Pub Date : 2022-04-25DOI: 10.1108/jme-01-2022-0007
Oscar Navarro, Briana Ronan, Ingrid Reyes Patron
Purpose This study aims to examine how teacher candidates of Color (TCoCs) experienced and perceived culturally responsive teaching across three teacher education programs at a predominately White institution in the USA. At the time of the study, the campus was reeling from a series of racist incidents on- and off-campus, and the teacher education programs were attempting to recruit more TCoCs. Design/methodology/approach Drawing on a critical race theory counternarrative approach and qualitative research focus-group interviews, the authors centered the voices of seven TCoCs and their experiences with culturally responsive teaching in their coursework. Findings The TCoCs experienced and perceived culturally responsive teaching as promising yet fleeting, missing the mark, and a misuse of culture and language that resulted in harm. The TCoCs urge teacher education to hire racially–ethnically–linguistically diverse faculty, provide affirming spaces for TCoCs, and curricular transformation. Originality/value Study findings contribute to recent calls for teacher education programs to attend to the lived experiences, concerns and expectations of future teachers of color.
{"title":"Teacher candidates of Color experiences and perceptions of culturally responsive teaching within teacher education: “they hit the target, not the bullseye”","authors":"Oscar Navarro, Briana Ronan, Ingrid Reyes Patron","doi":"10.1108/jme-01-2022-0007","DOIUrl":"https://doi.org/10.1108/jme-01-2022-0007","url":null,"abstract":"\u0000Purpose\u0000This study aims to examine how teacher candidates of Color (TCoCs) experienced and perceived culturally responsive teaching across three teacher education programs at a predominately White institution in the USA. At the time of the study, the campus was reeling from a series of racist incidents on- and off-campus, and the teacher education programs were attempting to recruit more TCoCs.\u0000\u0000\u0000Design/methodology/approach\u0000Drawing on a critical race theory counternarrative approach and qualitative research focus-group interviews, the authors centered the voices of seven TCoCs and their experiences with culturally responsive teaching in their coursework.\u0000\u0000\u0000Findings\u0000The TCoCs experienced and perceived culturally responsive teaching as promising yet fleeting, missing the mark, and a misuse of culture and language that resulted in harm. The TCoCs urge teacher education to hire racially–ethnically–linguistically diverse faculty, provide affirming spaces for TCoCs, and curricular transformation.\u0000\u0000\u0000Originality/value\u0000Study findings contribute to recent calls for teacher education programs to attend to the lived experiences, concerns and expectations of future teachers of color.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45994325","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 : 2022-04-25DOI: 10.1108/jme-12-2021-0234
Tasha Austin
Purpose This study aims to highlight the planning, process and results of drawing on engaged pedagogy to humanize Blackness in world language (WL) teacher education. The activities were designed to center lived experiences, augment self-reflection and model instructional differentiation for WL preservice teachers (PSTs). Design/methodology/approach This qualitative research paper uses a self-study in teacher education practices (S-STEP) method. It explores how tailored resources, peer and self-assessments and a responsive environment can increase awareness of antiBlackness in instruction and curricula among WL PSTs during a semester-long methods course. Findings Findings suggest that centering Blackness in WL methods initiates an awareness of antiBlack racism in WL pedagogy through opportunities for self-reflection and accountability through assessment. To varying degrees, participants demonstrated shifts in their understanding and valuing of Blackness in WL instruction as facilitated through a differentiated environment in which PSTs had access both to the instructor and to one another’s critical feedback. Originality/value Linguicism through antiBlack linguistic racism, native speakerism, idealized whiteness and other constructs has been demonstrated to decrease Black and minoritized participation in language teaching. What has yet to be addressed is this same pushout from an inclusive Black diasporic approach to WL teacher preparation. This study highlights nationalism, ableism, accentism, racism, anti-immigrant sentiments and racial stereotypes as different entry points to understanding antiBlackness within WL teacher preparation.
{"title":"Linguistic imperialism: countering anti Black racism in world language teacher preparation","authors":"Tasha Austin","doi":"10.1108/jme-12-2021-0234","DOIUrl":"https://doi.org/10.1108/jme-12-2021-0234","url":null,"abstract":"\u0000Purpose\u0000This study aims to highlight the planning, process and results of drawing on engaged pedagogy to humanize Blackness in world language (WL) teacher education. The activities were designed to center lived experiences, augment self-reflection and model instructional differentiation for WL preservice teachers (PSTs).\u0000\u0000\u0000Design/methodology/approach\u0000This qualitative research paper uses a self-study in teacher education practices (S-STEP) method. It explores how tailored resources, peer and self-assessments and a responsive environment can increase awareness of antiBlackness in instruction and curricula among WL PSTs during a semester-long methods course.\u0000\u0000\u0000Findings\u0000Findings suggest that centering Blackness in WL methods initiates an awareness of antiBlack racism in WL pedagogy through opportunities for self-reflection and accountability through assessment. To varying degrees, participants demonstrated shifts in their understanding and valuing of Blackness in WL instruction as facilitated through a differentiated environment in which PSTs had access both to the instructor and to one another’s critical feedback.\u0000\u0000\u0000Originality/value\u0000Linguicism through antiBlack linguistic racism, native speakerism, idealized whiteness and other constructs has been demonstrated to decrease Black and minoritized participation in language teaching. What has yet to be addressed is this same pushout from an inclusive Black diasporic approach to WL teacher preparation. This study highlights nationalism, ableism, accentism, racism, anti-immigrant sentiments and racial stereotypes as different entry points to understanding antiBlackness within WL teacher preparation.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47232667","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 : 2022-04-05DOI: 10.1108/jme-11-2021-0205
Kathomi Gatwiri, Virginia Mapedzahama
Purpose On June 21, 2021, a motion was introduced to the Australian Senate calling on the federal government to reject critical race theory (CRT) from the national curriculum, claiming that CRT is divisive and racist. This was allegedly sparked by revisions to the national school curriculum, which included a more accurate reflection of the historical record of First Nations peoples’ experiences of colonisation and the framing of British arrival onto the continent as an invasion. This paper aims to overview the omnipresence of Western thought systems in the academy and critiques how knowledge production as a disciplinary practice positions race as a “marginalised knowledge”. Design/methodology/approach This paper is conceptual and it theorises the morphology and functions of racism within the Australian education system specifically, and across the board. This theorisation offers an invaluable starting point in rethinking how we advocate for and preserve Blac/k scholarship in academia. It examines how the political economy of racism in education offers a transformative position from which scholars can contribute to potential systemic change that promotes racial literacy and racial dignity, and the conditions necessary to foster these changes. Findings The paper confirms what studies by Blac/k scholars already highlight: that racialised knowledges are marked – as an aesthetic addition or as disruptive – or unnecessary – and how these patterns of colonial desires are manifested in the classroom or in race discourse. Originality/value Specifically, the arguments made in this paper examine two undertheorised concepts, namely, “racial dignity” and “trauma porn” to foreground the reimagination of practices that inform racial literacy in education. This offers a helpful starting place to consider how this form of education facilitates ongoing settler colonialism in Australia. The authors then propose an anti-racist pedagogical practice in social work education entailing three core crucial and transformative elements: self- reflexivity, storytelling and collaboration with Blac/k people.
{"title":"Pedagogy or “trauma porn”? Racial literacy as a prerequisite for teaching racially dignifying content in the Australian social work context","authors":"Kathomi Gatwiri, Virginia Mapedzahama","doi":"10.1108/jme-11-2021-0205","DOIUrl":"https://doi.org/10.1108/jme-11-2021-0205","url":null,"abstract":"\u0000Purpose\u0000On June 21, 2021, a motion was introduced to the Australian Senate calling on the federal government to reject critical race theory (CRT) from the national curriculum, claiming that CRT is divisive and racist. This was allegedly sparked by revisions to the national school curriculum, which included a more accurate reflection of the historical record of First Nations peoples’ experiences of colonisation and the framing of British arrival onto the continent as an invasion. This paper aims to overview the omnipresence of Western thought systems in the academy and critiques how knowledge production as a disciplinary practice positions race as a “marginalised knowledge”.\u0000\u0000\u0000Design/methodology/approach\u0000This paper is conceptual and it theorises the morphology and functions of racism within the Australian education system specifically, and across the board. This theorisation offers an invaluable starting point in rethinking how we advocate for and preserve Blac/k scholarship in academia. It examines how the political economy of racism in education offers a transformative position from which scholars can contribute to potential systemic change that promotes racial literacy and racial dignity, and the conditions necessary to foster these changes.\u0000\u0000\u0000Findings\u0000The paper confirms what studies by Blac/k scholars already highlight: that racialised knowledges are marked – as an aesthetic addition or as disruptive – or unnecessary – and how these patterns of colonial desires are manifested in the classroom or in race discourse.\u0000\u0000\u0000Originality/value\u0000Specifically, the arguments made in this paper examine two undertheorised concepts, namely, “racial dignity” and “trauma porn” to foreground the reimagination of practices that inform racial literacy in education. This offers a helpful starting place to consider how this form of education facilitates ongoing settler colonialism in Australia. The authors then propose an anti-racist pedagogical practice in social work education entailing three core crucial and transformative elements: self- reflexivity, storytelling and collaboration with Blac/k people.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47332412","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 : 2022-03-31DOI: 10.1108/jme-11-2021-0207
D. Gilhooly, Chris Mu Htoo
Purpose The purpose of this paper is to demonstrate how teachers can use their Sgaw Karen students’ names as a means to gaining awareness of their students’ home culture, language and personal stories. Design/methodology/approach This case study uses interviews with four Karen families to explore the meanings behind the names and nicknames given to Karen individuals. Findings The findings of this study reveal that Karen names can provide teachers important insights into Karen culture, history and language. Moreover, Karen names can also provide important biographical information about the student. Research limitations/implications This study only focuses on Sgaw Karen names and does not include other Karen subgroups like the Pwo Karen, who are also resettling in the USA. This study does not include all Sgaw Karen names, but the authors have made efforts to include Karen names from various regions of Burma and of different religious backgrounds. Practical implications Teachers and others working with culturally and linguistically diverse students like the Karen will gain a better understanding of the various ways that names are given across cultures. While this paper focuses on one particular ethnic group, it is believed that teachers need to expand their notions about how other non-European groups name their children and how these names may reveal something about the student’s heritage culture, history, language and the unique lived experiences of their students. Social implications Too often teachers and others working cross-culturally do not realize that other cultures follow different naming practices than those used in the USA. Teachers often mispronounce or misunderstand students’ names when the student comes from a cultural group unfamiliar to them. This paper helps a general audience better realize the unique approach Karen culture takes to naming children and how these names are often transformed to fit American naming conventions. As the title suggests, Karen students often feel embarrassed and take on a negative opinion of their given name as a result of a lack of awareness by teachers and others. Originality/value This paper provides a unique perspective in the literature on the ways cultural naming conventions can serve teachers aspiring to incorporate biography-driven instruction into their classroom practices.
{"title":"More than names on a roster: the many meanings behind Sgaw Karen names","authors":"D. Gilhooly, Chris Mu Htoo","doi":"10.1108/jme-11-2021-0207","DOIUrl":"https://doi.org/10.1108/jme-11-2021-0207","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to demonstrate how teachers can use their Sgaw Karen students’ names as a means to gaining awareness of their students’ home culture, language and personal stories.\u0000\u0000\u0000Design/methodology/approach\u0000This case study uses interviews with four Karen families to explore the meanings behind the names and nicknames given to Karen individuals.\u0000\u0000\u0000Findings\u0000The findings of this study reveal that Karen names can provide teachers important insights into Karen culture, history and language. Moreover, Karen names can also provide important biographical information about the student.\u0000\u0000\u0000Research limitations/implications\u0000This study only focuses on Sgaw Karen names and does not include other Karen subgroups like the Pwo Karen, who are also resettling in the USA. This study does not include all Sgaw Karen names, but the authors have made efforts to include Karen names from various regions of Burma and of different religious backgrounds.\u0000\u0000\u0000Practical implications\u0000Teachers and others working with culturally and linguistically diverse students like the Karen will gain a better understanding of the various ways that names are given across cultures. While this paper focuses on one particular ethnic group, it is believed that teachers need to expand their notions about how other non-European groups name their children and how these names may reveal something about the student’s heritage culture, history, language and the unique lived experiences of their students.\u0000\u0000\u0000Social implications\u0000Too often teachers and others working cross-culturally do not realize that other cultures follow different naming practices than those used in the USA. Teachers often mispronounce or misunderstand students’ names when the student comes from a cultural group unfamiliar to them. This paper helps a general audience better realize the unique approach Karen culture takes to naming children and how these names are often transformed to fit American naming conventions. As the title suggests, Karen students often feel embarrassed and take on a negative opinion of their given name as a result of a lack of awareness by teachers and others.\u0000\u0000\u0000Originality/value\u0000This paper provides a unique perspective in the literature on the ways cultural naming conventions can serve teachers aspiring to incorporate biography-driven instruction into their classroom practices.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44315545","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 : 2022-03-28DOI: 10.1108/jme-06-2021-0085
Abeer Toson Mohamed, Malak Abdrabuha Alqurashi, Sara Alshmmry
Purpose This study aims to identify the degree to which general education teachers use the principles of universal design for learning (UDL) in teaching and evaluating students with learning disabilities, moderated by gender, experience and qualification. Ethical approvals were requested and reported from teachers prior to their participation. Design/methodology/approach This study collected questionnaire data from male and female teachers from the eastern region of the Kingdom of Saudi Arabia between 2019 and 2021. Findings General education teachers were devoted to using UDL principles for teaching and assessing students with learning disabilities. The one used most often was “Providing multiple tools for presenting information by the teacher.” Moreover, there were statistically significant differences between participants whose experiences were 5–10 and < 5 years toward the third principle (providing learning opportunities that suit individual differences among students). Additionally, there were no statistically significant differences possibly ascribed to qualification. However, there were statistically significant differences between those who held postgraduates and diploma holders, also showed that there were no statistically significant differences at <0.05 that could be ascribed to qualification variable. Originality/value Teachers use UDL principles specifically. The current research is distinguished from previous studies as it targets teachers of general classes and measures how much they use UDL in teaching and evaluating students with learning disabilities. To the knowledge of the researcher, no Arab studies have examined this subject.
{"title":"Universal design for learning principles and students with learning disabilities: an application with general education teachers in Saudi Arabia","authors":"Abeer Toson Mohamed, Malak Abdrabuha Alqurashi, Sara Alshmmry","doi":"10.1108/jme-06-2021-0085","DOIUrl":"https://doi.org/10.1108/jme-06-2021-0085","url":null,"abstract":"\u0000Purpose\u0000This study aims to identify the degree to which general education teachers use the principles of universal design for learning (UDL) in teaching and evaluating students with learning disabilities, moderated by gender, experience and qualification. Ethical approvals were requested and reported from teachers prior to their participation.\u0000\u0000\u0000Design/methodology/approach\u0000This study collected questionnaire data from male and female teachers from the eastern region of the Kingdom of Saudi Arabia between 2019 and 2021.\u0000\u0000\u0000Findings\u0000General education teachers were devoted to using UDL principles for teaching and assessing students with learning disabilities. The one used most often was “Providing multiple tools for presenting information by the teacher.” Moreover, there were statistically significant differences between participants whose experiences were 5–10 and < 5 years toward the third principle (providing learning opportunities that suit individual differences among students). Additionally, there were no statistically significant differences possibly ascribed to qualification. However, there were statistically significant differences between those who held postgraduates and diploma holders, also showed that there were no statistically significant differences at <0.05 that could be ascribed to qualification variable.\u0000\u0000\u0000Originality/value\u0000Teachers use UDL principles specifically. The current research is distinguished from previous studies as it targets teachers of general classes and measures how much they use UDL in teaching and evaluating students with learning disabilities. To the knowledge of the researcher, no Arab studies have examined this subject.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46123451","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 : 2022-03-25DOI: 10.1108/jme-09-2021-0180
I. Jackson, Miguel M. Gonzales, Adjoa Mensah
Purpose The purpose of this study was to examine technological pedagogical content knowledge (TPACK) in 1:1 laptop classrooms. We evaluate how, if at all, teachers in these environments engage culturally sustaining pedagogy (CSP) with technology to meet the needs of culturally and linguistically diverse learners. Design/methodology/approach Data for this multiple case study were collected across three middle schools with a 1:1 laptop initiative. Thirteen teachers participated in individual interviews and 77 teachers completed an online survey. Transcribed interviews and the open-ended survey question were analyzed using an inductive, iterative process of coding according to hallmarks of TPACK and CSP. Findings This study reveals that while technology could be a powerful tool in fostering an equitable classroom environment, fully implementing equitable approaches in 1:1 laptop schools would require educators to develop knowledge and skills to integrate TPACK and CSP in their classroom. Originality/value Our study indicates that obstacles to providing equitable education for CLD learners in 1:1 classrooms are not issues of technology access but issues of disparities perpetuated by missed opportunities to fully engage CSP as a means of challenging the status quo. Tackling this in 1:1 environments would require educators to develop knowledge and skills to engage culturally sustaining TPACK in their classroom.
{"title":"It is not equitable if it is not culturally sustaining: teaching and learning in 1:1 laptop schools","authors":"I. Jackson, Miguel M. Gonzales, Adjoa Mensah","doi":"10.1108/jme-09-2021-0180","DOIUrl":"https://doi.org/10.1108/jme-09-2021-0180","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study was to examine technological pedagogical content knowledge (TPACK) in 1:1 laptop classrooms. We evaluate how, if at all, teachers in these environments engage culturally sustaining pedagogy (CSP) with technology to meet the needs of culturally and linguistically diverse learners.\u0000\u0000\u0000Design/methodology/approach\u0000Data for this multiple case study were collected across three middle schools with a 1:1 laptop initiative. Thirteen teachers participated in individual interviews and 77 teachers completed an online survey. Transcribed interviews and the open-ended survey question were analyzed using an inductive, iterative process of coding according to hallmarks of TPACK and CSP.\u0000\u0000\u0000Findings\u0000This study reveals that while technology could be a powerful tool in fostering an equitable classroom environment, fully implementing equitable approaches in 1:1 laptop schools would require educators to develop knowledge and skills to integrate TPACK and CSP in their classroom.\u0000\u0000\u0000Originality/value\u0000Our study indicates that obstacles to providing equitable education for CLD learners in 1:1 classrooms are not issues of technology access but issues of disparities perpetuated by missed opportunities to fully engage CSP as a means of challenging the status quo. Tackling this in 1:1 environments would require educators to develop knowledge and skills to engage culturally sustaining TPACK in their classroom.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44297765","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}
New values in a located education Almost immediately after the onset of the pandemic, many recognized that school closures would affect much more than “academic” learning. Even prior to the pandemic girls in the remotest provinces of Pakistan had long been denied access to basic education, and in this study we see the impact of pre-recorded radio lessons. Based in their work in community colleges, they identify student loneliness as a defining characteristic of adult education that is targeted at low-income students, and they show how new ways of thinking about instruction can build spaces of empowerment.
{"title":"Guest editorial: educational legacies of the pandemic","authors":"Madhu Narayanan","doi":"10.1108/jme-04-2022-208","DOIUrl":"https://doi.org/10.1108/jme-04-2022-208","url":null,"abstract":"New values in a located education Almost immediately after the onset of the pandemic, many recognized that school closures would affect much more than “academic” learning. Even prior to the pandemic girls in the remotest provinces of Pakistan had long been denied access to basic education, and in this study we see the impact of pre-recorded radio lessons. Based in their work in community colleges, they identify student loneliness as a defining characteristic of adult education that is targeted at low-income students, and they show how new ways of thinking about instruction can build spaces of empowerment.","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43174276","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 : 2022-03-16DOI: 10.1108/jme-07-2021-0114
J. Bell, Karen Zaino
Purpose There is currently a dearth of research on the implications of the epistolary as a site for knowledge production. This paper aims to demystify the process of academic theorizing through the co-authors’ co-excavative epistolary method. Design/methodology/approach Through co-excavative epistolary practices, the co-authors’ relationship was deepened, the collective sense was made of Covid-19, and racial literacy-centered academic theorizing commenced. In the co-authors making meaning of their letter-writing data, they provide examples of and analyze their co-excavative letter-writing process. Findings The co-excavative epistolary method deepened the co-authors’ relationship to one another and improved their ability to produce useful and complicated knowledge. Research limitations/implications The co-excavative epistolary exchanges mark a new site for academic theorizing and incite creative approaches to academic co-writing, as well as more transparency about the academic writing process in general. Social implications Co-excavative methods disrupt traditional academic sites of knowledge production and engender space for relational intimacy. Originality/value The work introduces both a new method, co-excavative epistolary writing and a new rational framework, the critical dignity relational framework.
{"title":"Get to know me, homey: exploring critical, relational and racial literacy possibilities in co-excavative letter writing","authors":"J. Bell, Karen Zaino","doi":"10.1108/jme-07-2021-0114","DOIUrl":"https://doi.org/10.1108/jme-07-2021-0114","url":null,"abstract":"\u0000Purpose\u0000There is currently a dearth of research on the implications of the epistolary as a site for knowledge production. This paper aims to demystify the process of academic theorizing through the co-authors’ co-excavative epistolary method.\u0000\u0000\u0000Design/methodology/approach\u0000Through co-excavative epistolary practices, the co-authors’ relationship was deepened, the collective sense was made of Covid-19, and racial literacy-centered academic theorizing commenced. In the co-authors making meaning of their letter-writing data, they provide examples of and analyze their co-excavative letter-writing process.\u0000\u0000\u0000Findings\u0000The co-excavative epistolary method deepened the co-authors’ relationship to one another and improved their ability to produce useful and complicated knowledge.\u0000\u0000\u0000Research limitations/implications\u0000The co-excavative epistolary exchanges mark a new site for academic theorizing and incite creative approaches to academic co-writing, as well as more transparency about the academic writing process in general.\u0000\u0000\u0000Social implications\u0000Co-excavative methods disrupt traditional academic sites of knowledge production and engender space for relational intimacy.\u0000\u0000\u0000Originality/value\u0000The work introduces both a new method, co-excavative epistolary writing and a new rational framework, the critical dignity relational framework.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48794330","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 : 2022-02-22DOI: 10.1108/jme-09-2020-0095
Tara Pepis
Purpose This paper aims to analyze the interviews conducted with preservice teachers. The analysis seeks to surface how colorblindness and stereotype threat may influence preservice teachers’ perceived implicit biases. Design/methodology/approach This is a mixed-methods study that used quantitative data from the implicit association test (IAT) over three-time points to determine the implicit bias levels of preservice teachers. This paper reports on the qualitative findings related to the stereotype threat of interview participants. Findings The interviews revealed that participation in the study caused a defensive reaction related to stereotype threat. Despite having participated in an intervention that, on average, reduces bias as measured by the IAT participants’ expressed stereotyped beliefs about children of color and minimized the salience of race e.g. saying they did not see color. However, the interviews reveal that the participants believed that the intervention had made them aware of their own implicit biases and that it was within their ability to change these biases. These findings indicate that although considering implicit bias makes teacher candidates uncomfortable, it may also be an effective addition to teacher preparation programs. Originality/value This study used the IAT and an intervention to make preservice teachers aware of their own biases. During the interview process, there was significant evidence of stereotype threat among the participants who agreed to participate in the open-ended session.
{"title":"Stereotype threat and colorblindness","authors":"Tara Pepis","doi":"10.1108/jme-09-2020-0095","DOIUrl":"https://doi.org/10.1108/jme-09-2020-0095","url":null,"abstract":"\u0000Purpose\u0000This paper aims to analyze the interviews conducted with preservice teachers. The analysis seeks to surface how colorblindness and stereotype threat may influence preservice teachers’ perceived implicit biases.\u0000\u0000\u0000Design/methodology/approach\u0000This is a mixed-methods study that used quantitative data from the implicit association test (IAT) over three-time points to determine the implicit bias levels of preservice teachers. This paper reports on the qualitative findings related to the stereotype threat of interview participants.\u0000\u0000\u0000Findings\u0000The interviews revealed that participation in the study caused a defensive reaction related to stereotype threat. Despite having participated in an intervention that, on average, reduces bias as measured by the IAT participants’ expressed stereotyped beliefs about children of color and minimized the salience of race e.g. saying they did not see color. However, the interviews reveal that the participants believed that the intervention had made them aware of their own implicit biases and that it was within their ability to change these biases. These findings indicate that although considering implicit bias makes teacher candidates uncomfortable, it may also be an effective addition to teacher preparation programs.\u0000\u0000\u0000Originality/value\u0000This study used the IAT and an intervention to make preservice teachers aware of their own biases. During the interview process, there was significant evidence of stereotype threat among the participants who agreed to participate in the open-ended session.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44490948","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 : 2022-02-14DOI: 10.1108/jme-01-2022-0003
Mehwish Raza
Purpose This paper aims to report insights from the planning and execution phase of an interactive radio instruction (IRI) intervention envisioned as a medium-term response plan to address school closures amidst the global Coronavirus pandemic. The project has been envisioned by a local development agency in the province of Balochistan for adolescent out-of-school (OOS) girls. Design/methodology/approach This study reports respondents’ academic achievement through the one-group pretest-posttest design method across numeracy, literacy, civic education and indigenous crafts. Participating adolescent girl respondents were randomly selected from six districts of Balochistan and the results assert a positive impact of IRI intervention. Thus, showcasing IRI as a promising approach to address protracted challenges of educational accessibility in remote areas of Pakistan. Findings The mean score comparison of pre-test–post-test across four curriculum subjects indicates the greatest gains in numeracy and civic education. Results also highlight the significance of the pedagogical capacity of IRI developers and the quality of supplementary educational kits paired with IRI during this intervention. Research limitations/implications The findings of this study focus on design and implementation phases eliminating the analysis of learners’ behaviour, environmental factors and family support. Further research is suggested to identify gaps in related dimensions for the success of IRI in Pakistan. Originality/value This study contributes data-driven findings from a pioneer on-going IRI project in Balochistan, a hard-to-reach province where the ratio of OOS adolescent girls exceeds 78%. This study also proposes vital steps for the longevity of IRI to solve protracted educational crises in Pakistan.
{"title":"Interactive radio instruction – a legacy of COVID-19 for marginalized adolescent girls of Baluchistan","authors":"Mehwish Raza","doi":"10.1108/jme-01-2022-0003","DOIUrl":"https://doi.org/10.1108/jme-01-2022-0003","url":null,"abstract":"\u0000Purpose\u0000This paper aims to report insights from the planning and execution phase of an interactive radio instruction (IRI) intervention envisioned as a medium-term response plan to address school closures amidst the global Coronavirus pandemic. The project has been envisioned by a local development agency in the province of Balochistan for adolescent out-of-school (OOS) girls.\u0000\u0000\u0000Design/methodology/approach\u0000This study reports respondents’ academic achievement through the one-group pretest-posttest design method across numeracy, literacy, civic education and indigenous crafts. Participating adolescent girl respondents were randomly selected from six districts of Balochistan and the results assert a positive impact of IRI intervention. Thus, showcasing IRI as a promising approach to address protracted challenges of educational accessibility in remote areas of Pakistan.\u0000\u0000\u0000Findings\u0000The mean score comparison of pre-test–post-test across four curriculum subjects indicates the greatest gains in numeracy and civic education. Results also highlight the significance of the pedagogical capacity of IRI developers and the quality of supplementary educational kits paired with IRI during this intervention.\u0000\u0000\u0000Research limitations/implications\u0000The findings of this study focus on design and implementation phases eliminating the analysis of learners’ behaviour, environmental factors and family support. Further research is suggested to identify gaps in related dimensions for the success of IRI in Pakistan.\u0000\u0000\u0000Originality/value\u0000This study contributes data-driven findings from a pioneer on-going IRI project in Balochistan, a hard-to-reach province where the ratio of OOS adolescent girls exceeds 78%. This study also proposes vital steps for the longevity of IRI to solve protracted educational crises in Pakistan.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45731663","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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