Date : 2021-12-30 DOI: 10.18251/ijme.v23i3.3011
S. Porter, Kai J. Greene, M. Esposito
{"title":"Access and Inclusion of Students with Disabilities in Virtual Learning Environments: Implications for Post-Pandemic Teaching","authors":"S. Porter, Kai J. Greene, M. Esposito","doi":"10.18251/ijme.v23i3.3011","DOIUrl":"https://doi.org/10.18251/ijme.v23i3.3011","url":null,"abstract":"This article reviews the extant literature showing impacts of the COVID-19 pandemic on access to inclusive education for students with disabilities. It also explores the disproportionate impacts of distance learning and school closures during the COVID-19 pandemic on the legal rights, social-emotional supports, and quality of instruction for special education students and their families. Early data show that educational impacts of COVID-19 have exacerbated long-standing issues of inequity; these impacts may have long-term repercussions for this underserved group of students. The authors introduce frameworks that may inform future instructional practices to successfully teach students with disabilities in virtual learning environments.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49656786","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: 4
Educating Children and Navigating Digital Literacy in COVID-19: Latina Mothers and Mother-Child Pedagogies 在2019冠状病毒病中教育儿童和引导数字扫盲:拉丁裔母亲和母子教学法
IF 0.8
International Journal of Multicultural Education Pub Date : 2021-12-30 DOI: 10.18251/ijme.v23i3.2999
Jie Y. Park, Laurie Ross, Deisy Ledezma Rodriguez
{"title":"Educating Children and Navigating Digital Literacy in COVID-19: Latina Mothers and Mother-Child Pedagogies","authors":"Jie Y. Park, Laurie Ross, Deisy Ledezma Rodriguez","doi":"10.18251/ijme.v23i3.2999","DOIUrl":"https://doi.org/10.18251/ijme.v23i3.2999","url":null,"abstract":"This article reports on a qualitative study of 22 Latina mothers and their experiences supporting their children’s remote education during COVID-19. Drawing on digital literacies and mujerista theory, the authors analyzed focus group data to find the following: Latina mothers’ struggles involved not just understanding online learning platforms but an educational system that was not responsive to the economic constraints and stressors faced by families; Latina mothers  perceived the school district’s response to COVID-19 as performative and inadequate; Latina mothers developed mother-child pedagogies or pedagogies in which the mother and child are involved in teaching to and learning from each other. The findings lend support to the idea that the digital literacy divide does not exist outside of social and economic structures, and to the resourcefulness of everyday Latina mothers.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44930926","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
COVID-19, Distance Learning and the Digital Divide: A Case of Higher Education in the United States and Pakistan 新冠肺炎、远程教育与数字鸿沟——以美国和巴基斯坦高等教育为例
IF 0.8
International Journal of Multicultural Education Pub Date : 2021-12-30 DOI: 10.18251/ijme.v23i3.2921
Sunaina Asher
{"title":"COVID-19, Distance Learning and the Digital Divide: A Case of Higher Education in the United States and Pakistan","authors":"Sunaina Asher","doi":"10.18251/ijme.v23i3.2921","DOIUrl":"https://doi.org/10.18251/ijme.v23i3.2921","url":null,"abstract":"This multiple case study describes the experiences of students, faculty and administrators with distance learning during this pandemic in the context of a Midwestern University in United States and an elitist University in Lahore, Pakistan. The participants were invited to talk about their experiences through a Zoom interview. Data were analyzed thematically and the findings revealed that the issue of the digital divide was as much as problem in higher education as in K-12. Digital divide in Pakistan is far greater due to lack of investment in educational technology. The paper ends with acknowledging the potential limitations and making recommendations for leadership and teaching practice.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41574546","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: 3
A Qualitative Study on Identity Construction among Teachers Working with Students with Disabilities 辅导残疾学生教师身份建构的质性研究
IF 0.8
International Journal of Multicultural Education Pub Date : 2021-08-30 DOI: 10.18251/ijme.v23i2.2611
F. Rostami, Mohammad Hossein Yousefi, Davoud Amini
{"title":"A Qualitative Study on Identity Construction among Teachers Working with Students with Disabilities","authors":"F. Rostami, Mohammad Hossein Yousefi, Davoud Amini","doi":"10.18251/ijme.v23i2.2611","DOIUrl":"https://doi.org/10.18251/ijme.v23i2.2611","url":null,"abstract":"The purpose of this study was to explore multiple facets of the professional identities of Iranian in-service teachers in exceptional schools. The study adopted a qualitative design. The data were collected through in-depth interviews with 14 in-service teachers. The participants were selected through purposeful sampling. Each interview lasted up to 40 minutes. The whole procedure of the data collection was audio-recorded, and verbatim transcriptions were made. Thematic analysis was utilized to analyze the qualitative data. Three themes emerged: relationships, lower identity, and professional identity. The study has some implications for policymakers, curriculum designers, educational psychology, and teacher educators.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42827235","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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