Multicultural Perspectives最新文献

{"title":"President’s Corner: NAME’s Sankofa Bird","authors":"H. P. Baptiste, Lisa Zagumny","doi":"10.1080/15210960.2023.2182045","DOIUrl":"https://doi.org/10.1080/15210960.2023.2182045","url":null,"abstract":"","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"25 1","pages":"3 - 3"},"PeriodicalIF":0.6,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49098513","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":"Unpacking Cross-Cultural Experiences as a Mode of Knowing","authors":"Lili Zhou","doi":"10.1080/15210960.2023.2182050","DOIUrl":"https://doi.org/10.1080/15210960.2023.2182050","url":null,"abstract":"","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"25 1","pages":"67 - 72"},"PeriodicalIF":0.6,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44706920","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":"Examining Literature Through Tenets of Critical Race Theory: A Pedagogical Approach for the ELA Classroom","authors":"Melissa J. Bedford, Shelly Shaffer","doi":"10.1080/15210960.2022.2162523","DOIUrl":"https://doi.org/10.1080/15210960.2022.2162523","url":null,"abstract":"In this article, the authors present a qualitative study focused on preservice teachers employing a framework using tenets of critical race theory (CRT)—permanence of racism, experiential knowledge and counter-storytelling, interest convergence, and critique of liberalism—in literature study. Drawing on critical English education, critical race English education, and CRT, the proposed framework integrates key tenets of CRT with literature in classrooms. Our findings demonstrated engagement by preservice teachers in identification, analysis, and reflection of CRT tenets in texts. This framework has the potential to provide a tool for students and teachers in K-12 schools to connect tenets of CRT to their knowledge of society and race in the texts they read.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"25 1","pages":"4 - 20"},"PeriodicalIF":0.6,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45684030","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":"Community as a Catalyst: Identity and Agency Development","authors":"Jenna Gist, Brandon Schuler, H. Quinlan, Kendra Nunan","doi":"10.1080/15210960.2023.2182054","DOIUrl":"https://doi.org/10.1080/15210960.2023.2182054","url":null,"abstract":"Reading Paul Gilroy. State University of New York Press. Gilroy, P. (2000). Against race: Imagining political culture beyond the colour line. The Belknap Press of Harvard University Press. Hjerm, M. (2001). Education, xenophobia and nationalism: A comparative analysis. Journal of Ethnic and Migration Studies, 27(1), 37–60. Mbembe, A., Posel, D., (2005). Editorial: A critical humanism. Interventions, 7(3), 283–286. Said, E. (1979). Orientalism. Vintage Books. Said, E. (2004). Humanism and democratic criticism. Columbia University Press.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"25 1","pages":"72 - 76"},"PeriodicalIF":0.6,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43391770","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":"How the Word Is Passed: A Reckoning With the History of Slavery Across America","authors":"Francesina R. Jackson","doi":"10.1080/15210960.2022.2162526","DOIUrl":"https://doi.org/10.1080/15210960.2022.2162526","url":null,"abstract":"believe that their identity does not have a place in the classroom, which means they are less likely to understand that they have agency in their community of learners. Therefore, it is important for educators to select texts that accurately represent all students in their classrooms. We have provided two sets of questions in this paragraph that teachers can ask themselves as they are seeking out appropriate multicultural texts for their classroom. The first set focuses on who is being represented within the texts. Are groups both inside and outside of your classroom represented? Are intersectional identities (i.e. gender, race, class, ethnicity, sexuality, geography, religion) represented? The second set of questions focus on how these individuals or groups are represented. Are the messages of the texts positive and affirming about students’ racial and ethnic identities? Do these representations contain multicultural content that reflects the perspectives and show appreciation for diverse groups? Does the text perpetuate stereotypical representations or attitudes toward different groups? By asking these questions and selecting “good” multicultural texts, teachers set the foundation for a positive learning community amongst their students. This positive community is then a catalyst for the development of student identity and agency. Additionally, as the Black Lives Matter movement continues to grow and as schools begin to focus on implementing anti-racist pedagogy, we believe that teachers are more interested than ever in identifying appropriate texts to implement in their classrooms. We believe that Sofia Valdez, Future Prez (Beaty, 2019) and My Life as an Ice Cream Sandwich (Zoboi, 2019) are appropriate multicultural texts that could be utilized to support these movements. It was important to us to choose texts that provide an authentic representation of their characters. Beyond authenticity, we wanted to explore the multicultural themes of community, identity, and agency. Because the role of community is so clearly apparent in the development of each protagonist’s identity and agency, teachers can make connections to their own classroom communities and communities around the world who are joining together in support of these causes. Sofia Valdez, Future Prez and My Life as an Ice Cream Sandwich align with our efforts to develop culturally responsible and sustaining curricula, promote anti-racist pedagogy, and attain social and educational equity. Educators, teacher educators, and educational researchers who have similar goals will benefit from our analysis as they endeavor to incorporate similar conversations or themes in their own classrooms and/or research. To order a copy of Sofia Valdez, Future Prez, contact Abrams Books for Young Readers, 195 Broadway, 9th Floor, New York, NY 10007 USA. E-mail: sales@abramsbooks.com. Telephone: 1-212206-7715. Web site: https://www.abramsbooks.com/. To order a copy of My life as an ice cream sandwich, cont","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"25 1","pages":"76 - 81"},"PeriodicalIF":0.6,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48637968","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":"Creating Transformative Leaders of Social Justice in Education","authors":"A. Makaiau, P. E. Halagao, Ger Thao","doi":"10.1080/15210960.2022.2136181","DOIUrl":"https://doi.org/10.1080/15210960.2022.2136181","url":null,"abstract":"Three colleagues critically reflect on their experiences as educators, curriculum designers, leaders, and activists who set out to apply social justice education and transformative leadership scholarship to the creation of a Leaders of Social Justice in Education course. They begin with their background, the diverse change agents selected to build a movement of leaders, and the educational context. Second, a theoretical framework is presented to explain the overall goals of the project and the development of the course. Third, the course curriculum and website created during the COVID-19 pandemic is described, specifically the culminating Social Justice Action Project. Fourth, outcomes of the project are identified, including lessons learned about transformative leadership in the context of social justice education. At the paper’s conclusion, the authors reflect on the course and explain why ongoing learning opportunities, structures, and collaboratives are needed for cultivating and nurturing the next generation of leaders in social justice education.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"25 1","pages":"52 - 59"},"PeriodicalIF":0.6,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47097638","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":"No Dreadlocks Allowed: Race, Hairstyles, and Exclusion in Schools","authors":"P. Banks","doi":"10.1080/15210960.2022.2162525","DOIUrl":"https://doi.org/10.1080/15210960.2022.2162525","url":null,"abstract":"While the educational exclusion of students who wear hairstyles linked to people of African descent has garnered significant media attention, there has been little scholarly investigation of this phenomenon. Drawing on content analysis of dress codes in Texas public schools, this article addresses this gap in knowledge by conceptually and empirically elaborating how students who wear dreadlocks are stigmatized in schools. Engaging sociological theory asserting that stigmatization entails unfair treatment and negative labeling, I show how students who wear dreadlocks in some schools are subject to structural discrimination and stereotyping. More specifically, I develop a typology of negative stereotyping and negative treatment faced by students who wear dreadlocks in some schools. By elaborating how students who wear dreadlocks are stigmatized, this article advances theory on culture and inequality in schools. Practically, given growing efforts across the United States to pass legislation that makes school prohibitions on hairstyles linked to people of African descent illegal, it is especially important to understand how these hair bans stigmatize students.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"25 1","pages":"30 - 38"},"PeriodicalIF":0.6,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43608655","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":"One Class Is Not Enough: Learnings From a Critical Race Media Literacy Course for Elementary Teacher Education","authors":"Sarah B. Shear, Andrea M. Hawkman","doi":"10.1080/15210960.2022.2162527","DOIUrl":"https://doi.org/10.1080/15210960.2022.2162527","url":null,"abstract":"The authors explore their use of critical race media literacy in an elective elementary teacher education course. Analysis of course work and reflexive conversations (between the authors) indicate the necessity to support preservice teachers’ embodiments of critical race media literacy, racial pedagogical content knowledge, and racial pedagogical decision making to enact critical pedagogies in their future elementary classrooms.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"25 1","pages":"21 - 29"},"PeriodicalIF":0.6,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46202723","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":"Invitation to the Dance: Authenticity and Fusion in Tango Shalom and Other Multicultural Movies","authors":"B. Beck","doi":"10.1080/15210960.2022.2139120","DOIUrl":"https://doi.org/10.1080/15210960.2022.2139120","url":null,"abstract":"Movies have designated dance as a positive way for marginal and groups assigned a low status to cope with the enduring pain of inequality. A brief history of dance movies reveals the sentimental appeal of stories of coping with inequality by adopting dancer identities. The recent movie Tango Shalom offers an example of the use of dancing as a model for reconciling subcultural integrity with multicultural harmony and for substituting self-chosen identities as a relief from socially imposed identities of disadvantage.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"24 1","pages":"215 - 218"},"PeriodicalIF":0.6,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48542440","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":"Classroom Management #Karen: What Can Educators Learn From a Meme?","authors":"Sherry L. Deckman, L. Aguilar","doi":"10.1080/15210960.2022.2130328","DOIUrl":"https://doi.org/10.1080/15210960.2022.2130328","url":null,"abstract":"Much has been written about how race and the demographic mismatch of mostly white teachers teaching mostly Black and brown students has contributed to the over-disciplining of this same population of students. Further, research has shown that when students have teachers of the same race they are less likely to experience exclusionary discipline practices. While recent studies have considered the role of gender, along with race, in school discipline, the focus remains primarily on the gender and race of the students, with fewer studies considering specifically what it might mean for school discipline that U.S. teachers are mostly white women. This paper takes up that focus and applies the recent #Karen meme to an analysis of the school discipline gap, ultimately offering implications for education practitioners and researchers.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"24 1","pages":"234 - 240"},"PeriodicalIF":0.6,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43617786","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}