Pub Date : 2022-10-20DOI: 10.1108/jme-07-2022-0089
S. Katz, Jennifer Van Allen
Purpose This paper is intended to contextualize the major themes of the special issue, “The Intersections of Open Education and Equity Pedagogy” in the Journal for Multicultural Education, by providing a brief history of open educational resources (OER) and open educational practices (OEP) and highlighting the growing focus on social justice within the field. The purpose of this paper is to generate discussions around the potential of OER and OEP to increase equity within education. Design/methodology/approach This featured paper summarizes and reviews a brief history of OER and OEP, discusses the integration of equity pedagogy within open education, elaborates on the rationale and process for developing the special issue and concludes by identifying challenges and ongoing conversations for the field as a response to the need for social justice action. Findings Despite increasing acceptance of OER, educators are not aware of how to implement OER and OEP with equity in mind. As OER and OEP continue to expand, teachers across all educational sectors need examples of how to teach effectively with these resources and practices. There is also a rising focus on culturally relevant and sustaining teaching practices, which OEP can complement. Practical implications The authors provide this featured piece to contextualize the special issue for those new to open education. The authors hope to further the discussion of social justice and equity pedagogy within open education. Originality/value This paper provides background for the special issue, to orient readers to the field of open education.
{"title":"Open with intention: situating equity pedagogy within open education to advance social justice","authors":"S. Katz, Jennifer Van Allen","doi":"10.1108/jme-07-2022-0089","DOIUrl":"https://doi.org/10.1108/jme-07-2022-0089","url":null,"abstract":"\u0000Purpose\u0000This paper is intended to contextualize the major themes of the special issue, “The Intersections of Open Education and Equity Pedagogy” in the Journal for Multicultural Education, by providing a brief history of open educational resources (OER) and open educational practices (OEP) and highlighting the growing focus on social justice within the field. The purpose of this paper is to generate discussions around the potential of OER and OEP to increase equity within education.\u0000\u0000\u0000Design/methodology/approach\u0000This featured paper summarizes and reviews a brief history of OER and OEP, discusses the integration of equity pedagogy within open education, elaborates on the rationale and process for developing the special issue and concludes by identifying challenges and ongoing conversations for the field as a response to the need for social justice action.\u0000\u0000\u0000Findings\u0000Despite increasing acceptance of OER, educators are not aware of how to implement OER and OEP with equity in mind. As OER and OEP continue to expand, teachers across all educational sectors need examples of how to teach effectively with these resources and practices. There is also a rising focus on culturally relevant and sustaining teaching practices, which OEP can complement.\u0000\u0000\u0000Practical implications\u0000The authors provide this featured piece to contextualize the special issue for those new to open education. The authors hope to further the discussion of social justice and equity pedagogy within open education.\u0000\u0000\u0000Originality/value\u0000This paper provides background for the special issue, to orient readers to the field of open education.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45089524","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 : 2022-10-19DOI: 10.1108/jme-08-2022-0102
Gulab Khilji, Nazir Ahmed Jogezai
Purpose The purpose of this study is to analyze the views of educators regarding the constructs of the history curriculum to determine whether history education is usually used for polarization and negative identity enactment or for positive purposes such as tolerance, peace and social justice. Design/methodology/approach This study used a qualitative approach, using focus group discussions as a means of data collection. The data were coded deductively based on the preconceived constructs of the Korostelina (2013) model. Findings This study found that history education in Pakistan is generally used for national identity formation, which forces manipulation of historical facts and accounts. This study identifies apprehensions that upon knowing the true historical accounts in the later stages of life, students may react adversely to the formed narratives, which may cause further polarization. Research limitations/implications This study has significant implications for future researchers, curriculum developers, educators and policy actors. Originality/value This study is notable for providing a holistic investigation into the usefulness of history curricula in the context of peacebuilding. In nations where intolerance is prominent, such as Pakistan, the history curriculum can serve to transform people’s perceptions of history. This study offers insights into making the history curriculum more meaningful by offering insights and a way forward to help break down binaries and promote peace and harmony.
{"title":"A window to peace and tolerance or otherwise: a multi-perspective approach to curriculum analysis","authors":"Gulab Khilji, Nazir Ahmed Jogezai","doi":"10.1108/jme-08-2022-0102","DOIUrl":"https://doi.org/10.1108/jme-08-2022-0102","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to analyze the views of educators regarding the constructs of the history curriculum to determine whether history education is usually used for polarization and negative identity enactment or for positive purposes such as tolerance, peace and social justice.\u0000\u0000\u0000Design/methodology/approach\u0000This study used a qualitative approach, using focus group discussions as a means of data collection. The data were coded deductively based on the preconceived constructs of the Korostelina (2013) model.\u0000\u0000\u0000Findings\u0000This study found that history education in Pakistan is generally used for national identity formation, which forces manipulation of historical facts and accounts. This study identifies apprehensions that upon knowing the true historical accounts in the later stages of life, students may react adversely to the formed narratives, which may cause further polarization.\u0000\u0000\u0000Research limitations/implications\u0000This study has significant implications for future researchers, curriculum developers, educators and policy actors.\u0000\u0000\u0000Originality/value\u0000This study is notable for providing a holistic investigation into the usefulness of history curricula in the context of peacebuilding. In nations where intolerance is prominent, such as Pakistan, the history curriculum can serve to transform people’s perceptions of history. This study offers insights into making the history curriculum more meaningful by offering insights and a way forward to help break down binaries and promote peace and harmony.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46616648","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 : 2022-10-18DOI: 10.1108/jme-12-2021-0225
Eseta Tualaulelei, Nicolette Green
Purpose In the research literature relevant to open educational practices (OEP), the terms “students” or “learners” often refer to individuals engaging in formal study. This study aims to broaden the conception of learners to include those who engage with continuing professional development or professional learning. The study focussed on one intersection of OEP with equity pedagogy for these learners. Design/methodology/approach Guided by transformative approaches to knowledge, the research is qualitative and draws upon nine focus group interviews about multicultural education professional learning needs conducted in November 2019 and July 2020 with 74 early years educators and staff. Data were analysed with theoretical thematic analysis to provide a rich overall description of the data set. Findings Early years educators and teachers aim to centre equity pedagogy in their practices but are constrained by a lack of opportunity to engage in professional development, and fragmented approaches to professional learning, issues which may potentially be addressed through OEP. Originality/value This paper extends understandings of OEP as a means of helping learners, broadly interpreted, to promote equity pedagogy. Specifically, it highlights the promise of OEP for addressing early years educators’ professional development and learning about reconciliation and multicultural education.
{"title":"Supporting educators’ professional learning for equity pedagogy: the promise of open educational practices","authors":"Eseta Tualaulelei, Nicolette Green","doi":"10.1108/jme-12-2021-0225","DOIUrl":"https://doi.org/10.1108/jme-12-2021-0225","url":null,"abstract":"\u0000Purpose\u0000In the research literature relevant to open educational practices (OEP), the terms “students” or “learners” often refer to individuals engaging in formal study. This study aims to broaden the conception of learners to include those who engage with continuing professional development or professional learning. The study focussed on one intersection of OEP with equity pedagogy for these learners.\u0000\u0000\u0000Design/methodology/approach\u0000Guided by transformative approaches to knowledge, the research is qualitative and draws upon nine focus group interviews about multicultural education professional learning needs conducted in November 2019 and July 2020 with 74 early years educators and staff. Data were analysed with theoretical thematic analysis to provide a rich overall description of the data set.\u0000\u0000\u0000Findings\u0000Early years educators and teachers aim to centre equity pedagogy in their practices but are constrained by a lack of opportunity to engage in professional development, and fragmented approaches to professional learning, issues which may potentially be addressed through OEP.\u0000\u0000\u0000Originality/value\u0000This paper extends understandings of OEP as a means of helping learners, broadly interpreted, to promote equity pedagogy. Specifically, it highlights the promise of OEP for addressing early years educators’ professional development and learning about reconciliation and multicultural education.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42831409","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 : 2022-10-12DOI: 10.1108/jme-12-2021-0224
S. Richardson, Jacqueline Roebuck Sakho
Purpose The purpose of this paper is to demonstrate ways in which educator preparation programs can influence educator and administrator support of Open Education Resources (OER). OER is still not used as widely as the researchers would like, even though it was introduced in the year 2002 (Bliss and Smith, 2017). While it is rarely used to a large extent, it is especially lacking in K-12 schools. By introducing OER to educator candidates (including future principals) in their own programs, they may be supportive of OER and invest in them when they work in schools. Design/methodology/approach The research was conducted when an OER project was required in educator preparation programs. Two classes totaling 27 students engaged in a group project, creating OER materials and receptacles over the course of the semester. Findings Research showed that educator candidates were in favor of using OER thoroughly. Through building their own OER resources, educator candidates understood the importance of creating socially just and equitable learning environments, aligning with diversity, equity, inclusion and belonging. Originality/value To the best of the authors’ knowledge, a project like this has not been researched before. This research supports the idea that usage of OER and investment in it should happen for all educator candidates (teachers and administrators).
{"title":"Creating equitable access: using OER for socially just educational leaders","authors":"S. Richardson, Jacqueline Roebuck Sakho","doi":"10.1108/jme-12-2021-0224","DOIUrl":"https://doi.org/10.1108/jme-12-2021-0224","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to demonstrate ways in which educator preparation programs can influence educator and administrator support of Open Education Resources (OER). OER is still not used as widely as the researchers would like, even though it was introduced in the year 2002 (Bliss and Smith, 2017). While it is rarely used to a large extent, it is especially lacking in K-12 schools. By introducing OER to educator candidates (including future principals) in their own programs, they may be supportive of OER and invest in them when they work in schools.\u0000\u0000\u0000Design/methodology/approach\u0000The research was conducted when an OER project was required in educator preparation programs. Two classes totaling 27 students engaged in a group project, creating OER materials and receptacles over the course of the semester.\u0000\u0000\u0000Findings\u0000Research showed that educator candidates were in favor of using OER thoroughly. Through building their own OER resources, educator candidates understood the importance of creating socially just and equitable learning environments, aligning with diversity, equity, inclusion and belonging.\u0000\u0000\u0000Originality/value\u0000To the best of the authors’ knowledge, a project like this has not been researched before. This research supports the idea that usage of OER and investment in it should happen for all educator candidates (teachers and administrators).\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48383108","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 : 2022-10-11DOI: 10.1108/jme-12-2021-0232
M. Bakermans, G. Pfeifer, William San Martín, Kimberly Lechasseur
Purpose Historically minoritized students are routinely silenced in classroom settings. This study aims to explore whether open annotations encourage students with historically minoritized gender/racial/ethnic identities to share knowledge and ideas. In addition, this study explores how the intersectionality of student identities relates to their experiences of open annotation and assess gendered and racialized achievement of student learning objectives. Design/methodology/approach This study uses mixed methods to examine the use of an open annotation tool (Perusall) to foster the redistribution of epistemic authority and more equitable interactions in science, technology, engineering, and math and humanities courses at the intersection of environmental and social justice issues. The study design draws on illustrative case study methods to assist others in seeing the potential and considerations in using a similar pedagogical approach. Findings An open annotation tool like Perusall can foster more equitable interactions for historically minoritized students. Women reported that open annotations deepened knowledge and engagement with the source and their peers. Women of color, in particular, acknowledged the benefits of social annotations as a tool that redistributes epistemic authority. Conversely, men were more likely to comment on dissatisfaction with grading. Originality/value This study suggests the value of open annotation as an effective and accessible method to foster inclusive classrooms. Through examining epistemic authority in social annotations, this study provides a novel approach to addressing the disengagement of historically minoritized students.
{"title":"Who writes and who responds? Gender and race-based differences in open annotations","authors":"M. Bakermans, G. Pfeifer, William San Martín, Kimberly Lechasseur","doi":"10.1108/jme-12-2021-0232","DOIUrl":"https://doi.org/10.1108/jme-12-2021-0232","url":null,"abstract":"\u0000Purpose\u0000Historically minoritized students are routinely silenced in classroom settings. This study aims to explore whether open annotations encourage students with historically minoritized gender/racial/ethnic identities to share knowledge and ideas. In addition, this study explores how the intersectionality of student identities relates to their experiences of open annotation and assess gendered and racialized achievement of student learning objectives.\u0000\u0000\u0000Design/methodology/approach\u0000This study uses mixed methods to examine the use of an open annotation tool (Perusall) to foster the redistribution of epistemic authority and more equitable interactions in science, technology, engineering, and math and humanities courses at the intersection of environmental and social justice issues. The study design draws on illustrative case study methods to assist others in seeing the potential and considerations in using a similar pedagogical approach.\u0000\u0000\u0000Findings\u0000An open annotation tool like Perusall can foster more equitable interactions for historically minoritized students. Women reported that open annotations deepened knowledge and engagement with the source and their peers. Women of color, in particular, acknowledged the benefits of social annotations as a tool that redistributes epistemic authority. Conversely, men were more likely to comment on dissatisfaction with grading.\u0000\u0000\u0000Originality/value\u0000This study suggests the value of open annotation as an effective and accessible method to foster inclusive classrooms. Through examining epistemic authority in social annotations, this study provides a novel approach to addressing the disengagement of historically minoritized students.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44757536","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 : 2022-10-11DOI: 10.1108/jme-12-2021-0230
Bryant Jensen, Royce Kimmons
Purpose Many K-12 teaching practices unwittingly reproduce social privileges. To transform their teaching and provide more equitable learning opportunities for students from minoritized communities, teachers need professional learning experiences that are collaborative and “close-to-practice” (Ermeling and Gallimore, 2014). This study aims to propose an approach to open educational resources (OER) to support teacher learning to enact equitable teaching practices. Design/methodology/approach Based on an integrative review of research on OER, equitable teaching and teacher collaboration, the authors propose the “Open Guidebook Approach” (OGA) to realize and sustain enactment of equitable teaching. OGA materials are practical, available and adaptable for teachers to learn together to transform their practice incrementally and continually within small, job-alike teams. The authors illustrate OGA with Making Meaning (https://edtechbooks.org/making_meaning), which offers information on equitable teaching through graphically illustrated scenarios and guides teachers to plan lessons together, observe each other, debrief and analyze implementation and reflect on and revise lessons based on peer observation and student learning goals. Findings Teachers using Making Meaning recommend ways to enhance its adaptability and practicality, e.g. by providing repositories of lesson ideas for and by teachers, using classroom videos in addition to illustrated scenarios and emphasizing teacher dispositions underlying equitable teaching practices. Originality/value OGA provides a promising way for educators, designers and researchers to work arm-in-arm to transform schooling for teachers and students. Further research is needed to identify structural conditions requisite for OGA use and how OGA materials can optimize teacher collaboration to enact meaningful and effective opportunities for minoritized students to participate and learn in classrooms.
{"title":"How OER can support teacher collaborative learning to enact equitable teaching practices","authors":"Bryant Jensen, Royce Kimmons","doi":"10.1108/jme-12-2021-0230","DOIUrl":"https://doi.org/10.1108/jme-12-2021-0230","url":null,"abstract":"\u0000Purpose\u0000Many K-12 teaching practices unwittingly reproduce social privileges. To transform their teaching and provide more equitable learning opportunities for students from minoritized communities, teachers need professional learning experiences that are collaborative and “close-to-practice” (Ermeling and Gallimore, 2014). This study aims to propose an approach to open educational resources (OER) to support teacher learning to enact equitable teaching practices.\u0000\u0000\u0000Design/methodology/approach\u0000Based on an integrative review of research on OER, equitable teaching and teacher collaboration, the authors propose the “Open Guidebook Approach” (OGA) to realize and sustain enactment of equitable teaching. OGA materials are practical, available and adaptable for teachers to learn together to transform their practice incrementally and continually within small, job-alike teams. The authors illustrate OGA with Making Meaning (https://edtechbooks.org/making_meaning), which offers information on equitable teaching through graphically illustrated scenarios and guides teachers to plan lessons together, observe each other, debrief and analyze implementation and reflect on and revise lessons based on peer observation and student learning goals.\u0000\u0000\u0000Findings\u0000Teachers using Making Meaning recommend ways to enhance its adaptability and practicality, e.g. by providing repositories of lesson ideas for and by teachers, using classroom videos in addition to illustrated scenarios and emphasizing teacher dispositions underlying equitable teaching practices.\u0000\u0000\u0000Originality/value\u0000OGA provides a promising way for educators, designers and researchers to work arm-in-arm to transform schooling for teachers and students. Further research is needed to identify structural conditions requisite for OGA use and how OGA materials can optimize teacher collaboration to enact meaningful and effective opportunities for minoritized students to participate and learn in classrooms.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42857634","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 : 2022-09-20DOI: 10.1108/jme-06-2022-0069
Katherine Espinoza, Karen L. Kohler
Purpose The purpose of this study is to investigate how participating in a multicultural education course impacted bilingual preservice teachers' (BPSTs) conceptions of identity and how they were able to use their experiential knowledge to create a virtual library based on a variety of topics related to multicultural education. Design/methodology/approach This qualitative case study examines the experiences of three BPST candidates within a multicultural education course during the fall 2020 semester. The authors focused on three preservice teachers’ written reflections, interviews and work samples based on a virtual library project. Findings The authors describe the critical role BPST preparation programs have in developing coursework that provides opportunities for building a positive self-identity that values life experiences. Such opportunities foster BPSTs’ ability to create lessons that are reflective of identity and diversity inclusive of culture, language, immigration and LGBTQ+. Originality/value For some time now, researchers have examined how teacher education programs should include opportunities to interrogate preservice teachers' own experiences in K-12. However, few researchers have directly documented how to connect these experiences to preservice teacher coursework and create classroom resources based on these critical reflections.
{"title":"“I did not realize that my teacher had taken away part of my identity”: bilingual preservice teachers’ virtual libraries project","authors":"Katherine Espinoza, Karen L. Kohler","doi":"10.1108/jme-06-2022-0069","DOIUrl":"https://doi.org/10.1108/jme-06-2022-0069","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to investigate how participating in a multicultural education course impacted bilingual preservice teachers' (BPSTs) conceptions of identity and how they were able to use their experiential knowledge to create a virtual library based on a variety of topics related to multicultural education.\u0000\u0000\u0000Design/methodology/approach\u0000This qualitative case study examines the experiences of three BPST candidates within a multicultural education course during the fall 2020 semester. The authors focused on three preservice teachers’ written reflections, interviews and work samples based on a virtual library project.\u0000\u0000\u0000Findings\u0000The authors describe the critical role BPST preparation programs have in developing coursework that provides opportunities for building a positive self-identity that values life experiences. Such opportunities foster BPSTs’ ability to create lessons that are reflective of identity and diversity inclusive of culture, language, immigration and LGBTQ+.\u0000\u0000\u0000Originality/value\u0000For some time now, researchers have examined how teacher education programs should include opportunities to interrogate preservice teachers' own experiences in K-12. However, few researchers have directly documented how to connect these experiences to preservice teacher coursework and create classroom resources based on these critical reflections.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47599122","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 : 2022-09-14DOI: 10.1108/jme-02-2022-0036
Mica Pollock, Dolores De los Angeles Lopez, Mariko Yoshisato, Reed Kendall, Erika Reece, Benjamin C. Kennedy
Purpose This paper aims to explore a national anti-hate messaging project, #USvsHate, and its call to students to create public messages refusing “hate, bias, and injustice.” Participants indicated that #USvsHate’s invitation to publicly express students’ ideas about equal human value functioned as a next step in furthering youth voice and critical consciousness toward societal inclusion and justice. Design/methodology/approach Using grounded theory, analysis drew from teacher interviews (n = 45), student focus groups (n = 30), anonymous participant questionnaires and student-created messages and backstories (n = 250) gathered between 2017 and 2020. Findings Participants indicated #USvsHate’s call to amplify student voice offered a next step to act upon awareness of social issues by denouncing hate while promoting inclusivity. Four invitations related to the project’s “anti-hate message” call emerged as important to participants: the invitation to comment personally on improving society; the creative invitation to share perspectives in any media form; the invitation to speak to a promised public audience; and the invitation to join a collective “us” improving society. Originality/value Youth voice and critical consciousness scholarship show the importance of supporting K12 youth to develop abilities to speak about injustice while pursuing an inclusive democracy. Still, less research highlights youth who might enter a classroom with some level of such awareness. This research extends existing scholarship by examining a potential next step to inviting critical consciousness and youth voice in any classroom. It also explores the potential pitfalls of this open-ended approach.
{"title":"Next steps toward an inclusive country? Inviting and amplifying youth voice in public anti-hate messaging","authors":"Mica Pollock, Dolores De los Angeles Lopez, Mariko Yoshisato, Reed Kendall, Erika Reece, Benjamin C. Kennedy","doi":"10.1108/jme-02-2022-0036","DOIUrl":"https://doi.org/10.1108/jme-02-2022-0036","url":null,"abstract":"\u0000Purpose\u0000This paper aims to explore a national anti-hate messaging project, #USvsHate, and its call to students to create public messages refusing “hate, bias, and injustice.” Participants indicated that #USvsHate’s invitation to publicly express students’ ideas about equal human value functioned as a next step in furthering youth voice and critical consciousness toward societal inclusion and justice.\u0000\u0000\u0000Design/methodology/approach\u0000Using grounded theory, analysis drew from teacher interviews (n = 45), student focus groups (n = 30), anonymous participant questionnaires and student-created messages and backstories (n = 250) gathered between 2017 and 2020.\u0000\u0000\u0000Findings\u0000Participants indicated #USvsHate’s call to amplify student voice offered a next step to act upon awareness of social issues by denouncing hate while promoting inclusivity. Four invitations related to the project’s “anti-hate message” call emerged as important to participants: the invitation to comment personally on improving society; the creative invitation to share perspectives in any media form; the invitation to speak to a promised public audience; and the invitation to join a collective “us” improving society.\u0000\u0000\u0000Originality/value\u0000Youth voice and critical consciousness scholarship show the importance of supporting K12 youth to develop abilities to speak about injustice while pursuing an inclusive democracy. Still, less research highlights youth who might enter a classroom with some level of such awareness. This research extends existing scholarship by examining a potential next step to inviting critical consciousness and youth voice in any classroom. It also explores the potential pitfalls of this open-ended approach.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46100258","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 : 2022-08-30DOI: 10.1108/jme-06-2022-0071
Debra A. Giambo
Purpose The prioritization of multilingual and multicultural education (MME) must spread beyond educators and researchers, who have long known the benefits, to the politicians and policymakers and to the general public. This paper aims to propose that the MME field needs a good economist who can explain MME benefits in terms of the language of economy, clarifying that economic advantages extend beyond diverse individuals, including those who may be ideologically opposed, via increased economic output to potentially benefit all. Design/methodology/approach Using a conceptual framework, connections are demonstrated between MME and increased cultural and linguistic sensitivity as well as between the effects of increased sensitivity on the potential for economic benefits. These connections can be logically extended to consider the effects of MME on economic output. Findings Research indicates that MME can increase cultural and linguistic sensitivity and that increased sensitivity to cultural and linguistic diversity can affect economic output. A logical bridge between the two fields of research is illustrated. Originality/value This paper uses a practical approach to support the flourishing of MME. If MME is, ultimately, to result in benefits that all can appreciate, it is imperative to get groups with various purposes on board. Then, maybe we can look forward to the effective and pervasive implementation of MME. The challenge remains that this message has not been reaching the general public, and a good economist’s communication could be the key.
{"title":"Multilingual and multicultural education need a good economist","authors":"Debra A. Giambo","doi":"10.1108/jme-06-2022-0071","DOIUrl":"https://doi.org/10.1108/jme-06-2022-0071","url":null,"abstract":"\u0000Purpose\u0000The prioritization of multilingual and multicultural education (MME) must spread beyond educators and researchers, who have long known the benefits, to the politicians and policymakers and to the general public. This paper aims to propose that the MME field needs a good economist who can explain MME benefits in terms of the language of economy, clarifying that economic advantages extend beyond diverse individuals, including those who may be ideologically opposed, via increased economic output to potentially benefit all.\u0000\u0000\u0000Design/methodology/approach\u0000Using a conceptual framework, connections are demonstrated between MME and increased cultural and linguistic sensitivity as well as between the effects of increased sensitivity on the potential for economic benefits. These connections can be logically extended to consider the effects of MME on economic output.\u0000\u0000\u0000Findings\u0000Research indicates that MME can increase cultural and linguistic sensitivity and that increased sensitivity to cultural and linguistic diversity can affect economic output. A logical bridge between the two fields of research is illustrated.\u0000\u0000\u0000Originality/value\u0000This paper uses a practical approach to support the flourishing of MME. If MME is, ultimately, to result in benefits that all can appreciate, it is imperative to get groups with various purposes on board. Then, maybe we can look forward to the effective and pervasive implementation of MME. The challenge remains that this message has not been reaching the general public, and a good economist’s communication could be the key.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48651848","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 : 2022-08-26DOI: 10.1108/jme-06-2022-0076
Loni Crumb, C. Chambers, A. Azano, Africa S. Hands, Kristen Cuthrell, Max Avent
Purpose Rural education research has historically been cast in a deficit lens, with rural places characterized by their problems or shortcomings, as if the way of understanding rural itself is to compare it to nonrural locales. These intransigent and narrow perceptions of rurality hinders recognition of the assets and possibilities of rural places. The purpose of this paper is to apply community-empowering, transgressive knowledge to analyses of rural communities to advance rural education research and practice. Design/methodology/approach In this conceptual paper, the authors propose an asset-based, conceptual framework to ground rural research and education practices: rural cultural wealth. Findings The authors describe and explore the concept of rural cultural wealth within the context of education. Furthermore, the authors discuss the dynamics of rurality and propose four constructs that comprise the rural cultural wealth framework, rural resourcefulness, rural ingenuity, rural familism and rural community unity, and consider implications for future research and practice. Originality/value The goal of this paper is to advance a rural cultural wealth framework aimed to interrupt social reproduction of educational inequities that impact rural students.
{"title":"Rural cultural wealth: dismantling deficit ideologies of rurality","authors":"Loni Crumb, C. Chambers, A. Azano, Africa S. Hands, Kristen Cuthrell, Max Avent","doi":"10.1108/jme-06-2022-0076","DOIUrl":"https://doi.org/10.1108/jme-06-2022-0076","url":null,"abstract":"\u0000Purpose\u0000Rural education research has historically been cast in a deficit lens, with rural places characterized by their problems or shortcomings, as if the way of understanding rural itself is to compare it to nonrural locales. These intransigent and narrow perceptions of rurality hinders recognition of the assets and possibilities of rural places. The purpose of this paper is to apply community-empowering, transgressive knowledge to analyses of rural communities to advance rural education research and practice.\u0000\u0000\u0000Design/methodology/approach\u0000In this conceptual paper, the authors propose an asset-based, conceptual framework to ground rural research and education practices: rural cultural wealth.\u0000\u0000\u0000Findings\u0000The authors describe and explore the concept of rural cultural wealth within the context of education. Furthermore, the authors discuss the dynamics of rurality and propose four constructs that comprise the rural cultural wealth framework, rural resourcefulness, rural ingenuity, rural familism and rural community unity, and consider implications for future research and practice.\u0000\u0000\u0000Originality/value\u0000The goal of this paper is to advance a rural cultural wealth framework aimed to interrupt social reproduction of educational inequities that impact rural students.\u0000","PeriodicalId":43323,"journal":{"name":"Journal for Multicultural Education","volume":"1 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41410223","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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