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International Journal of Multicultural Education最新文献

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Memes and Social Messages: Teaching a Critical Literacies Curriculum on DAPL 模因与社会讯息:DAPL的批判性素养课程教学
IF 0.8
International Journal of Multicultural Education Pub Date : 2020-12-31 DOI: 10.18251/ijme.v22i3.2235
Becky Beucher
{"title":"Memes and Social Messages: Teaching a Critical Literacies Curriculum on DAPL","authors":"Becky Beucher","doi":"10.18251/ijme.v22i3.2235","DOIUrl":"https://doi.org/10.18251/ijme.v22i3.2235","url":null,"abstract":"This article documents the design and implementation of a culturally responsive critical media literacies curriculum centered around media representations of the Dakota Access Pipeline (DAPL). Students (grades 6-8) were invited to discuss media imagery relating to DAPL and to create memes reflecting their understandings. To situate this work, we articulate a framework that blends critical media literacies and culturally responsive and sustaining pedagogy. We analyze students’ spoken and multimodal responses to a curriculum that purposefully foregrounded Native perspectives and digital media. Ultimately, we argue that students must be invited to leverage their epistemic privilege in responding to contemporary social issues.","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":"45811194","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
Impact of Service-Learning on Hispanic College Students: Building Multi-cultural Competence 服务学习对西班牙裔大学生多元文化能力建设的影响
IF 0.8
International Journal of Multicultural Education Pub Date : 2020-12-31 DOI: 10.18251/ijme.v22i3.2413
J. Warshaw, Peter K. Crume, Hilda Pinzon-Perez
{"title":"Impact of Service-Learning on Hispanic College Students: Building Multi-cultural Competence","authors":"J. Warshaw, Peter K. Crume, Hilda Pinzon-Perez","doi":"10.18251/ijme.v22i3.2413","DOIUrl":"https://doi.org/10.18251/ijme.v22i3.2413","url":null,"abstract":"This article explores the experiences of Spanish-speaking heritage language university students in a sign language interpreting program who were enrolled in service-learning classes. In the service-learning classes, the students partnered with a community service-agency for the deaf that provided intervention services to Spanish-speaking families with deaf children. The findings indicate that the students developed a deeper awareness of their own multicultural and multilingual identity. Moreover, the students gained authentic experiences in brokering linguistic and cultural differences between the American deaf and Hispanic communities in an effort to enhance intervention services for the deaf Hispanic children. ","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":"48792716","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
Teachers Foster Intergroup Empathy 教师培养团队间的同理心
IF 0.8
International Journal of Multicultural Education Pub Date : 2020-12-31 DOI: 10.18251/ijme.v22i3.2225
Noa Shapira, Y. Kali, Haggai Kupermintz, Niva Dolev
{"title":"Teachers Foster Intergroup Empathy","authors":"Noa Shapira, Y. Kali, Haggai Kupermintz, Niva Dolev","doi":"10.18251/ijme.v22i3.2225","DOIUrl":"https://doi.org/10.18251/ijme.v22i3.2225","url":null,"abstract":"This study examined a professional development program aimed at supporting Jewish civics teachers in their efforts to promote empathy among their students toward Israeli Arabs. Previous results indicated an increase in outgroup empathy among teachers who watched and reflected upon clips from a television sitcom. This article focuses on skills teachers developed and strategies they designed and implemented following their experience with empathy processes. Our findings underscore the educative potential of indirect mediated contact in segregated societies, and the importance of developing empathic processes among teachers before they embark on the challenge of supporting their students in such endeavors.","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":"47167356","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: 5
“Who made these rules? We’re so confused.”: An Introduction to the Special Issue on Critical Race Media Literacy “谁制定了这些规则？我们太困惑了。”：《批判性种族媒体素养》特刊简介
IF 0.8
International Journal of Multicultural Education Pub Date : 2020-08-31 DOI: 10.18251/ijme.v22i2.2645
Andrea M. Hawkman, Sarah B. Shear
{"title":"“Who made these rules? We’re so confused.”: An Introduction to the Special Issue on Critical Race Media Literacy","authors":"Andrea M. Hawkman, Sarah B. Shear","doi":"10.18251/ijme.v22i2.2645","DOIUrl":"https://doi.org/10.18251/ijme.v22i2.2645","url":null,"abstract":"In this introductory essay, editors of the special issue on critical race media literacy frame the current global contexts of race, racism, and media in which this issue is situated. Building from the work of authors included in this special issue, this essay calls readers to engage and disrupt racism in popular, educational, and other forms of media, both inside and beyond the classroom.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":"22 1","pages":"1-4"},"PeriodicalIF":0.8,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48201525","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
Critical Race Media Literacy for These Urgent Times 危急时刻的关键种族媒体素养
IF 0.8
International Journal of Multicultural Education Pub Date : 2020-08-31 DOI: 10.18251/ijme.v22i2.2685
Tara J. Yosso
{"title":"Critical Race Media Literacy for These Urgent Times","authors":"Tara J. Yosso","doi":"10.18251/ijme.v22i2.2685","DOIUrl":"https://doi.org/10.18251/ijme.v22i2.2685","url":null,"abstract":"Tara J. Yosso reflects on the genealogies of her research on visual microaggressions and the future directions for critical race media literacy scholarship. She identifies a need for sustained attention in three areas: (1) intentionality of racial imagery, and recognition of media as pedagogy; (2) the role of history and the continuities of racial scripts applied against different groups; and (3) contestations of the White supremacist project across generations.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":"22 1","pages":"5-13"},"PeriodicalIF":0.8,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.18251/ijme.v22i2.2685","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41981914","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: 12
Much Bigger Than a Hamburger: Disrupting Problematic Picturebook Depictions of the Civil Rights Movement 比汉堡包大得多:扰乱有问题的绘本对民权运动的描绘
IF 0.8
International Journal of Multicultural Education Pub Date : 2020-08-31 DOI: 10.18251/ijme.v22i2.2243
N. Rodríguez, A. Vickery
{"title":"Much Bigger Than a Hamburger: Disrupting Problematic Picturebook Depictions of the Civil Rights Movement","authors":"N. Rodríguez, A. Vickery","doi":"10.18251/ijme.v22i2.2243","DOIUrl":"https://doi.org/10.18251/ijme.v22i2.2243","url":null,"abstract":"While more diverse children's literature about youth activism is available than ever before, popular picturebooks often perpetuate problematic tropes about the Civil Rights Movement. In this article, we conduct a critical content analysis of the award-winning picturebook The Youngest Marcher and contrast the book's content to a critical race counterstory of the Movement focused on the collective struggle for justice in the face of racial violence. We argue for the need to engage students in civic media literacy through a critical race lens and offer ways to nuance the limited narratives often found in children's literature.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":"21 1","pages":"109-128"},"PeriodicalIF":0.8,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48151535","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
Redacting ‘Stock Stories’ of Education Inequities: Toward Legitimate Digital Participation 重塑教育不公平的“股票故事”：走向合法的数字参与
IF 0.8
International Journal of Multicultural Education Pub Date : 2020-08-31 DOI: 10.18251/ijme.v22i2.2409
Ethan Chang
{"title":"Redacting ‘Stock Stories’ of Education Inequities: Toward Legitimate Digital Participation","authors":"Ethan Chang","doi":"10.18251/ijme.v22i2.2409","DOIUrl":"https://doi.org/10.18251/ijme.v22i2.2409","url":null,"abstract":"This practitioner research study examines one critical race media literacy (CRML) activity that invited students to digitally redact deficit framings of youth from minoritized and historically marginalized backgrounds. I illustrate how Latinx and Asian students used the project to re-articulate deficit narratives of themselves, their friends, and family members. I also convey how white students used the assignment to author incipient identities as racial allies. Based on these findings, I develop the notion of legitimate digital participation to distill how young people used CRML to craft more humanizing cultural narratives and self-determined political identities.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":"22 1","pages":"163-181"},"PeriodicalIF":0.8,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46153694","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
“Scientists can’t really talk to people”: Unpacking students’ metacommentary on the racialized and gendered science nerd trope. “科学家不能真正与人交谈”:解开学生对种族化和性别化的科学书呆子比喻的元评论。
IF 0.8
International Journal of Multicultural Education Pub Date : 2020-08-31 DOI: 10.18251/ijme.v22i2.2439
Sarah K. Braden
{"title":"“Scientists can’t really talk to people”: Unpacking students’ metacommentary on the racialized and gendered science nerd trope.","authors":"Sarah K. Braden","doi":"10.18251/ijme.v22i2.2439","DOIUrl":"https://doi.org/10.18251/ijme.v22i2.2439","url":null,"abstract":"Mass-media representations of the stereotypical science nerd position scientists as white, male, and largely English-speaking. Teachers and students who state a desire to work in equitable science learning communities may nonetheless reproduce inequities through their classroom practices which either embody or validate the science nerd stereotype. This study compares secondary students’ metacommentary on the science nerd trope in a mass-media representation to their metacommentary on their own and their peers’ classroom practices and sheds light on design elements for Critical Race Media Literacy (Yosso, 2002) tasks that may promote equity in science education spaces.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":"22 1","pages":"87-108"},"PeriodicalIF":0.8,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47076279","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: 7
Whitewashing Through Film: How Educators Can Use Critical Race Media Literacy to Analyze Hollywood’s Adaptation of Angie Thomas’ The Hate U Give 电影洗白：教育工作者如何利用批判性种族媒体素养分析好莱坞改编安吉·托马斯的《仇恨你》
IF 0.8
International Journal of Multicultural Education Pub Date : 2020-08-31 DOI: 10.18251/ijme.v22i2.2457
Tianna Dowie-Chin, Matthew Cowley, M. Worlds
{"title":"Whitewashing Through Film: How Educators Can Use Critical Race Media Literacy to Analyze Hollywood’s Adaptation of Angie Thomas’ The Hate U Give","authors":"Tianna Dowie-Chin, Matthew Cowley, M. Worlds","doi":"10.18251/ijme.v22i2.2457","DOIUrl":"https://doi.org/10.18251/ijme.v22i2.2457","url":null,"abstract":"Grounded in critical race media literacy (CRML), we contend that a comparison of The Hate U Give novel and adapted film can allow for more nuanced conversations in the classroom regarding the functions of racism in America, including intersectionality and colorism. When comparing these texts, educators should ground their analysis in CRML. CRML is one way that educators can facilitate the engagement of critical analysis around the representation of racialized people in media. We argue that when The Hate U Give was rendered into a film, a number of the changes weakened the novel‘s counterstory messages around racism and white supremacy.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":"22 1","pages":"129-144"},"PeriodicalIF":0.8,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48327594","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
"Keep it Sacred!": Indigenous Youth-Led Filmmaking to Advance Critical Race Media Literacy “保持神圣！”：土著青年领导电影制作提高批判性种族媒体素养
IF 0.8
International Journal of Multicultural Education Pub Date : 2020-08-31 DOI: 10.18251/ijme.v22i2.2245
C. Stanton, Bradford J. Hall, Veronica Willeto DeCrane
{"title":"\"Keep it Sacred!\": Indigenous Youth-Led Filmmaking to Advance Critical Race Media Literacy","authors":"C. Stanton, Bradford J. Hall, Veronica Willeto DeCrane","doi":"10.18251/ijme.v22i2.2245","DOIUrl":"https://doi.org/10.18251/ijme.v22i2.2245","url":null,"abstract":"Due to the influence of digital media, today’s educators encounter unique challenges—and possibilities—surrounding efforts to advance civic dialogue and critical literacy.  This case study, which focuses on two projects with rural Indigenous communities, describes student-led research and filmmaking as teaching pedagogy and research methodology within formal and informal educational spaces.  Findings demonstrate the potential for Indigenous counter-narratives to support place conscious and culturally revitalizing media education; increased learner motivation through student-centered pedagogy, anti-colonial education and civic engagement; and expanded intercultural dialogue and intergenerational understanding.  The study offers implications for educators, researchers, and community partners.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":"22 1","pages":"46-65"},"PeriodicalIF":0.8,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49505960","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
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