Multicultural Perspectives最新文献

{"title":"Moving the Needle: (Re)Imagining Antiracist Education for Our Children","authors":"Wesam M. Salem, G. Tillis","doi":"10.1080/15210960.2021.1982365","DOIUrl":"https://doi.org/10.1080/15210960.2021.1982365","url":null,"abstract":"The COVID-19 pandemic has shed light on the vast social-psychological, economic, and political inequities in our society. Education has become even more important than before to counter systemic oppression and institute justice. Parents, students, and educators are thrown into chaos where opportunity and access are diminished and dissipated. This essay reports on critical conversations between two mothers who are teacher-scholars whose children were subjected to the subtle but profound practices of othering in public schools. Using vignettes, we interrogate and (re)think the taken-for-granted Eurocentric approaches to education that arguably marginalized our children and insidiously masked their cultural heritage. We engage in auto-ethnographic narrative inquiry to capture how we, as social beings, live in relation to those whose words and actions impact us and shape our existence. We share four vignettes about our struggles with difference, othering, dismissal, and alienation: 1) “Thank You for Your Email”; 2) It takes quite a bit; 3) We can do more!; and 4) Our History, Our Existence, Redacted. This essay offers narratives that are contextual, temporal, partial, and becoming.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"23 1","pages":"167 - 172"},"PeriodicalIF":0.6,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43718862","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":"Uplifting Multiracial and Translingual Childhoods in the Envisioning of Anti-Racist Schooling: Reflections From Two MamiProfas","authors":"N. Rodríguez, Cati V. de los Ríos","doi":"10.1080/15210960.2021.1982357","DOIUrl":"https://doi.org/10.1080/15210960.2021.1982357","url":null,"abstract":"As mothers and education professors, we weave these two identities to reflect on the anti-racist K–12 schooling we envision and work toward for all children, including our own multilingual, multi-ethnic, and multi-racial children. We begin this article with a brief introduction to who we are as mothers, then shift to problematizing dominant school curricula and centering multiraciality and multilingualism as important elements in the lives of children. Lastly, we uplift culturally and linguistically relevant approaches to teaching and curriculum that can more fully honor and recognize students’ bi/multilingualism and multiracial identities.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"23 1","pages":"143 - 148"},"PeriodicalIF":0.6,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48914723","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":"Guest Editorial: Do We Dare Listen?","authors":"Erika C. Bullock, C. Grant","doi":"10.1080/15210960.2021.1982355","DOIUrl":"https://doi.org/10.1080/15210960.2021.1982355","url":null,"abstract":"If we were talking music, we might say that that last 18 months have been like a “mashup.” When done well, a mashup can be a work of art. When DJ Kid Capri brought together Stephanie Mills’ “Something in the Way” with the break beat from The Honey Drippers’ “Impeach the President” in 1989, it was a transformative moment in hip hop history. This is a mashup at its finest; it created something different that would shape hip hop music in the decades to come. However, the only mashups that make it to the public are the ones that work. One can imagine that what makes a mashup work is finding two songs that can fit together in just the right way, even if the combination is not predictable. The DJ must experience many trials and several errors in making mashups work and the failed ones are likely cacophonous. Imagine mashing up TLC’s “Creep” with Linkin Park’s “Numb”; we cannot see that working. That cacophony is where we are now: a former president endorsing racism, xenophobia, and white supremacy while allowing hundreds of thousands of people to die in the midst of misinformation about the virus; a deadly virus spreading across the world while the most vulnerable among us were largely unprotected; the continuation of centuries of state violence against Black and Brown people including the statesponsored murders of Black people as a public spectacle; a venomous presidential election cycle that resulted in further petulance from the former president and his supporters; insurrection by white supremacists at the United States Capitol Building and the refusal of republican potential victims of that insurrection to permit an inquest on the event; a new presidential administration who is slow to meet promises made to citizens who have long been ignored. The list goes on. Sometimes it feels like the most appropriate response is to hold our ears tightly to try to shut out the noise. But we cannot hold our ears forever. As citizens of this country and this world, it is our duty to bear the noise, but not for the purpose of suffering with it. Rather, as a firefighter runs into a burning building to locate the cause of the blaze and extinguish it, we must look into the noise, deconstruct it, and develop and execute a plan of action to squelch it. Our survival and subsequent thriving in this generation and those to come depends on our capacity to take ownership of the noise, to think beyond distractive rhetoric, and to set a course toward creating a world that affirms the dignity of all of its inhabitants. Throughout history, education has been central in moments of political and social upheaval. This moment is no different. The COVID-19 pandemic required families, school districts, municipalities, houses of worship, and institutions of all kinds to make impossible decisions at a moment’s notice and in the face of deadly possibilities. As the pandemic stretched far beyond the time and death toll that any of us imagined at the onset, schools settled into virtual in","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"23 1","pages":"129 - 133"},"PeriodicalIF":0.6,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46206548","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":"Antiblackness, Black Joy, and Embracing a Humanizing Critical Sociocultural Knowledge (HCSK) for Teaching: Lessons From Schooling in the Time of COVID-19","authors":"Keffrelyn D. Brown, Anthony L. Brown","doi":"10.1080/15210960.2021.1982359","DOIUrl":"https://doi.org/10.1080/15210960.2021.1982359","url":null,"abstract":"In this critical reflective analysis, we explore the nature of schooling for Black children and youth before and during the COVID-19 pandemic and envision its transformative possibilities. We draw from Black intellectual thought around antiblackness, Black joy, and Brown?s humanizing critical sociocultural knowledge to interrogate our own pandemic case as two Black education scholars working from home while also supervising the virtual schooling of our two Black children from March 2020?March 2021. While no lessons learned justify the pain of COVID-19, we share key insights and wisdom we gained during our quarantine that ask us to re-imagine the futures of schooling for Black students.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"23 1","pages":"155 - 160"},"PeriodicalIF":0.6,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43591331","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":"Home as the Quintessential Anti-Racist School: Reflections on Black Logics of Place and Opportunity, Parenting and Learning, Being and Striving","authors":"Gregory V. Larnell, D. Martin","doi":"10.1080/15210960.2021.1982366","DOIUrl":"https://doi.org/10.1080/15210960.2021.1982366","url":null,"abstract":"In this article, we share our process of reflecting together and our resulting thoughts on the idea of anti-racist schooling amid our current experiences as Black men and fathers, as educators and researchers, as faculty colleagues, and as friends. In our respective careers, we have each continually posed questions that critically examine a range of epistemic and empirical phenomena at the intersection of racialization and racism, injustice, socialization and identity, and the institutionalization of mathematical knowing, learning, and teaching. We hope to bring some of that prior work to bear on our reflections here—and in ways that, before now, we have never written.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"23 1","pages":"173 - 180"},"PeriodicalIF":0.6,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47212475","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":"Cultivating Genius Through Historically Responsive Literacy","authors":"G. Sari","doi":"10.1080/15210960.2021.1975286","DOIUrl":"https://doi.org/10.1080/15210960.2021.1975286","url":null,"abstract":"","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"23 1","pages":"192 - 194"},"PeriodicalIF":0.6,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47742613","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":"Love as a Necessary Corrective: Toward Antiracist Schools for Our Children","authors":"Nicole Louie, Mariana Pacheco","doi":"10.1080/15210960.2021.1982367","DOIUrl":"https://doi.org/10.1080/15210960.2021.1982367","url":null,"abstract":"In this essay, the authors draw on their experiences as teachers, scholars, and parents who identify as Chinese American and Chicana to articulate their vision of antiracist schools. The essay names love as a necessary corrective to systemic violence and othering in schools—specifically, love for children who routinely traverse racial, ethnic, cultural, and linguistic borders in their full humanity, elevating their ways of being, knowing, living, sensing, and thinking. This concept is explored in terms of three kinds of relationships, all of which require an ethic of love: teachers loving children, children loving one another, and loving relationships between adults.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"23 1","pages":"181 - 187"},"PeriodicalIF":0.6,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43469761","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":"As Elders in Our Villages: Re-Imagining Racist and Anti-Indianist Public Schools","authors":"Jeanette Haynes Writer, H. Baptiste","doi":"10.1080/15210960.2021.1982362","DOIUrl":"https://doi.org/10.1080/15210960.2021.1982362","url":null,"abstract":"The authors, a Cherokee woman and an African American man, write from the important stance of multicultural education Elders, working from the foundational concept of the community as a village to raise a child. They discuss the caste system in the U.S. and briefly outline the historical and contemporary dehumanizing and assimilative actions of racism and anti-Indianism waged against communities, and specifically children in public schools. The authors then move to Elders? demands for the protection of children and call for public schools to institute practices such as funds of knowledge. They conclude with their personal and professional obligations and responsibilities to prepare teachers to be effective for all children, ensuring the well-being and cultural continuance for the children of their respective communities.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"23 1","pages":"161 - 166"},"PeriodicalIF":0.6,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59985179","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":"Eradicating Anti-Black Logics in Schools: Transgressive Teaching as a Way Forward","authors":"Dorinda J. Carter Andrews, Missy D. Cosby","doi":"10.1080/15210960.2021.1982356","DOIUrl":"https://doi.org/10.1080/15210960.2021.1982356","url":null,"abstract":"In this article, we focus on how anti-Black logics operate within various domains of power in ways that deny Black children, including our own, their right to a just and antiracist education. We begin by describing how socialization contributes to the development and deployment of anti-Black logics by teachers and school leaders. We then discuss how antiblackness has manifested in K–12 schools and share examples of our own children’s pandemic virtual learning experiences, highlighting how such logics are at play. We conclude with ways that educators can become aware of anti-Black logics and work to eradicate them by considering antiracist education for all Black children and transgressive education as socially just.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"23 1","pages":"135 - 142"},"PeriodicalIF":0.6,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46847980","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":"Parenting Through Pandemics: Imagining and Demanding Justice in Schools","authors":"Elizabeth Montaño, Danny C. Martinez","doi":"10.1080/15210960.2021.1982358","DOIUrl":"https://doi.org/10.1080/15210960.2021.1982358","url":null,"abstract":"Our reflections in this manuscript serve to share what we have experienced being teachers, advocates of public education, researchers, and parents of two young children through a global pandemic, public and environmental crises, and racial reckoning in our country. We acknowledge our privileged positions and draw from the adaptations required of us as children of immigrants who grew up in urban Los Angeles contexts very similar to those we taught in. While we imagine a future, we look back to our past selves to demand transformative shifts, just futures, and expansive learning environments for children and youth of color.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"23 1","pages":"149 - 154"},"PeriodicalIF":0.6,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43340749","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}