Multicultural Perspectives最新文献

{"title":"Explorations of Anti-Blackness and Wellness Through a Black Female Affinity Cohort Case Study Project","authors":"Karen Dade, S. Ledbetter, X. Neider, Devyn Nixon","doi":"10.1080/15210960.2022.2139118","DOIUrl":"https://doi.org/10.1080/15210960.2022.2139118","url":null,"abstract":"This case study explored the experiences of 10 Black female faculty/professionals enrolled in a 5-month wellness project. The women engaged in critical discussions pertaining to working in predominately White settings, where structural inequities, institutional racism, and the lack of cultural awareness threaten their physical and emotional wellbeing. The women read Black feminist authors, shared their own stories, participated in professional development wellness webinars, and drew on an African-descent knowledge base. Wellness was defined as Alafia, an African-centered term meaning wellbeing. The findings showed that the project offered a space in which the women could trust in one another and heal. Their collective experiences gave them an ability to name what they were experiencing and offered a way to manage the threats pervading within predominately White environments.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"24 1","pages":"204 - 214"},"PeriodicalIF":0.6,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46264378","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":"“Don’t Be Shy to Ask for Help”: Group Work With Urban, Black, First-Generation College Students","authors":"Krista Malott, S. Gosai, Zara Khan, Katherine Precourt, Tracy Gamerman, Genevieve Waldman","doi":"10.1080/15210960.2022.2136180","DOIUrl":"https://doi.org/10.1080/15210960.2022.2136180","url":null,"abstract":"An urban, Black high school population share their experiences of a college preparatory counseling group specific to prospective first-generation college students (PFGCS). The salience of help seeking, as a major theme in this study, is highlighted and explored according to Black, first-generation college going students. Participant experiences include aspects of limited knowledge in regard to preparing for, and navigating, college, as well barriers to help-seeking influenced by gender socialization and racism. Participant experiences suggest affinity group work as a means for addressing such barriers.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"24 1","pages":"192 - 203"},"PeriodicalIF":0.6,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46008516","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":"Editorial","authors":"Kevin Roxas, Alyssa Hadley Dunn","doi":"10.1080/15210960.2022.2139117","DOIUrl":"https://doi.org/10.1080/15210960.2022.2139117","url":null,"abstract":"","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"24 1","pages":"191 - 191"},"PeriodicalIF":0.6,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47470203","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":"Centering Teacher Narratives for Equitable Teaching of Culturally and Linguistically Diverse Learners","authors":"P. Edwards, Heather L. Reichmuth, Lucía Cárdenas Curiel","doi":"10.1080/15210960.2022.2130327","DOIUrl":"https://doi.org/10.1080/15210960.2022.2130327","url":null,"abstract":"This study explores the use of teacher narrative sketches in a graduate level course titled, Language Diversity and Literacy Instruction. The narrative assignment asked students to write stories of their own experiences with language diversity in literacy or other content areas. The shared teacher narratives, which drew on their teacher knowledge, allowed the teachers to reflect on their personal experiences as multilinguals or while working with culturally and linguistically diverse (CLD) students. This reflection spurred conversations and strategies for how they could support CLD students better in the future through the creation of caring and supportive classroom environments to promote social justice.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"24 1","pages":"226 - 233"},"PeriodicalIF":0.6,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45105433","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":"Teaching From the Guest Room, Learning at the Kitchen Table: Online Equity Courses in a Pandemic","authors":"Alyssa Hadley Dunn","doi":"10.1080/15210960.2022.2136182","DOIUrl":"https://doi.org/10.1080/15210960.2022.2136182","url":null,"abstract":"In this piece, I use a series of “found poems” created from my notes and memos taken while teaching, first curating them into thematic poems and then reflecting on what those poems say about the affordances and constraints of teaching courses—especially those focused on equity and justice—in an online format during the COVID-19 pandemic. I also describe pedagogical moves made during this transition.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"24 1","pages":"219 - 225"},"PeriodicalIF":0.6,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49521713","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":"Migration and U.S. Citizenship: A Curriculum Proposal","authors":"W. Parker","doi":"10.1080/15210960.2022.2131160","DOIUrl":"https://doi.org/10.1080/15210960.2022.2131160","url":null,"abstract":"Citizenship is a kind of membership–the political kind. And in a society that is trying to sustain a democracy, citizenship entails a way of relating to other citizens–resolving conflicts with dialogue, persuasion, elections, and respect but not violence. “Speech takes the place of blood, and acts of decision take the place of acts of vengeance” (Pocock, 1998, p. 32). Citizenship has long been associated with territory. One can be a member of other kinds of communities, such as a faith community or a profession, without implying location. Catholics and Buddhists, for example, can be found almost anywhere, their location peripheral to their membership. But to be a citizen is to belong lawfully to a territory that is a political community. Arendt (1968) wrote that a citizen “is by definition a citizen among citizens of a country among countries.” And a citizen’s “rights and duties must be defined and limited...by the boundaries of a territory” (p. 81). Must be. Arendt is expressing not a preference but a fact. Membership in a territorial state–a nation–is what gives a person, as she put it, “the right to have rights.” Citizenship designates who is and isn’t a member of a polity. DREAM activists may be living in the United States, and they may feel “at home” here but, in fact, while they are “at home,” they are not citizens. They have not been granted the status of lawful membership. This may be wrong or right–it is an ongoing policy controversy about which people have strong feelings. It is but one example, worldwide, of conflict over the boundaries of citizenship. To think critically and ethically about who can be a citizen of the United States, who ought to be, and on what terms, is the subject of Angela Banks’s Correspondence should be sent to Walter C. Parker, Social Studies Education (Professor Emeritus) and Political Science (Affiliate Professor Emeritus), University of Washington, Seattle, 122 Miller Hall, Seattle, WA 98195-3600, USA. E-mail: denver@uw.edu Opinions expressed in this column do not represent views or official positions of the National Association for Multicultural Education (NAME). Similarly, reviewed resources carry no “official endorsement” by NAME. The authors are solely responsible for selecting and reviewing the resources featured in the column and we strongly encourage readers to examine resources prior to purchasing. Materials submitted for review in this column should be submitted directly to: Ming Fang He, Language, Culture, Identity, Power, and Place in Multicultural, Multiracial, and Multilingual Education, Department of Curriculum, Foundations and Reading, College of Education, Georgia Southern University, P. O. Box 8144, Statesboro, GA 30460-8144.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"24 1","pages":"241 - 248"},"PeriodicalIF":0.6,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44800271","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":"Detoxing the Trauma of Academic Writing for Black Scholars: Vulnerability, Authenticity, and Healing","authors":"Cherrel Miller Dyce, J. Ford, Brandy S. Propst","doi":"10.1080/15210960.2022.2127401","DOIUrl":"https://doi.org/10.1080/15210960.2022.2127401","url":null,"abstract":"This article first contextualizes the authors’ perspectives and purpose to aid the reader in situating the narratives of three Black scholars. Their stories are woven together to help other Black scholars navigate and detox from the trauma of academic writing in higher education. Collectively, the authors, via a co-constructed dialogic space, offer inclusive healing practices and strategies to maintain Black scholars in the academic writing process.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"24 1","pages":"170 - 179"},"PeriodicalIF":0.6,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46692634","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":"Liberating Our Writing: Critical Narratives and Systemic Changes in Education and the Social Sciences","authors":"Lara Perez-Felkner, M. Gast, Sarah M. Ovink","doi":"10.1080/15210960.2022.2127400","DOIUrl":"https://doi.org/10.1080/15210960.2022.2127400","url":null,"abstract":"We outline our evolution as Latina, Asian, and White women sociologists using a social justice lens while studying transitions to college among youth of color. During our graduate training and early academic careers, we felt pushed to center “mainstream” theories, which often failed to account for the power struggles and intersectional oppression our reading and empirical investigations uncovered. Guidance from mentors, peer reviewers, and senior scholars in our fields often left us feeling our ideas were invalid and marginalized. We detail our shared experiences in developing our critical lenses, and we present practical advice for early-career scholars navigating academic pressures while seeking to advance their academic writing for social justice. Our narratives represent a call to action for academics to center critical approaches that push our students and ourselves to speak truth to power.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"24 1","pages":"162 - 169"},"PeriodicalIF":0.6,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44421018","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":"Radical and Liberatory Academic Writing: Speaking Truth to People and Power for Revolutionary Purposes","authors":"Conra D. Gist","doi":"10.1080/15210960.2022.2127383","DOIUrl":"https://doi.org/10.1080/15210960.2022.2127383","url":null,"abstract":"This article introduces and frames the special issue Radical and Liberatory Academic Writing: Speaking Truth to People and Power for Revolutionary Purposes. The goal of this special issue is to feature articles dedicated to examining: (a) novel efforts to demystify academic writing as a genre and spotlight the problematics and potentialities inherent when choosing to take up radical and liberatory work; (b) various processes and projects that can be advanced through academic writing for revolutionary educational purposes; (c) dynamic approaches for developing productive academic writing programs that speak truth to people and power; and (d) possibilities for cultivating communal, affirming, and equitable academic writing spaces that can serve as sites of healing and transformation.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"24 1","pages":"117 - 119"},"PeriodicalIF":0.6,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42569911","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":"Our Identities as Academic Writers: An Autoethnographic Approach Toward Linguistic Solidarity","authors":"Diana Liu, David Beauzil, Yolanda Sealey-Ruiz","doi":"10.1080/15210960.2022.2127398","DOIUrl":"https://doi.org/10.1080/15210960.2022.2127398","url":null,"abstract":"In this article, we reflect on our identities as English educators of color and how they have influenced our journey to becoming academic writers. Through reconciliation with our collective experiences of linguistic violence, we share how the experiences have impacted the ways we show up as secondary and higher education English educators in our classrooms. We authentically represent our sense-making in our autoethnographic journeys to demonstrate how we understand ourselves as academic writers, through music, poetry, and images. As a result, each section begins with song lyrics and images in this article that we believe speak to our academic writing journeys. With introductory narratives about who we were as English students, we then reflect on linguistic solidarity within our experiences as scholars of color. Lastly, we uplift culturally and linguistically relevant approaches to English Language Arts instruction to honor students’ multilingualism and multicultural identities and humanize their academic writing journeys.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"24 1","pages":"147 - 154"},"PeriodicalIF":0.6,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42551838","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}