Pub Date : 2023-08-28DOI: 10.1108/jme-06-2023-0043
L. McCallum
Purpose This paper aims to present a lesson that showcases how artificial intelligence (AI) tools may be chiefly used in L2 language classrooms to design culture-focussed telecollaboration tasks and aid their completion by students. Design/methodology/approach The paper begins by reviewing traditional approaches and guidance for developing telecollaboration tasks. It then models how tasks can be designed using the popular AI tool “Chat Generative Pre-training Transformer (ChatGPT)” and then simulates how tasks may be completed by learners using ChatGPT-generated information as a springboard for their own culturally appropriate outputs. Findings The simulated lesson illuminates the potential value of AI tools for teachers and students. However, it also highlights particular aspects of AI literacy that teachers and learners need to be aware of. Practical implications This paper has clear practical implications for teacher development by raising awareness of the importance of teachers upskilling in telecollaboration task design and in their understanding of how AI tools can collaborate with them in language classrooms. Originality/value The paper adds to the current body of literature on telecollaboration and more specifically adds weight to current discussions taking place around AI tools in language education. By the end of reading the paper, teachers will have a comprehensive grounding in how to use ChatGPT in their classrooms. In doing so, the author demystifies how teachers and students may start exploring these tools in ways that target developing intercultural communicative competence.
{"title":"New takes on developing intercultural communicative competence: using AI tools in telecollaboration task design and task completion","authors":"L. McCallum","doi":"10.1108/jme-06-2023-0043","DOIUrl":"https://doi.org/10.1108/jme-06-2023-0043","url":null,"abstract":"\u0000Purpose\u0000This paper aims to present a lesson that showcases how artificial intelligence (AI) tools may be chiefly used in L2 language classrooms to design culture-focussed telecollaboration tasks and aid their completion by students.\u0000\u0000\u0000Design/methodology/approach\u0000The paper begins by reviewing traditional approaches and guidance for developing telecollaboration tasks. It then models how tasks can be designed using the popular AI tool “Chat Generative Pre-training Transformer (ChatGPT)” and then simulates how tasks may be completed by learners using ChatGPT-generated information as a springboard for their own culturally appropriate outputs.\u0000\u0000\u0000Findings\u0000The simulated lesson illuminates the potential value of AI tools for teachers and students. However, it also highlights particular aspects of AI literacy that teachers and learners need to be aware of.\u0000\u0000\u0000Practical implications\u0000This paper has clear practical implications for teacher development by raising awareness of the importance of teachers upskilling in telecollaboration task design and in their understanding of how AI tools can collaborate with them in language classrooms.\u0000\u0000\u0000Originality/value\u0000The paper adds to the current body of literature on telecollaboration and more specifically adds weight to current discussions taking place around AI tools in language education. By the end of reading the paper, teachers will have a comprehensive grounding in how to use ChatGPT in their classrooms. In doing so, the author demystifies how teachers and students may start exploring these tools in ways that target developing intercultural communicative competence.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47929729","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 : 2023-08-22DOI: 10.1108/jme-02-2022-0035
Mimi Marstaller, Josephine Amoakoh
Purpose This paper aims to explore how teachers’ choice of text, centering of student voices and collaboration with the community around a language arts curriculum impacted the engagement and learning experiences of 85 11th and 12th-grade refugee background students designated as English language learners. Design/methodology/approach A qualitative self-study framework that inquired into the assumptions about teaching and learning and the roles as social justice educators framed this narrative paper. Student journaling and teachers’ reflection logs and observations of class dramatization during a lesson unit on the play Les Blancs by Lorraine Hansberry formed the research text and informed the thematic analysis and findings of this study. The lenses of culturally sustaining pedagogy and a third space helped unpack the vantages of student voice and community engagement in the curriculum. Findings In a unit whose central text was chosen based on students’ racial and ethnic identities and their interests, they actively engaged in class and role-played as teachers, generating content that fostered their linguistic repertoires and critical discussions in class. Collaboration with community partners boosted the teacher’s agency with the curriculum and created a model of collaboration and learning for the class. Originality/value Student voices and community engagement in learning are powerful tools for designing culturally sustaining pedagogies.
{"title":"A unit of our own: one attempt to let students guide the curriculum","authors":"Mimi Marstaller, Josephine Amoakoh","doi":"10.1108/jme-02-2022-0035","DOIUrl":"https://doi.org/10.1108/jme-02-2022-0035","url":null,"abstract":"\u0000Purpose\u0000This paper aims to explore how teachers’ choice of text, centering of student voices and collaboration with the community around a language arts curriculum impacted the engagement and learning experiences of 85 11th and 12th-grade refugee background students designated as English language learners.\u0000\u0000\u0000Design/methodology/approach\u0000A qualitative self-study framework that inquired into the assumptions about teaching and learning and the roles as social justice educators framed this narrative paper. Student journaling and teachers’ reflection logs and observations of class dramatization during a lesson unit on the play Les Blancs by Lorraine Hansberry formed the research text and informed the thematic analysis and findings of this study. The lenses of culturally sustaining pedagogy and a third space helped unpack the vantages of student voice and community engagement in the curriculum.\u0000\u0000\u0000Findings\u0000In a unit whose central text was chosen based on students’ racial and ethnic identities and their interests, they actively engaged in class and role-played as teachers, generating content that fostered their linguistic repertoires and critical discussions in class. Collaboration with community partners boosted the teacher’s agency with the curriculum and created a model of collaboration and learning for the class.\u0000\u0000\u0000Originality/value\u0000Student voices and community engagement in learning are powerful tools for designing culturally sustaining pedagogies.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44634487","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 : 2023-08-18DOI: 10.1108/jme-07-2022-0091
Dima Yousef, A. Takshe, Davide Contu
Purpose The Covid-19 pandemic forced educational institution to rapidly switch to online delivery. Even if the pandemic seems to be over, online learning will continue to constitute at least a part of the course’s delivery in the future. With that in mind, this study aims to explore the factors that influence teaching presence online and how these perceptions will guide teachers to adopt practices that will impact their presence accordingly. Given the changes implemented due to the pandemic, this study is essential to identify the significance of teaching and social presence in online classes. Design/methodology/approach Semi-structured interviews were used to find answers to the posed research questions. Exploring the perceptions and experiences of four university teachers, this study, informed by the community of inquiry (CoI) model, investigated the impact of teaching and social presence on the online learning experience in higher education. Findings The findings indicate that teachers acknowledged the importance of these two elements in teaching online. Moreover, the study investigates how teachers could establish teaching and social presence to enhance the online learning experience. Originality/value The study explores teachers’ views on the importance of presence, their practices to achieve in an online learning environment and addresses a gap in the literature on “teaching presence from the educator’s perspective, [since] most studies exploring the student’s perspective” (Gurley, 2018, p. 200).
{"title":"Faculty perceptions of online presence: intercultural considerations","authors":"Dima Yousef, A. Takshe, Davide Contu","doi":"10.1108/jme-07-2022-0091","DOIUrl":"https://doi.org/10.1108/jme-07-2022-0091","url":null,"abstract":"\u0000Purpose\u0000The Covid-19 pandemic forced educational institution to rapidly switch to online delivery. Even if the pandemic seems to be over, online learning will continue to constitute at least a part of the course’s delivery in the future. With that in mind, this study aims to explore the factors that influence teaching presence online and how these perceptions will guide teachers to adopt practices that will impact their presence accordingly. Given the changes implemented due to the pandemic, this study is essential to identify the significance of teaching and social presence in online classes.\u0000\u0000\u0000Design/methodology/approach\u0000Semi-structured interviews were used to find answers to the posed research questions. Exploring the perceptions and experiences of four university teachers, this study, informed by the community of inquiry (CoI) model, investigated the impact of teaching and social presence on the online learning experience in higher education.\u0000\u0000\u0000Findings\u0000The findings indicate that teachers acknowledged the importance of these two elements in teaching online. Moreover, the study investigates how teachers could establish teaching and social presence to enhance the online learning experience.\u0000\u0000\u0000Originality/value\u0000The study explores teachers’ views on the importance of presence, their practices to achieve in an online learning environment and addresses a gap in the literature on “teaching presence from the educator’s perspective, [since] most studies exploring the student’s perspective” (Gurley, 2018, p. 200).\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48247363","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 : 2023-07-31DOI: 10.1108/jme-03-2023-0015
Dorottya Kisfalusi
Purpose Teachers’ ability attributions play an important role in students’ educational outcomes. Perceptions of academic abilities, however, are subject to biases. This study aims to examine ethnic biases in homeroom teachers’ ability attributions in Hungarian primary schools. Design/methodology/approach Using a unique database combining survey data collected among teachers with administrative data on students’ standardised test scores, the author compares ability attributions towards equally competent minority and majority classmates (Nstudents = 604, Nclasses = 34 in Grade 6; Nstudents = 420, Nclasses = 27 in Grade 8). Findings The author finds that Roma students are less likely to be perceived as smart by their homeroom teachers than their non-Roma classmates with similar standardised achievement scores in Grade 6, but not in Grade 8. The ethnic difference in being perceived as smart is substantially reduced after controlling for students’ socioeconomic status and cultural resources. On the other hand, homeroom teachers perceive Roma students to be similarly hardworking and “good students” than equally competent non-Roma students. Originality/value This study highlights an important mechanism that can contribute to educational inequalities. The findings suggest that previously found differences between equally competent Roma and non-Roma students’ teacher-given school grades might arise due to biases in ability attributions rather than differences in perceived efforts. It is important to make teachers aware of potential biases in student assessment and evaluation.
{"title":"Are equally competent Roma-minority students perceived as less smart than their non-Roma classmates? Ethnic differences in teachers’ ability attributions","authors":"Dorottya Kisfalusi","doi":"10.1108/jme-03-2023-0015","DOIUrl":"https://doi.org/10.1108/jme-03-2023-0015","url":null,"abstract":"\u0000Purpose\u0000Teachers’ ability attributions play an important role in students’ educational outcomes. Perceptions of academic abilities, however, are subject to biases. This study aims to examine ethnic biases in homeroom teachers’ ability attributions in Hungarian primary schools.\u0000\u0000\u0000Design/methodology/approach\u0000Using a unique database combining survey data collected among teachers with administrative data on students’ standardised test scores, the author compares ability attributions towards equally competent minority and majority classmates (Nstudents = 604, Nclasses = 34 in Grade 6; Nstudents = 420, Nclasses = 27 in Grade 8).\u0000\u0000\u0000Findings\u0000The author finds that Roma students are less likely to be perceived as smart by their homeroom teachers than their non-Roma classmates with similar standardised achievement scores in Grade 6, but not in Grade 8. The ethnic difference in being perceived as smart is substantially reduced after controlling for students’ socioeconomic status and cultural resources. On the other hand, homeroom teachers perceive Roma students to be similarly hardworking and “good students” than equally competent non-Roma students.\u0000\u0000\u0000Originality/value\u0000This study highlights an important mechanism that can contribute to educational inequalities. The findings suggest that previously found differences between equally competent Roma and non-Roma students’ teacher-given school grades might arise due to biases in ability attributions rather than differences in perceived efforts. It is important to make teachers aware of potential biases in student assessment and evaluation.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41919641","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 : 2023-07-14DOI: 10.1108/jme-11-2022-0156
Francheska D. Starks, Mary McMillan Terry
Purpose This study aims to examine how critical love theory is operationalized in K-12 classrooms to support Black children. The authors use BlackCrit and a conceptual framework of critical love to describe the strategies educators used as pro-Black pedagogies of resistance. Design/methodology/approach The authors conducted a thematic analysis to identify how critical love praxis is used by K-12 educators as a tool to address anti-Blackness, neoliberal multiculturalism and ahistoricism as defined by the framings of BlackCrit theory. The authors produced a literature synthesis of qualitative research that responds to this study’s research questions: How are critical love theories operationalized? What educator practices do researchers identify as material manifestations of critical love?; and How and to what extent do critical love praxis address anti-Blackness, neoliberal multiculturalism and ahistorical approaches to social transformation as defined by BlackCrit theory? Findings Critical love theories manifest as critical love praxis. Educators used critical love praxis to address anti-Blackness, neoliberal multiculturalism and ahistoricism by cultivating and supporting the co-creation of homeplace for Black students in K-12 education. Homeplace is cultivated through critical love praxis as classroom-focused, person-focused and politically focused approaches. Originality/value This study’s findings extend current theoretical research on critical love by describing its material form in K-12 education and by identifying how a critical love praxis can work to directly challenge anti-Blackness. The authors find implications for their work in teacher education and teachers’ in-service professional development.
{"title":"Critical love praxis as pro-Black pedagogy: a literature synthesis of empirical research in K-12 education","authors":"Francheska D. Starks, Mary McMillan Terry","doi":"10.1108/jme-11-2022-0156","DOIUrl":"https://doi.org/10.1108/jme-11-2022-0156","url":null,"abstract":"\u0000Purpose\u0000This study aims to examine how critical love theory is operationalized in K-12 classrooms to support Black children. The authors use BlackCrit and a conceptual framework of critical love to describe the strategies educators used as pro-Black pedagogies of resistance.\u0000\u0000\u0000Design/methodology/approach\u0000The authors conducted a thematic analysis to identify how critical love praxis is used by K-12 educators as a tool to address anti-Blackness, neoliberal multiculturalism and ahistoricism as defined by the framings of BlackCrit theory. The authors produced a literature synthesis of qualitative research that responds to this study’s research questions: How are critical love theories operationalized? What educator practices do researchers identify as material manifestations of critical love?; and How and to what extent do critical love praxis address anti-Blackness, neoliberal multiculturalism and ahistorical approaches to social transformation as defined by BlackCrit theory?\u0000\u0000\u0000Findings\u0000Critical love theories manifest as critical love praxis. Educators used critical love praxis to address anti-Blackness, neoliberal multiculturalism and ahistoricism by cultivating and supporting the co-creation of homeplace for Black students in K-12 education. Homeplace is cultivated through critical love praxis as classroom-focused, person-focused and politically focused approaches.\u0000\u0000\u0000Originality/value\u0000This study’s findings extend current theoretical research on critical love by describing its material form in K-12 education and by identifying how a critical love praxis can work to directly challenge anti-Blackness. The authors find implications for their work in teacher education and teachers’ in-service professional development.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43197410","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 : 2023-07-13DOI: 10.1108/jme-11-2022-0141
S. Toliver
Purpose The purpose of this paper is to further theorize BlackCrit to include a deeper focus on the framing idea of Black liberatory fantasy via Afrofuturism. Design/methodology/approach To develop the theoretical connections, the author revisits their previous scholarship on Black girls’ Afrofuturist storytelling practices to elucidate how the girls used their speculative narratives to critique the antiblackness present in their schools and the world at large and to create future worlds in which they have the power to create the world anew. Findings This paper discusses the relationship between BlackCrit and Afrofuturism by considering three interrelated ideas: how Afrofuturism acknowledges the antiblackness embedded in the USA; how BlackCrit makes space for liberatory Black futures and otherwise worlds; and how each theoretical idea inherently complements the other. Originality/value This paper creatively uses a hip hop album as a foundation for the portrayal of the intricate connections between Black pasts, presents and futures. As a conceptual paper, it pushes educators and researchers to consider the call and response between antiblackness and Black futurity.
{"title":"It will take nations of billions to obstruct our dreams: extending BlackCrit through Afrofuturism","authors":"S. Toliver","doi":"10.1108/jme-11-2022-0141","DOIUrl":"https://doi.org/10.1108/jme-11-2022-0141","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to further theorize BlackCrit to include a deeper focus on the framing idea of Black liberatory fantasy via Afrofuturism.\u0000\u0000\u0000Design/methodology/approach\u0000To develop the theoretical connections, the author revisits their previous scholarship on Black girls’ Afrofuturist storytelling practices to elucidate how the girls used their speculative narratives to critique the antiblackness present in their schools and the world at large and to create future worlds in which they have the power to create the world anew.\u0000\u0000\u0000Findings\u0000This paper discusses the relationship between BlackCrit and Afrofuturism by considering three interrelated ideas: how Afrofuturism acknowledges the antiblackness embedded in the USA; how BlackCrit makes space for liberatory Black futures and otherwise worlds; and how each theoretical idea inherently complements the other.\u0000\u0000\u0000Originality/value\u0000This paper creatively uses a hip hop album as a foundation for the portrayal of the intricate connections between Black pasts, presents and futures. As a conceptual paper, it pushes educators and researchers to consider the call and response between antiblackness and Black futurity.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":"1 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41357331","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 : 2023-07-04DOI: 10.1108/jme-01-2023-0004
Ryoko Yamaguchi, Veronica Hankerson Madrigal, Cyntrica Eaton, Jamika D. Burge
Purpose There is a critical need to understand how to attract Black girls and other girls of color to the science, technology, engineering, math, and computer science (STEM+CS) field. This study aims to look at the design and implementation of a CS learning ecosystem that supports girls of color in acquiring critical CS skills starting in middle school. Design/methodology/approach This mixed-method case study included 53 girls, between the ages of 11 and 13, in four US middle schools. Study methods included the analysis of a pre-program student survey, longitudinal interviews and focus groups, weekly observations and computing artifacts. Findings Program participants were interested in CS, were confident in their ability to learn CS, had prior coding and CS experience and had parents and teachers who encouraged them to learn CS. But some students showed dependent learning behaviors while engaging in CS activities. These included relying on instructors and being reticent to make mistakes–behaviors that limit learning. The CS learning ecosystem supported students as they shifted from applying dependent learning approaches to applying independent learning approaches. Instructors sustained a growth mindset and supported productive struggle as students learned CS skills. Originality/value A CS learning system supported equitable learning experiences and helped students develop independent learning behaviors that led to deeper engagement in CS.
{"title":"Equitable STEM+CS learning experiences for girls of color: nurturing an independent learning approach via a learning ecosystem","authors":"Ryoko Yamaguchi, Veronica Hankerson Madrigal, Cyntrica Eaton, Jamika D. Burge","doi":"10.1108/jme-01-2023-0004","DOIUrl":"https://doi.org/10.1108/jme-01-2023-0004","url":null,"abstract":"\u0000Purpose\u0000There is a critical need to understand how to attract Black girls and other girls of color to the science, technology, engineering, math, and computer science (STEM+CS) field. This study aims to look at the design and implementation of a CS learning ecosystem that supports girls of color in acquiring critical CS skills starting in middle school.\u0000\u0000\u0000Design/methodology/approach\u0000This mixed-method case study included 53 girls, between the ages of 11 and 13, in four US middle schools. Study methods included the analysis of a pre-program student survey, longitudinal interviews and focus groups, weekly observations and computing artifacts.\u0000\u0000\u0000Findings\u0000Program participants were interested in CS, were confident in their ability to learn CS, had prior coding and CS experience and had parents and teachers who encouraged them to learn CS. But some students showed dependent learning behaviors while engaging in CS activities. These included relying on instructors and being reticent to make mistakes–behaviors that limit learning. The CS learning ecosystem supported students as they shifted from applying dependent learning approaches to applying independent learning approaches. Instructors sustained a growth mindset and supported productive struggle as students learned CS skills.\u0000\u0000\u0000Originality/value\u0000A CS learning system supported equitable learning experiences and helped students develop independent learning behaviors that led to deeper engagement in CS.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44680498","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 : 2023-07-03DOI: 10.1108/jme-01-2023-0002
Kia Turner, Darion Wallace, Danielle Miles-Langaigne, Essence Deras
Purpose This study aims to present radical abolition studies, which encourages us to (re)member that the abolition of institutions and systems is incomplete without the abolition of their attendant epistemes of domination. The authors draw on the etymology of the word radical to encourage abolitionist praxis to grab systemic harm at its epistemological roots. Within radical abolition studies, this study presents Black abolition theory, which aims to make explicit a theorization of Blackness and works to abolish the episteme of anti-Blackness. Design/methodology/approach This paper offers Black abolition theory within radical abolition studies to reground abolition in its Black theoretical roots and to interrogate the concept of anti-Blackness and other epistemes of domination in abolitionist study and practice. Using a close reading of W.E.B. Du Bois’ Black Reconstruction, and subsequent books and articles in abolition studies and educational studies that reference it, the authors highlight Du Bois’ original conceptualization of abolitionism as an ultimate refutation of a racial-social order and anti-Blackness. The authors then put Michael Dumas and kihana ross’ theory of BlackCrit into conversation with abolitionist and educational theory to push forward Black abolition theory. Findings Radical abolition studies and its attendant strand of Black abolition theory presented in this paper encourages scholars and practitioners to go beyond the dismantling of current instantiations of systemic harm for Black and other minoritized people – such as the school as it currently operates – and encourages the questioning and dismantling of the epistemes of domination sitting at the foundation of these systems of harm. Originality/value Black abolition theory contextualizes abolition in education by rooting abolitionist educational praxis in Black lineages. More generally, radical abolition studies encourages further research, study and collaboration in partnership with others who have historically participated in the fight against being labeled as subhuman to upend all epistemes of domination.
{"title":"Toward Black abolition theory within radical abolition studies: upending practices, structures, and epistemes of domination","authors":"Kia Turner, Darion Wallace, Danielle Miles-Langaigne, Essence Deras","doi":"10.1108/jme-01-2023-0002","DOIUrl":"https://doi.org/10.1108/jme-01-2023-0002","url":null,"abstract":"\u0000Purpose\u0000This study aims to present radical abolition studies, which encourages us to (re)member that the abolition of institutions and systems is incomplete without the abolition of their attendant epistemes of domination. The authors draw on the etymology of the word radical to encourage abolitionist praxis to grab systemic harm at its epistemological roots. Within radical abolition studies, this study presents Black abolition theory, which aims to make explicit a theorization of Blackness and works to abolish the episteme of anti-Blackness.\u0000\u0000\u0000Design/methodology/approach\u0000This paper offers Black abolition theory within radical abolition studies to reground abolition in its Black theoretical roots and to interrogate the concept of anti-Blackness and other epistemes of domination in abolitionist study and practice. Using a close reading of W.E.B. Du Bois’ Black Reconstruction, and subsequent books and articles in abolition studies and educational studies that reference it, the authors highlight Du Bois’ original conceptualization of abolitionism as an ultimate refutation of a racial-social order and anti-Blackness. The authors then put Michael Dumas and kihana ross’ theory of BlackCrit into conversation with abolitionist and educational theory to push forward Black abolition theory.\u0000\u0000\u0000Findings\u0000Radical abolition studies and its attendant strand of Black abolition theory presented in this paper encourages scholars and practitioners to go beyond the dismantling of current instantiations of systemic harm for Black and other minoritized people – such as the school as it currently operates – and encourages the questioning and dismantling of the epistemes of domination sitting at the foundation of these systems of harm.\u0000\u0000\u0000Originality/value\u0000Black abolition theory contextualizes abolition in education by rooting abolitionist educational praxis in Black lineages. More generally, radical abolition studies encourages further research, study and collaboration in partnership with others who have historically participated in the fight against being labeled as subhuman to upend all epistemes of domination.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47250546","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 : 2023-06-26DOI: 10.1108/jme-05-2022-0062
Claire Alkouatli, N. Memon, Dylan Chown, Youcef Sai
Purpose Islamic schools in Western secular societies are evolving in response to collective concerns over marginalization of Muslim children and communities and to increasing demands for high-quality education in the faith tradition. These schools are at the center of public debate over how they fit within secular societies. This paper aims to take a pedagogic look at the literature in the field of Islamic Education Studies. Design/methodology/approach Engaging in a collaborative thematic analytic review of this literature, in an educational hermeneutic approach, two novel themes are discerned as features of Muslim learners’ diverse educational landscapes. Findings The first theme, Dual Consciousness recognizes that young Muslims live parallel lives, moving between secular and faith-based schools and communities, and suggesting potential in developing cognitive flexibility across epistemic horizons. The second theme, Educational Transferables is a coalescence of abilities that young Muslims develop within sites of Islamic education, which may enhance their engagement in secular schools and societies. Social implications In highlighting possibilities for young people’s educational well-being in both secular and Islamic schools, with significant pedagogical implications for both, the themes featured in this paper suggest that Muslim learners’ complex educational experiences make varied contributions to heterogeneous societies. Originality/value Despite ongoing forces of marginalization, expressions of Islamic education have benefits for young Muslims negotiating complex sociocultural and educational worlds. In highlighting possibilities for young people’s educational well-being in both secular and Islamic schools, with significant pedagogical implications for both, these themes suggest that Muslim educators can nurture in young people the ability for complex, conceptual integration in contribution to heterogeneous societies.
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Pub Date : 2023-06-14DOI: 10.1108/jme-11-2022-0154
M. Courtney
Purpose This study aims to examine the impact of an online language immersion program on the participants’ self-efficacy for culturally responsive teaching. Design/methodology/approach The Culturally Responsive Teaching Self-Efficacy Scale (Siwatu, 2007), the Culturally Responsive Teaching Outcome Expectations Scale (Siwatu, 2007) and the Culturally Responsive Classroom Management Self-Efficacy Scale (Siwatu, et al., 2015) were used to examine the impact of the intervention using a pretest/posttest analysis. Participant reflections were also qualitatively coded to provide further insight into the program. Findings The intervention showed a statistically significant and positive change to participant’s self-efficacy in the areas of culturally responsive teaching and culturally responsive classroom management. Participants showed growth in outcome expectancy, but this change was not statistically significant. Practical implications Educators working with a high number of English learners (EL) can benefit from the intervention, which allows the educator to share in the language learning experience and gain a deeper understanding of the day-to-day challenges faced by their students. Originality/value This study represents the second attempt to document the impact of the BaseLang Grammarless program as a professional learning intervention for K-12 educators working in schools with a high rate of EL.
目的本研究旨在探讨在线语言沉浸课程对文化响应式教学参与者自我效能感的影响。设计/方法/方法采用文化反应性教学自我效能量表(Siwatu, 2007)、文化反应性教学结果期望量表(Siwatu, 2007)和文化反应性课堂管理自我效能量表(Siwatu, et al.， 2015)通过测试前/测试后分析来检验干预的影响。参与者的反映也被定性编码，以提供对程序的进一步了解。研究结果:干预对文化响应式教学和文化响应式课堂管理的自我效能感有显著的正向影响。参与者表现出对结果的预期增长，但这种变化在统计上并不显著。实际意义与大量英语学习者(EL)一起工作的教育者可以从干预中受益，这使得教育者可以分享语言学习经验，并更深入地了解学生面临的日常挑战。原创性/价值本研究是第二次尝试记录BaseLang无语法项目作为专业学习干预措施对在英语学习率高的学校工作的K-12教育工作者的影响。
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