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International Journal of Multicultural Education最新文献

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Rendering Latinas Invisible: The Underrepresentation of Latinas in K-12 History 让拉丁裔看不见：拉丁裔在K-12历史中的代表性不足
IF 0.8
International Journal of Multicultural Education Pub Date : 2021-04-30 DOI: 10.18251/IJME.V23I1.2103
A. M. Leslie
{"title":"Rendering Latinas Invisible: The Underrepresentation of Latinas in K-12 History","authors":"A. M. Leslie","doi":"10.18251/IJME.V23I1.2103","DOIUrl":"https://doi.org/10.18251/IJME.V23I1.2103","url":null,"abstract":"There is a lack of research on the prevalence of Latinas in K-12 history textbooks. This research offers a content analysis of the unique gendered contributions of Latinas in history to fulfill this gap in educational research. Twelve middle and high school textbooks were examined using content analysis to assess the extent of Latina inclusion in history as well as how Latinas were characterized when discussed in books. The author confirms that there is an underrepresentation of Latinas in history textbooks. Latinas only represent .0063 of the individuals mentioned in historical content with few pictures of these successful Latinas. If young Latinas do not see Latina role models who are doctors, scientists, inventors, or entrepreneurs, they may be less apt to pursue those occupations. The author contends that it is imperative for all students, including Latinas, to see culturally relevant role models represented in textbooks to create a more inclusive and engaging classroom experience","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":"23 1","pages":"87-109"},"PeriodicalIF":0.8,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42771357","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
The Elephant in the Classroom: Using YouTube Comments to Address the Essential but Unacknowledged Topic of Race 课堂上的大象：利用YouTube评论解决种族这一重要但未被承认的话题
IF 0.8
International Journal of Multicultural Education Pub Date : 2021-04-30 DOI: 10.18251/IJME.V23I1.2459
Jacqueline Riley, L. Slay, Carol Revelle
{"title":"The Elephant in the Classroom: Using YouTube Comments to Address the Essential but Unacknowledged Topic of Race","authors":"Jacqueline Riley, L. Slay, Carol Revelle","doi":"10.18251/IJME.V23I1.2459","DOIUrl":"https://doi.org/10.18251/IJME.V23I1.2459","url":null,"abstract":"Drawing on critical race media theory, this praxis article describes how instructors can effectively introduce critical race literacy theory in a teacher education class using online videos. Ultimately, this study helps us to better understand how viewing YouTube videos and responding critically to YouTube user comments can help preservice teachers acknowledge and challenge their pre-existing beliefs related to teachers and students of color in a teacher education writing course. Data analysis reveals that preservice teachers’ idealism for compassionate teaching is embedded in a superficial understanding of sociocultural differences and lacks an understanding of how race affects student learning.  ","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42343337","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 Hidden Curriculum of Monolingualism: Understanding Metonymy to Interrogate Problematic Representations of Raciolinguistic Identities in Schoolscapes 单语制的隐性课程:理解转喻以质问学校环境中种族语言认同的问题表征
IF 0.8
International Journal of Multicultural Education Pub Date : 2021-04-30 DOI: 10.18251/IJME.V23I1.2435
S. Przymus, Gabriel Huddleston
{"title":"The Hidden Curriculum of Monolingualism: Understanding Metonymy to Interrogate Problematic Representations of Raciolinguistic Identities in Schoolscapes","authors":"S. Przymus, Gabriel Huddleston","doi":"10.18251/IJME.V23I1.2435","DOIUrl":"https://doi.org/10.18251/IJME.V23I1.2435","url":null,"abstract":"Choices regarding how signs are displayed in schools send messages regarding the status of languages and speakers of those languages.  The monolingual paradigm can be implicitly reified by the position, shape, color, etc. of languages in relation to English on school signage (Author & Co-author, 2018).  This can have a negative impact for culturally and linguistically diverse youth.  In combining critical race media literacy with linguistic landscape research, we uncover a hidden media of raciolinguistic ideologies (Alim, 2016), and confront the hegemony found on some of the most overlooked and under questioned representations of media - signs in schools.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47326186","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
Supporting Black, Indigenous, and Students of Color in Learning Environments Transformed by COVID-19 在新冠肺炎改变的学习环境中支持黑人、土著和有色人种学生
IF 0.8
International Journal of Multicultural Education Pub Date : 2021-04-30 DOI: 10.18251/IJME.V23I1.2559
M. Mize, C. Glover
{"title":"Supporting Black, Indigenous, and Students of Color in Learning Environments Transformed by COVID-19","authors":"M. Mize, C. Glover","doi":"10.18251/IJME.V23I1.2559","DOIUrl":"https://doi.org/10.18251/IJME.V23I1.2559","url":null,"abstract":"This article sheds light on the challenges that Black, Indigenous, and students of color in the U.S. face in dealing with uncertainties and prejudice caused by the worldwide pandemic. It provides recommendations on culturally relevant, responsive, and sustaining teaching strategies based on the cultural competence model (Pedersen, 1994; Sue, 2001; Sue et al., 1992;) and curriculum reframing. Teachers of Black, Indigenous, and students of color around the world will find this article particularly useful because there are limited research-based recommendations applicable to schools in the U.S. and around the world.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":"23 1","pages":"162-173"},"PeriodicalIF":0.8,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42471111","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: 6
Pre-Service Teachers Confronting and Examining Media Bias  职前教师面对与审视媒体偏见
IF 0.8
International Journal of Multicultural Education Pub Date : 2021-04-30 DOI: 10.18251/IJME.V23I1.2231
Natasha C. Murray-Everett, Dorian L. Harrison
{"title":"Pre-Service Teachers Confronting and Examining Media Bias ","authors":"Natasha C. Murray-Everett, Dorian L. Harrison","doi":"10.18251/IJME.V23I1.2231","DOIUrl":"https://doi.org/10.18251/IJME.V23I1.2231","url":null,"abstract":"This paper examines how teacher candidates come to understand the role that media plays in perpetuating and reinforcing stereotypical views of marginalized groups through engagement in weekly news groups. This study sought to look at how critical media skills influenced how students interacted with media content. Findings suggest that by critically engaging in controversial current event topics that participants began to recognize the value and importance in finding multiple and reliable sources. They also began to question and interrogate the problematic ways that race and racism is portrayed in and through the media.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":"23 1","pages":"1"},"PeriodicalIF":0.8,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43232067","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
“I Think I’m the Bridge”: Exploring Mentored Undergraduate Research Experiences in Critical Multicultural Education “我认为我是桥梁”:探索批判性多元文化教育中受指导的本科生研究经验
IF 0.8
International Journal of Multicultural Education Pub Date : 2021-04-30 DOI: 10.18251/IJME.V23I1.2263
E. Bybee, E. Whiting, R. Cutri
{"title":"“I Think I’m the Bridge”: Exploring Mentored Undergraduate Research Experiences in Critical Multicultural Education","authors":"E. Bybee, E. Whiting, R. Cutri","doi":"10.18251/IJME.V23I1.2263","DOIUrl":"https://doi.org/10.18251/IJME.V23I1.2263","url":null,"abstract":"Although mentored undergraduate research has been shown to deepen student engagement across various disciplines, this type of extended learning opportunity is not a prominent feature of research and practice in teacher education.  Our article addresses this gap by analyzing the experiences and growth of a group of five preservice teachers engaged in a mentored undergraduate research experience in several sections of an introductory critical multicultural education course. Specifically, we examined how pre-service teachers’ personal, academic, and professional engagement with critical multicultural education is impacted when they are positioned as researchers and receive additional training outside the traditional class format.  Our findings indicate that their involvement as student co-researchers fostered a new awareness, sensitivity, and emotional investment in issues of social justice beyond what they gained in their introductory multicultural education course.  Pre-service teachers described navigating personal relationships with new awareness and sensitivity and adjusting future plans in accordance with their deeper understanding and commitment to educational equity.  We argue that mentored research opportunities are an innovative way to address professor/student power differentials in teacher education research and offer a unique model of critical multicultural teacher education that promotes deep engagement with issues beyond the classroom setting.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":"23 1","pages":"22-46"},"PeriodicalIF":0.8,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42957508","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
From Google Searches to Russian Disinformation: Adolescent Critical Race Digital Literacy Needs and Skills 从谷歌搜索到俄罗斯虚假信息：青少年批判性种族数字素养需求和技能
IF 0.8
International Journal of Multicultural Education Pub Date : 2021-04-30 DOI: 10.18251/IJME.V23I1.2463
B. Tynes, Ashley M. Stewart, M. Hamilton, Henry A. Willis
{"title":"From Google Searches to Russian Disinformation: Adolescent Critical Race Digital Literacy Needs and Skills","authors":"B. Tynes, Ashley M. Stewart, M. Hamilton, Henry A. Willis","doi":"10.18251/IJME.V23I1.2463","DOIUrl":"https://doi.org/10.18251/IJME.V23I1.2463","url":null,"abstract":"This study uses a Critical Race Digital Literacy framework to examine Black and Latinx adolescents’ ability to critically evaluate race-related materials online. Participants completed four tasks that required them to engage with a range of race-related material, from search results to social media content. Findings indicate that the majority of participants demonstrated an “emerging” or “mastery” level understanding of search results and determining the trustworthiness of websites. Participants found evaluating the credibility of Twitter content as well as evaluating a Russian disinformation campaign’s Facebook profile targeting African Americans considerably more challenging. In addition, though 34% recognized a video screenshot arguing that building a wall at the southern border is humane as racist, participants had difficulty combining this knowledge with an understanding of online propaganda. Few participants reached mastery on this task, and others that required them to evaluate social media content and recognize disinformation. As more online content and media are explicitly related to race or references specific racial groups, these findings highlight the need for more interventions to enhance competencies around critically evaluating race-related materials online.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45093561","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: 9
A Global Pandemic in a Multicultural Society: Comparison between Jewish and Arab Teachers' Metaphors of Teaching 多元文化社会中的全球性流行病:犹太教师与阿拉伯教师教学隐喻的比较
IF 0.8
International Journal of Multicultural Education Pub Date : 2021-01-01 DOI: 10.18251/IJME.V23I3.2993
Tali Hayosh, Ilana Paul Binyamin, Beit Berl
{"title":"A Global Pandemic in a Multicultural Society: Comparison between Jewish and Arab Teachers' Metaphors of Teaching","authors":"Tali Hayosh, Ilana Paul Binyamin, Beit Berl","doi":"10.18251/IJME.V23I3.2993","DOIUrl":"https://doi.org/10.18251/IJME.V23I3.2993","url":null,"abstract":"The COVID-19 pandemic has changed the education system around the world. This article examines the perceptions of teachers who are members of the Jewish majority and the Arab minority in Israel, particularly on their e-learning role during the pandemic. Based on analysis of metaphors chosen by 20 Jewish and 14 Arab teachers, results of the study indicate two themes: (1) a collectivist perception prevalent among the Arab teachers and (2) an individualistic perception prevalent among the Jewish teachers. Recommendations to the education system are based on the cultural differences and inequalities between these groups. © 2021. All Rights Reserved.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":"23 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67705800","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
Asian American Students’ Perceptions of Social Studies 亚裔美国学生的社会研究观
IF 0.8
International Journal of Multicultural Education Pub Date : 2020-12-31 DOI: 10.18251/ijme.v22i3.2515
Jing Gao
{"title":"Asian American Students’ Perceptions of Social Studies","authors":"Jing Gao","doi":"10.18251/ijme.v22i3.2515","DOIUrl":"https://doi.org/10.18251/ijme.v22i3.2515","url":null,"abstract":"This qualitative study explores Asian American high school students’ perceptions of social studies. The study finds that students affirm the value and significance of learning social studies. Their different interpretations of social studies further reveal that their social studies learning experiences have been influenced by their teachers’ beliefs and practices on social studies curriculum and instruction, and the interplay with students’ complex and multi-faceted identities. The findings of this study suggest a comprehensive and diversified curriculum and culturally relevant teaching in social studies.   ","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46272183","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
Introducing Critical Race Media Literacy in an Undergraduate Education Course about Technology and Multimodal Arts 在技术与多模态艺术本科课程中引入批判种族媒介素养
IF 0.8
International Journal of Multicultural Education Pub Date : 2020-12-31 DOI: 10.18251/ijme.v22i3.2461
Darnel Degand
{"title":"Introducing Critical Race Media Literacy in an Undergraduate Education Course about Technology and Multimodal Arts","authors":"Darnel Degand","doi":"10.18251/ijme.v22i3.2461","DOIUrl":"https://doi.org/10.18251/ijme.v22i3.2461","url":null,"abstract":"Critical race media literacy refers to the ability to 1) recognize negative stereotypical portrayals of historically oppressed groups in media, 2) question media producers’ intentions, and 3) produce media content that does not perpetuate stereotypes. Critical race media literacy can be taught in many college classes, but an undergraduate education course that utilizes a multimodal approach to teach students about the various ways learning occurs in the digital age is an excellent opportunity to develop this skill in undergraduates. This article provides specific examples of teaching techniques used in an undergraduate course about technological media and arts-based inquiry.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44016098","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
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