Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7649-6.ch001
Kawser Ahmed
Rohingyas have been subjected to genocide, and their children have been systematically deprived of basic to tertiary education since 1982. Now that 1.3 million of them have taken refuge in Bangladesh, of which approximately half of them are children, they are receiving education again. Education in the camps is being delivered through formal and informal channels. In addition, while the young children between the ages of 4-8 receive some education, the adolescents are left out. At present, Rohingya children face a two-fold problem (lack of progressive education and access). In this context, this chapter draws key conceptual frames mostly from International Network for Education in Emergencies (INEE) members' works. The findings shared in this chapter were drawn from a qualitative research that was conducted for a book project by the author in February 2018 and April 2019 in Bangladesh. The chapter contains the genesis of education in emergencies, Rohingya children and youth situation and challenges in the education sector, and the need for multicultural education for Rohingya children and youth.
{"title":"Educating Rohingya Children and Youth in Emergencies","authors":"Kawser Ahmed","doi":"10.4018/978-1-7998-7649-6.ch001","DOIUrl":"https://doi.org/10.4018/978-1-7998-7649-6.ch001","url":null,"abstract":"Rohingyas have been subjected to genocide, and their children have been systematically deprived of basic to tertiary education since 1982. Now that 1.3 million of them have taken refuge in Bangladesh, of which approximately half of them are children, they are receiving education again. Education in the camps is being delivered through formal and informal channels. In addition, while the young children between the ages of 4-8 receive some education, the adolescents are left out. At present, Rohingya children face a two-fold problem (lack of progressive education and access). In this context, this chapter draws key conceptual frames mostly from International Network for Education in Emergencies (INEE) members' works. The findings shared in this chapter were drawn from a qualitative research that was conducted for a book project by the author in February 2018 and April 2019 in Bangladesh. The chapter contains the genesis of education in emergencies, Rohingya children and youth situation and challenges in the education sector, and the need for multicultural education for Rohingya children and youth.","PeriodicalId":130001,"journal":{"name":"Evolving Multicultural Education for Global Classrooms","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116362679","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}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7649-6.ch006
Antoinette Linton
In order to effectively cultivate epistemic agency for science teachers, candidates require a holistic practice-based approach grounded in a theory of learning teaching. The components of agency included in this discussion represents one approach to preparing science teachers to educate students in a multicultural society. By creating coherency and consistency across a teacher preparation program, the author was able to create learning experiences that systematically guided candidates to develop a science teacher practice that was effective for diverse students. In each of these learning experiences, candidates engaged in focused inquiry, directed observation, and guided practice. Epistemic agency was cultivated when candidates acquired the confidence to make decisions about the nature of teaching and learning problems and the criteria to solve them.
{"title":"Science Teacher Education, Epistemic Agency, and Multicultural Education","authors":"Antoinette Linton","doi":"10.4018/978-1-7998-7649-6.ch006","DOIUrl":"https://doi.org/10.4018/978-1-7998-7649-6.ch006","url":null,"abstract":"In order to effectively cultivate epistemic agency for science teachers, candidates require a holistic practice-based approach grounded in a theory of learning teaching. The components of agency included in this discussion represents one approach to preparing science teachers to educate students in a multicultural society. By creating coherency and consistency across a teacher preparation program, the author was able to create learning experiences that systematically guided candidates to develop a science teacher practice that was effective for diverse students. In each of these learning experiences, candidates engaged in focused inquiry, directed observation, and guided practice. Epistemic agency was cultivated when candidates acquired the confidence to make decisions about the nature of teaching and learning problems and the criteria to solve them.","PeriodicalId":130001,"journal":{"name":"Evolving Multicultural Education for Global Classrooms","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129157577","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}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7649-6.ch007
L. Veliz
The present study reports on an investigation into the benefits of a translanguaging pedagogy in an ELICOS class as a pedagogical approach to integrate students' complex socio-cultural, multilingual practices and experiences into a classroom learning community. This was explored through semi-structured interviews with five ELICOS students and their teacher over the course of four weeks. Interview questions addressed three specific areas of teaching and learning: (1) teacher perceptions of the pedagogical effectiveness of the translanguaging pedagogy, (2) students' views of the implementation of the translanguaging pedagogy and its benefits for their language development, and (3) students' perceived changes to their self-image as language learners throughout the pedagogical implementation. Findings revealed that the integration of a translanguaging pedagogy created more inclusive and equitable opportunities for students to draw on their hybrid and fluid multilingual experiences and resources to participate more actively in communicative interactions.
{"title":"Translanguaging as a Pedagogy for Equity, Inclusion, and Social Justice in a Multilingual Classroom","authors":"L. Veliz","doi":"10.4018/978-1-7998-7649-6.ch007","DOIUrl":"https://doi.org/10.4018/978-1-7998-7649-6.ch007","url":null,"abstract":"The present study reports on an investigation into the benefits of a translanguaging pedagogy in an ELICOS class as a pedagogical approach to integrate students' complex socio-cultural, multilingual practices and experiences into a classroom learning community. This was explored through semi-structured interviews with five ELICOS students and their teacher over the course of four weeks. Interview questions addressed three specific areas of teaching and learning: (1) teacher perceptions of the pedagogical effectiveness of the translanguaging pedagogy, (2) students' views of the implementation of the translanguaging pedagogy and its benefits for their language development, and (3) students' perceived changes to their self-image as language learners throughout the pedagogical implementation. Findings revealed that the integration of a translanguaging pedagogy created more inclusive and equitable opportunities for students to draw on their hybrid and fluid multilingual experiences and resources to participate more actively in communicative interactions.","PeriodicalId":130001,"journal":{"name":"Evolving Multicultural Education for Global Classrooms","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130211210","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}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7649-6.ch003
P. Kong, Xinwei Zhang, A. Sachdev, N. Dzotsenidze, Xiaoran Yu
During the COVID-19 pandemic, there has been a dramatic surge in anti-Asian racism in the United States. Asians have been blamed for the pandemic. Multicultural education improves cross-cultural understanding and reduces discrimination. Parental racial socialization is an important facet of multicultural education as parents convey racial and ethnic messages to their children. Yet, little research has documented parental racial socialization in Asian families. To address this gap, the authors interviewed 19 Asians and Asian Americans during the COVID-19 pandemic. This chapter shows that discrimination experiences start at an early age and have a lasting impact. Discrimination of Asians is related to the perpetual foreigner stereotype and the model minority myth. These impede how Asians understand their racial discrimination experiences and how families discuss race and ethnicity. All parents in the study expressed how critical parental racial socialization was during the COVID-19 pandemic and suggest that schools are essential to supporting multicultural education at home.
{"title":"Racial Socialization and Multicultural Education of Asian Families in the United States","authors":"P. Kong, Xinwei Zhang, A. Sachdev, N. Dzotsenidze, Xiaoran Yu","doi":"10.4018/978-1-7998-7649-6.ch003","DOIUrl":"https://doi.org/10.4018/978-1-7998-7649-6.ch003","url":null,"abstract":"During the COVID-19 pandemic, there has been a dramatic surge in anti-Asian racism in the United States. Asians have been blamed for the pandemic. Multicultural education improves cross-cultural understanding and reduces discrimination. Parental racial socialization is an important facet of multicultural education as parents convey racial and ethnic messages to their children. Yet, little research has documented parental racial socialization in Asian families. To address this gap, the authors interviewed 19 Asians and Asian Americans during the COVID-19 pandemic. This chapter shows that discrimination experiences start at an early age and have a lasting impact. Discrimination of Asians is related to the perpetual foreigner stereotype and the model minority myth. These impede how Asians understand their racial discrimination experiences and how families discuss race and ethnicity. All parents in the study expressed how critical parental racial socialization was during the COVID-19 pandemic and suggest that schools are essential to supporting multicultural education at home.","PeriodicalId":130001,"journal":{"name":"Evolving Multicultural Education for Global Classrooms","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121257689","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}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7649-6.ch008
A. Onda
With consistently increasing globalization, the number of Japanese children living and receiving education abroad continues to grow. Previous studies have compared the Japanese-language abilities of children studying Japanese abroad to those of children living in Japan. However, the author contends that the backgrounds of children studying Japanese abroad vary greatly, as do their learning goals. The former do not necessarily want to learn the same language skills as children who study in Japan. Japanese-language education for children living overseas requires that students understand what they want to achieve in terms of their language ability. This chapter focuses on children who have lived and been educated in multiple countries other than Japan; it discusses their Japanese-language learning goals and the environment needed to support those goals. It also examines their sense of ethnic identity as Japanese and how this relates to their upbringing and language-learning experiences.
{"title":"Heritage-Language Education for Japanese Children Living Abroad and the Impacts on Their Ethnic Identity","authors":"A. Onda","doi":"10.4018/978-1-7998-7649-6.ch008","DOIUrl":"https://doi.org/10.4018/978-1-7998-7649-6.ch008","url":null,"abstract":"With consistently increasing globalization, the number of Japanese children living and receiving education abroad continues to grow. Previous studies have compared the Japanese-language abilities of children studying Japanese abroad to those of children living in Japan. However, the author contends that the backgrounds of children studying Japanese abroad vary greatly, as do their learning goals. The former do not necessarily want to learn the same language skills as children who study in Japan. Japanese-language education for children living overseas requires that students understand what they want to achieve in terms of their language ability. This chapter focuses on children who have lived and been educated in multiple countries other than Japan; it discusses their Japanese-language learning goals and the environment needed to support those goals. It also examines their sense of ethnic identity as Japanese and how this relates to their upbringing and language-learning experiences.","PeriodicalId":130001,"journal":{"name":"Evolving Multicultural Education for Global Classrooms","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124938934","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}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7649-6.ch004
Belgin Arslan-Cansever
The concept of multiculturalism has been the subject of many different disciplines such as sociology, philosophy, and educational science with its various dimensions. Considering the distinctive features of the 21st century society, it is seen that global life, multicultural citizenship understanding, and individuals' interaction with different cultural groups and development of positive attitudes are emphasized. In this context, it is thought that teachers play an effective role in developing individuals' attitudes and behaviors regarding multiculturalism from an early age. Therefore, it is necessary for the teacher to gain the awareness of multiculturalism and to strengthen this awareness in the pre-service education process. Within the scope of this chapter, primarily the concept of multiculturalism will be emphasized. Then, the concept of multicultural education and all aspects of this concept and teacher training approaches that are sensitive to multicultural education will be discussed.
{"title":"Multiculturalism in Teacher Education","authors":"Belgin Arslan-Cansever","doi":"10.4018/978-1-7998-7649-6.ch004","DOIUrl":"https://doi.org/10.4018/978-1-7998-7649-6.ch004","url":null,"abstract":"The concept of multiculturalism has been the subject of many different disciplines such as sociology, philosophy, and educational science with its various dimensions. Considering the distinctive features of the 21st century society, it is seen that global life, multicultural citizenship understanding, and individuals' interaction with different cultural groups and development of positive attitudes are emphasized. In this context, it is thought that teachers play an effective role in developing individuals' attitudes and behaviors regarding multiculturalism from an early age. Therefore, it is necessary for the teacher to gain the awareness of multiculturalism and to strengthen this awareness in the pre-service education process. Within the scope of this chapter, primarily the concept of multiculturalism will be emphasized. Then, the concept of multicultural education and all aspects of this concept and teacher training approaches that are sensitive to multicultural education will be discussed.","PeriodicalId":130001,"journal":{"name":"Evolving Multicultural Education for Global Classrooms","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131158882","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}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7649-6.ch012
J. McDermott, F. Chapel
Even as the pandemic seems to be lessening in some places, our violent actions are not. What causes such violence and hate? Why are there still children who do not have a safe place to live, enough food to eat, a loving caregiver, or the knowledge that they will not be killed in a school shooting? Given how we treat our children, the question about our attitude toward them is significant. Looking at issues of prejudice and “othering,” we can begin to understand that we really do not like children given the data about our treatment of them. When a group decides that their point of view is the only one that is worthy, then those who do not agree are the “others.” This othering provides ample opportunity for prejudice, discrimination, bullying, and hateful acts. Sadly, children are the recipients of these decisions by adults who then by their actions teach children to behave in exactly the same ways. In the meantime, children become the victims since they are in the most vulnerable group of humans. This chapter explores how hate harms children.
{"title":"How Hate Harms Children","authors":"J. McDermott, F. Chapel","doi":"10.4018/978-1-7998-7649-6.ch012","DOIUrl":"https://doi.org/10.4018/978-1-7998-7649-6.ch012","url":null,"abstract":"Even as the pandemic seems to be lessening in some places, our violent actions are not. What causes such violence and hate? Why are there still children who do not have a safe place to live, enough food to eat, a loving caregiver, or the knowledge that they will not be killed in a school shooting? Given how we treat our children, the question about our attitude toward them is significant. Looking at issues of prejudice and “othering,” we can begin to understand that we really do not like children given the data about our treatment of them. When a group decides that their point of view is the only one that is worthy, then those who do not agree are the “others.” This othering provides ample opportunity for prejudice, discrimination, bullying, and hateful acts. Sadly, children are the recipients of these decisions by adults who then by their actions teach children to behave in exactly the same ways. In the meantime, children become the victims since they are in the most vulnerable group of humans. This chapter explores how hate harms children.","PeriodicalId":130001,"journal":{"name":"Evolving Multicultural Education for Global Classrooms","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124557531","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}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7649-6.ch011
Jee Vui Fung
This chapter calls for reimagining multicultural education from the geopolitical location of Asia. Multicultural education in East Asian Pastoral Institute and the Loyola School of Theology, both located within the Ateneo de Manila University, is reimagined, using the hermeneutical lens of coloniality, androcentrism, and patriarchy, which are related to settler colonialism, from the perspectives of the indigenous communities and hierarchy with recourse to the Asian critical feminist theories of two Korean women scholars. The course on leadership has enabled the multicultural community of learners to identity the “lights” and “shadows” in the diverse cultures of their specific contexts while the course on dialogue with indigenous culture and spirituality has encouraged the community of learners to experience epistemic emancipation that enabled them to generate a more context-specific empowering postcolonial theoretical frameworks. More will be done in the future courses to mobilize wisdom and examine settler colonialism for emancipation of the subaltern in Asia.
{"title":"Reimagining Multicultural Education Through the Lens of Coloniality, Androcentrism, and Patriarchy","authors":"Jee Vui Fung","doi":"10.4018/978-1-7998-7649-6.ch011","DOIUrl":"https://doi.org/10.4018/978-1-7998-7649-6.ch011","url":null,"abstract":"This chapter calls for reimagining multicultural education from the geopolitical location of Asia. Multicultural education in East Asian Pastoral Institute and the Loyola School of Theology, both located within the Ateneo de Manila University, is reimagined, using the hermeneutical lens of coloniality, androcentrism, and patriarchy, which are related to settler colonialism, from the perspectives of the indigenous communities and hierarchy with recourse to the Asian critical feminist theories of two Korean women scholars. The course on leadership has enabled the multicultural community of learners to identity the “lights” and “shadows” in the diverse cultures of their specific contexts while the course on dialogue with indigenous culture and spirituality has encouraged the community of learners to experience epistemic emancipation that enabled them to generate a more context-specific empowering postcolonial theoretical frameworks. More will be done in the future courses to mobilize wisdom and examine settler colonialism for emancipation of the subaltern in Asia.","PeriodicalId":130001,"journal":{"name":"Evolving Multicultural Education for Global Classrooms","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131167326","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}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7649-6.ch009
Tracyann Williams, Mary Alice Soriero
The goals of multicultural education are evolving as the world is increasingly interconnected. Fostering inclusion is no longer sufficient; rather, educators should strive to build a global citizenry who values differences and recognizes their responsibilities to others in the world. A classroom based on global citizenship provides an opportunity for all students, not just diverse students, to become invested in the principles of inclusion, equity, and social justice. Drawing upon fields of intercultural competence, social justice, and global studies, the authors present theories and concrete curricular approaches for teachers and students to understand themselves as cultural beings, reconcile their privileges, value inclusion, foster empathy, and develop a sense of responsibility to promote equity. By cultivating these competencies, educators can move forward in fostering global citizenship, an essential instrument in constructing a coexistence.
{"title":"Creating Global Citizens Through Multicultural Education","authors":"Tracyann Williams, Mary Alice Soriero","doi":"10.4018/978-1-7998-7649-6.ch009","DOIUrl":"https://doi.org/10.4018/978-1-7998-7649-6.ch009","url":null,"abstract":"The goals of multicultural education are evolving as the world is increasingly interconnected. Fostering inclusion is no longer sufficient; rather, educators should strive to build a global citizenry who values differences and recognizes their responsibilities to others in the world. A classroom based on global citizenship provides an opportunity for all students, not just diverse students, to become invested in the principles of inclusion, equity, and social justice. Drawing upon fields of intercultural competence, social justice, and global studies, the authors present theories and concrete curricular approaches for teachers and students to understand themselves as cultural beings, reconcile their privileges, value inclusion, foster empathy, and develop a sense of responsibility to promote equity. By cultivating these competencies, educators can move forward in fostering global citizenship, an essential instrument in constructing a coexistence.","PeriodicalId":130001,"journal":{"name":"Evolving Multicultural Education for Global Classrooms","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133257266","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}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7649-6.ch005
L. Mbati
With advancements in technological innovation, the interconnectedness of the global economies and citizens is now inextricable. Education has been affected by globalisation, opening opportunities for more participation, particularly through online learning. Social cleavages and access for social justice are often addressed through admission-policy reform in the higher-education sector. While this is one aspect of increasing access to higher education, this chapter explores inequality as epistemic injustice in online programmes. Curriculum design and pedagogical approaches that embrace diverse students' epistemic positions enrich the learning experience while including students' realities. Student agency may allow for visibility of diverse students and also provide for the inclusion of their epistemic stances. Student agency can also lead to flexible, inclusive curriculum content. Based on literature, this chapter presents ways in which the student voice may be included in online learning curriculum, pedagogy and learning content.
{"title":"Enhancing Student Agency as a Driver of Inclusion in Online Curriculum, Pedagogy, and Learning Content","authors":"L. Mbati","doi":"10.4018/978-1-7998-7649-6.ch005","DOIUrl":"https://doi.org/10.4018/978-1-7998-7649-6.ch005","url":null,"abstract":"With advancements in technological innovation, the interconnectedness of the global economies and citizens is now inextricable. Education has been affected by globalisation, opening opportunities for more participation, particularly through online learning. Social cleavages and access for social justice are often addressed through admission-policy reform in the higher-education sector. While this is one aspect of increasing access to higher education, this chapter explores inequality as epistemic injustice in online programmes. Curriculum design and pedagogical approaches that embrace diverse students' epistemic positions enrich the learning experience while including students' realities. Student agency may allow for visibility of diverse students and also provide for the inclusion of their epistemic stances. Student agency can also lead to flexible, inclusive curriculum content. Based on literature, this chapter presents ways in which the student voice may be included in online learning curriculum, pedagogy and learning content.","PeriodicalId":130001,"journal":{"name":"Evolving Multicultural Education for Global Classrooms","volume":"576 2 Pt 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115849124","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}
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