{"title":"Review of Unfinished business: Compelling stories of adult student persistence","authors":"Marsha V. Krotseng","doi":"10.14507/er.v29.3351","DOIUrl":"https://doi.org/10.14507/er.v29.3351","url":null,"abstract":"","PeriodicalId":43845,"journal":{"name":"Multicultural Education Review","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90664142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Review of Making school relevant with individualized learning plans: Helping students create their own career and life goals","authors":"Jordan Conerty","doi":"10.14507/er.v29.3369","DOIUrl":"https://doi.org/10.14507/er.v29.3369","url":null,"abstract":"","PeriodicalId":43845,"journal":{"name":"Multicultural Education Review","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83203574","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 : 2022-01-02DOI: 10.1080/2005615X.2022.2040144
C. Halse
ABSTRACT Evidence indicates that old approaches to and paradigms of multiculturalism and multicultural education are struggling to meet the emerging needs of society. In response and drawing on international research, this essay presents two examples that seek to change how we do multiculturalism in order to build a collective multicultural consciousness in societies and in schools. The first example shows how social media is being used to end on-line, racist hatred by destroying the financial returns it generates. The second example shows how young people, in line with international research, are calling for schools to be transformed into social havens of belonging that support diversity, equity and social inclusion. Building a collective multicultural consciousness will inevitably involve multiple strategies, but these two examples testify to the growing momentum for educators and policy leaders to engage with the important conversations that are reframing contemporary multiculturalism and multicultural education policy and practice.
{"title":"Building a collective multicultural consciousness","authors":"C. Halse","doi":"10.1080/2005615X.2022.2040144","DOIUrl":"https://doi.org/10.1080/2005615X.2022.2040144","url":null,"abstract":"ABSTRACT Evidence indicates that old approaches to and paradigms of multiculturalism and multicultural education are struggling to meet the emerging needs of society. In response and drawing on international research, this essay presents two examples that seek to change how we do multiculturalism in order to build a collective multicultural consciousness in societies and in schools. The first example shows how social media is being used to end on-line, racist hatred by destroying the financial returns it generates. The second example shows how young people, in line with international research, are calling for schools to be transformed into social havens of belonging that support diversity, equity and social inclusion. Building a collective multicultural consciousness will inevitably involve multiple strategies, but these two examples testify to the growing momentum for educators and policy leaders to engage with the important conversations that are reframing contemporary multiculturalism and multicultural education policy and practice.","PeriodicalId":43845,"journal":{"name":"Multicultural Education Review","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59992385","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 : 2022-01-02DOI: 10.1080/2005615X.2022.2040142
M. Bhowmik, A. Chan, C. Halse
ABSTRACT This article examines a new element in the cultural politics of multicultural Hong Kong, namely the emergence of racism towards ethnic and other minorities in on-line discussion forums. To gauge the extent of this problem, we examined 2,918 on-line reader commentaries about the 249 news articles on ethnic minorities published by the South China Morning Post (SCMP) between 2012–2018. A discourse analysis found that racist and racialized discourses pervade these commentaries. While our data are from Hong Kong, our study has international implications. The publication of racist commentaries on news articles legitimizes and institutionalizes a culture of racism that, we propose, acts as a potent form of racist public pedagogy. Nevertheless, shedding light on this problem opens up new possibilities for multicultural interventions in policy and education in Hong Kong and beyond.
{"title":"Multiculturalism and the cultural politics of racism in Hong Kong","authors":"M. Bhowmik, A. Chan, C. Halse","doi":"10.1080/2005615X.2022.2040142","DOIUrl":"https://doi.org/10.1080/2005615X.2022.2040142","url":null,"abstract":"ABSTRACT This article examines a new element in the cultural politics of multicultural Hong Kong, namely the emergence of racism towards ethnic and other minorities in on-line discussion forums. To gauge the extent of this problem, we examined 2,918 on-line reader commentaries about the 249 news articles on ethnic minorities published by the South China Morning Post (SCMP) between 2012–2018. A discourse analysis found that racist and racialized discourses pervade these commentaries. While our data are from Hong Kong, our study has international implications. The publication of racist commentaries on news articles legitimizes and institutionalizes a culture of racism that, we propose, acts as a potent form of racist public pedagogy. Nevertheless, shedding light on this problem opens up new possibilities for multicultural interventions in policy and education in Hong Kong and beyond.","PeriodicalId":43845,"journal":{"name":"Multicultural Education Review","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48134690","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 : 2022-01-02DOI: 10.1080/2005615x.2021.1932374
{"title":"Notice of duplicate publication: Assessing the Intercultural Sensitivity of Students in an Agriculture Diversity and Social Justice Course","authors":"","doi":"10.1080/2005615x.2021.1932374","DOIUrl":"https://doi.org/10.1080/2005615x.2021.1932374","url":null,"abstract":"","PeriodicalId":43845,"journal":{"name":"Multicultural Education Review","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44687108","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 : 2022-01-02DOI: 10.1080/2005615X.2022.2040146
P. Yamo, Soyoung Kim, Neal Dreamson
ABSTRACT Many studies in online learning and teaching tend to be less concerned with cultural engagement or regarded as an additional dimension to learner engagement. Specifically, it remains unclear how cultural engagement can be integrated in course design. In this context, this study aims to articulate cultural engagement as a pedagogical system. To do so, (a) the concept of cultural engagement is defined, (b) selected learner engagement frameworks are critically reviewed, and (c) 30 students and three instructors from three Thai online courses as a non-Western case are interviewed and thematically analyzed to discover unique cultural engagement. As a result, three themes including a sense of community belonging, a hierarchical but harmonious relationship with seniors, and culturally representative communication and collaboration are articulated. A new conceptual framework is suggested to ensure that cultural engagement as a pedagogical system leads course development to authentic learner engagement.
{"title":"Cultural engagement as a pedagogical system: thai learners’ engagement in online learning environments","authors":"P. Yamo, Soyoung Kim, Neal Dreamson","doi":"10.1080/2005615X.2022.2040146","DOIUrl":"https://doi.org/10.1080/2005615X.2022.2040146","url":null,"abstract":"ABSTRACT Many studies in online learning and teaching tend to be less concerned with cultural engagement or regarded as an additional dimension to learner engagement. Specifically, it remains unclear how cultural engagement can be integrated in course design. In this context, this study aims to articulate cultural engagement as a pedagogical system. To do so, (a) the concept of cultural engagement is defined, (b) selected learner engagement frameworks are critically reviewed, and (c) 30 students and three instructors from three Thai online courses as a non-Western case are interviewed and thematically analyzed to discover unique cultural engagement. As a result, three themes including a sense of community belonging, a hierarchical but harmonious relationship with seniors, and culturally representative communication and collaboration are articulated. A new conceptual framework is suggested to ensure that cultural engagement as a pedagogical system leads course development to authentic learner engagement.","PeriodicalId":43845,"journal":{"name":"Multicultural Education Review","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42080193","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 : 2022-01-02DOI: 10.1080/2005615X.2022.2040145
Rhianna K. Thomas, L. Lucero, A. Owens, B. Cahill
ABSTRACT Youth are social actors who not only engage in but transform culture. Promoting plurality often means letting go of preconceived notions of power in youth social circles. Here, we utilize parent-child ethnography and the lens of queer theory to analyse four stories of youth identity exploration and answer the following research questions: 1) how do these youth, as social actors, challenge, recreate, or fit into dominant social structures, and 2) how do adults, who interact with youth, constrain and expand youth opportunities for identity development that run counter to norms. The stories and counterstories offer examples of youth social agency that disrupts dominant norms around sexuality, gender, and race. In lieu of implications, we offer considerations around facilitating conversations grounded in youth experiences, creating space for youth to question norms, and meeting youth’s need for belonging.
{"title":"Hanging Out with Kids Who Accept Them for Who They Are: Using Queer Theory to Understand How Youth Challenge Norms and Explore Identities","authors":"Rhianna K. Thomas, L. Lucero, A. Owens, B. Cahill","doi":"10.1080/2005615X.2022.2040145","DOIUrl":"https://doi.org/10.1080/2005615X.2022.2040145","url":null,"abstract":"ABSTRACT Youth are social actors who not only engage in but transform culture. Promoting plurality often means letting go of preconceived notions of power in youth social circles. Here, we utilize parent-child ethnography and the lens of queer theory to analyse four stories of youth identity exploration and answer the following research questions: 1) how do these youth, as social actors, challenge, recreate, or fit into dominant social structures, and 2) how do adults, who interact with youth, constrain and expand youth opportunities for identity development that run counter to norms. The stories and counterstories offer examples of youth social agency that disrupts dominant norms around sexuality, gender, and race. In lieu of implications, we offer considerations around facilitating conversations grounded in youth experiences, creating space for youth to question norms, and meeting youth’s need for belonging.","PeriodicalId":43845,"journal":{"name":"Multicultural Education Review","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44048086","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 : 2022-01-02DOI: 10.1080/2005615X.2022.2040143
H. Lam
ABSTRACT In Hong Kong, teaching ethnically diverse children (e.g. Indians, Pakistanis, Nepalis) has recently become a pressing issue. As teacher educators, we believe the crux of the issue lies in teachers’ understanding of cultural diversity. Specifically, this study adopted the theoretical framework of phenomenography to investigate the question of: What are precisely the qualitatively different ways teachers see ethnically diverse children? We recruited 81 in-service kindergarten teachers and conducted interviews and/or collected documents related to their practice of teaching. Four ways of seeing were identified: Ethnically diverse children are seen as: (A) of one and the same group, (B) not local to Hong Kong, (C) in need of support and deficient, and (D) overly devoted to their own cultures. We recommend teacher educators to discuss the descriptions of the four ways of seeing with teachers. The results of this study contribute to pedagogical knowledge of teacher educators for professional development of teachers.
{"title":"Teachers’ understanding of cultural diversity: phenomenography of ethnically diverse children in Hong Kong","authors":"H. Lam","doi":"10.1080/2005615X.2022.2040143","DOIUrl":"https://doi.org/10.1080/2005615X.2022.2040143","url":null,"abstract":"ABSTRACT In Hong Kong, teaching ethnically diverse children (e.g. Indians, Pakistanis, Nepalis) has recently become a pressing issue. As teacher educators, we believe the crux of the issue lies in teachers’ understanding of cultural diversity. Specifically, this study adopted the theoretical framework of phenomenography to investigate the question of: What are precisely the qualitatively different ways teachers see ethnically diverse children? We recruited 81 in-service kindergarten teachers and conducted interviews and/or collected documents related to their practice of teaching. Four ways of seeing were identified: Ethnically diverse children are seen as: (A) of one and the same group, (B) not local to Hong Kong, (C) in need of support and deficient, and (D) overly devoted to their own cultures. We recommend teacher educators to discuss the descriptions of the four ways of seeing with teachers. The results of this study contribute to pedagogical knowledge of teacher educators for professional development of teachers.","PeriodicalId":43845,"journal":{"name":"Multicultural Education Review","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43210644","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}
K ate Henley Averett’s book, The Homeschool Choice, is well-timed for this moment in the sociology of education, as millions of parents finish a year of makeshift homeschooling due to COVID-19 school closures. Averett collected her data from 2013–2016 (well before we knew a pandemic could bring mass education to its knees) when approximately 1.75 million children— 3.3% of the school-age population—were homeschooled in the United States. Averett surveyed 600 homeschooling parents in Texas, interviewed 46 of them, and took field notes of five homeschooling conferences. The book relies on the qualitative data and features detailed stories of parents’ motivations and experiences homeschooling their children. Although the back cover suggests the book will focus exclusively on sex education, LGBTQ content in schools, and parents’ desire to “empower—or constrain—children’s gender and sexuality,” the actual content of the book is more clearly reflected in its subtitle: “Parents and the Privatization of Education.” This is a book about neoliberal parenting and school choice. Chapter 1 provides a brief overview of homeschooling in the United States, focusing mostly on the history, the legal context, particularly in Texas, and the demographics of homeschoolers, including describing the two general arms of the subculture: conservative Christians and liberal “unschoolers.” In Chapter 2, Averett relies on that conservative/liberal dichotomy to discuss “two competing ideologies of childhood” (p. 33): Christians believe children’s developing selves are malleable and prone to influence (thus they reject “overly sexual” schools), whereas liberal parents essentialize their children’s gender and sexual selves, assuming they are fixed and need the right environment to emerge authentically (thus they reject the artificial constraints schools put on these identities). This is the most analytical chapter of the book, and although other scholars have discussed homeschoolers’ dichotomous conceptions of childhood in detail (which Averett does not engage, but should), the genderand sexuality discussion is one I have not seen in the homeschooling literature, which contributes some novel findings to the field.
{"title":"Review of The homeschool choice: Parents and the privatization of education","authors":"M. Apple","doi":"10.14507/er.v28.3393","DOIUrl":"https://doi.org/10.14507/er.v28.3393","url":null,"abstract":"K ate Henley Averett’s book, The Homeschool Choice, is well-timed for this moment in the sociology of education, as millions of parents finish a year of makeshift homeschooling due to COVID-19 school closures. Averett collected her data from 2013–2016 (well before we knew a pandemic could bring mass education to its knees) when approximately 1.75 million children— 3.3% of the school-age population—were homeschooled in the United States. Averett surveyed 600 homeschooling parents in Texas, interviewed 46 of them, and took field notes of five homeschooling conferences. The book relies on the qualitative data and features detailed stories of parents’ motivations and experiences homeschooling their children. Although the back cover suggests the book will focus exclusively on sex education, LGBTQ content in schools, and parents’ desire to “empower—or constrain—children’s gender and sexuality,” the actual content of the book is more clearly reflected in its subtitle: “Parents and the Privatization of Education.” This is a book about neoliberal parenting and school choice. Chapter 1 provides a brief overview of homeschooling in the United States, focusing mostly on the history, the legal context, particularly in Texas, and the demographics of homeschoolers, including describing the two general arms of the subculture: conservative Christians and liberal “unschoolers.” In Chapter 2, Averett relies on that conservative/liberal dichotomy to discuss “two competing ideologies of childhood” (p. 33): Christians believe children’s developing selves are malleable and prone to influence (thus they reject “overly sexual” schools), whereas liberal parents essentialize their children’s gender and sexual selves, assuming they are fixed and need the right environment to emerge authentically (thus they reject the artificial constraints schools put on these identities). This is the most analytical chapter of the book, and although other scholars have discussed homeschoolers’ dichotomous conceptions of childhood in detail (which Averett does not engage, but should), the genderand sexuality discussion is one I have not seen in the homeschooling literature, which contributes some novel findings to the field.","PeriodicalId":43845,"journal":{"name":"Multicultural Education Review","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74509149","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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