{"title":"Review of Ungrading: Why rating students undermines learning (and what to do instead)","authors":"Tiffany J. Cresswell-Yeager","doi":"10.14507/er.v29.3303","DOIUrl":"https://doi.org/10.14507/er.v29.3303","url":null,"abstract":"","PeriodicalId":43845,"journal":{"name":"Multicultural Education Review","volume":"18 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73783647","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}
As a novice teacher on an alternative route to licensure, I did not question if individuals who looked and sounded like me belonged in the front of a high school classroom. I am a White female. In the 1999-2000 school year, my race and gender represented 84% and 75% of the teaching force in U.S. public schools (National Center for Education Statistics [NCES], 2021). That was early in my career. In 2017-2018, soon after I left PK-12 for higher education, 79% of teachers were White and 76% were female (NCES, 2020). Yet the representation of White students in public schools fell from 61% in 2000 to 49% in 2015 (NCES, 2020). While the student population diversified racially, the demographics of the teaching force remained largely the same. So did my attitudes toward cultural awareness.
作为一名获得教师资格证的新教师，我没有质疑过那些长相和声音都像我的人是否属于高中教室的前排。我是一个白人女性。在1999-2000学年，我的种族和性别分别占美国公立学校教师队伍的84%和75% (National Center for Education Statistics [NCES]， 2021)。那是我职业生涯的早期。在2017-2018年，我离开PK-12接受高等教育后不久，79%的教师是白人，76%是女性(NCES, 2020)。然而，白人学生在公立学校的比例从2000年的61%下降到2015年的49% (NCES, 2020)。虽然学生人口在种族上多样化，但教师队伍的人口结构基本保持不变。我对文化意识的态度也是如此。
{"title":"Review of (Re)designing programs: A vision for equity-centered, clinically based teacher preparation","authors":"Abigail Holland","doi":"10.14507/er.v29.3499","DOIUrl":"https://doi.org/10.14507/er.v29.3499","url":null,"abstract":"As a novice teacher on an alternative route to licensure, I did not question if individuals who looked and sounded like me belonged in the front of a high school classroom. I am a White female. In the 1999-2000 school year, my race and gender represented 84% and 75% of the teaching force in U.S. public schools (National Center for Education Statistics [NCES], 2021). That was early in my career. In 2017-2018, soon after I left PK-12 for higher education, 79% of teachers were White and 76% were female (NCES, 2020). Yet the representation of White students in public schools fell from 61% in 2000 to 49% in 2015 (NCES, 2020). While the student population diversified racially, the demographics of the teaching force remained largely the same. So did my attitudes toward cultural awareness.","PeriodicalId":43845,"journal":{"name":"Multicultural Education Review","volume":"109 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87004291","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 Career pathways for all youth: Lessons from the school-to-work movement","authors":"B. Preble","doi":"10.14507/er.v29.3439","DOIUrl":"https://doi.org/10.14507/er.v29.3439","url":null,"abstract":"","PeriodicalId":43845,"journal":{"name":"Multicultural Education Review","volume":"38 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82010148","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}
Every career is different, emerging from different circumstances and almost always influenced by unforeseen opportunities and challenges. The script we write will be revised and edited many times. I have found my script changing at important junctures in my career. This reality is difficult to convey to researchers just starting out, but it is important to know. As have others in this series, I hope that some of the opportunities and challenges in my career can inform or support them as they travel similar roads. In looking back on my journey to and through educational research, I will try to show how striving, persistence, and taking risks helped me to forge the path I wanted to travel. I learned that following my own path rather than the current fashion, thinking outside the box to solve problems, emphasizing the quality of my work and cultivating relationships with schools all helped me to persist and to change the script when I needed to in order to reach my goals.Download the PDF and read more about Dr. Turner's journey.
{"title":"If the script doesn’t work, change the script","authors":"Julianne C. Turner","doi":"10.14507/er.v29.3597","DOIUrl":"https://doi.org/10.14507/er.v29.3597","url":null,"abstract":"Every career is different, emerging from different circumstances and almost always influenced by unforeseen opportunities and challenges. The script we write will be revised and edited many times. I have found my script changing at important junctures in my career. This reality is difficult to convey to researchers just starting out, but it is important to know. As have others in this series, I hope that some of the opportunities and challenges in my career can inform or support them as they travel similar roads. In looking back on my journey to and through educational research, I will try to show how striving, persistence, and taking risks helped me to forge the path I wanted to travel. I learned that following my own path rather than the current fashion, thinking outside the box to solve problems, emphasizing the quality of my work and cultivating relationships with schools all helped me to persist and to change the script when I needed to in order to reach my goals.Download the PDF and read more about Dr. Turner's journey.","PeriodicalId":43845,"journal":{"name":"Multicultural Education Review","volume":"23 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82815299","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 The heart and science of teaching: Transformative application that integrate academic and social-emotional learning","authors":"L. E. Fiorenza","doi":"10.14507/er.v29.3407","DOIUrl":"https://doi.org/10.14507/er.v29.3407","url":null,"abstract":"","PeriodicalId":43845,"journal":{"name":"Multicultural Education Review","volume":"100 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82394346","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 Cultivating rural education: A people-focused approach for states","authors":"Stephen J. Handel","doi":"10.14507/er.v29.3535","DOIUrl":"https://doi.org/10.14507/er.v29.3535","url":null,"abstract":"","PeriodicalId":43845,"journal":{"name":"Multicultural Education Review","volume":"1 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81869636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/2005615X.2022.2087029
Kerry McKeon, Betty Merchant, J. Niño, Christopher Flanagan-Gonzales, Saleha Sultan
ABSTRACT This article explores how five school superintendents in south Texas construct their professional identity and positionality around immigration and immigrant students during interviews with academics researching social justice advocacy of superintendents. Situated in south Texas on the frontline of migration flows and faced with a conservative state political climate, these savvy political actors carve out a professional identity that makes sense in the south Texas context. This ethnographic study uses sociocultural linguistics and critical discourse analysis to find that that superintendents position themselves by actively resisting political labels with discursive moves and stance-taking while advocating for students. This study also contributes to our understanding of the research interview as a contested site for the co-constructed formation of personal and professional identities.
{"title":"Not theirs, but ours: South Texas superintendents take a stance on immigrant students","authors":"Kerry McKeon, Betty Merchant, J. Niño, Christopher Flanagan-Gonzales, Saleha Sultan","doi":"10.1080/2005615X.2022.2087029","DOIUrl":"https://doi.org/10.1080/2005615X.2022.2087029","url":null,"abstract":"ABSTRACT This article explores how five school superintendents in south Texas construct their professional identity and positionality around immigration and immigrant students during interviews with academics researching social justice advocacy of superintendents. Situated in south Texas on the frontline of migration flows and faced with a conservative state political climate, these savvy political actors carve out a professional identity that makes sense in the south Texas context. This ethnographic study uses sociocultural linguistics and critical discourse analysis to find that that superintendents position themselves by actively resisting political labels with discursive moves and stance-taking while advocating for students. This study also contributes to our understanding of the research interview as a contested site for the co-constructed formation of personal and professional identities.","PeriodicalId":43845,"journal":{"name":"Multicultural Education Review","volume":"14 1","pages":"120 - 133"},"PeriodicalIF":1.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43546722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/2005615X.2022.2087028
Mehmet Gulteki̇n
ABSTRACT Syrian refugees worldwide experience many difficulties, including integrating into the host country. Turkey host most of the Syrian refugees, but limited studies examined Syrian refugees’ transnational experiences in children’s literature. In this study, I have examined the picture books written for Syrian refugee children published in Turkey through a multicultural education framework to highlight how microculture and macroculture relate to each other. The books are produced by Promoting the Integration of Syrian Children into the Turkish Education System (PIKTES), which is supported by European Union (EU). I utilized content analysis and analyzed each book with the relationship between microculture and macroculture. I represented findings under three categories: shared cultural values between microculture and macroculture, decontextualization of Syrian refugee identity, and monistic representation of the social class. I suggested the need for quality picture books for multicultural education and authentic textual spaces for a smooth integration of Syrian refugee children.
{"title":"A multicultural education approach to Turkish picture books written for Syrian refugee children","authors":"Mehmet Gulteki̇n","doi":"10.1080/2005615X.2022.2087028","DOIUrl":"https://doi.org/10.1080/2005615X.2022.2087028","url":null,"abstract":"ABSTRACT Syrian refugees worldwide experience many difficulties, including integrating into the host country. Turkey host most of the Syrian refugees, but limited studies examined Syrian refugees’ transnational experiences in children’s literature. In this study, I have examined the picture books written for Syrian refugee children published in Turkey through a multicultural education framework to highlight how microculture and macroculture relate to each other. The books are produced by Promoting the Integration of Syrian Children into the Turkish Education System (PIKTES), which is supported by European Union (EU). I utilized content analysis and analyzed each book with the relationship between microculture and macroculture. I represented findings under three categories: shared cultural values between microculture and macroculture, decontextualization of Syrian refugee identity, and monistic representation of the social class. I suggested the need for quality picture books for multicultural education and authentic textual spaces for a smooth integration of Syrian refugee children.","PeriodicalId":43845,"journal":{"name":"Multicultural Education Review","volume":"14 1","pages":"101 - 119"},"PeriodicalIF":1.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48736634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/2005615X.2022.2087031
Melissa A. Antonelli, Sabrina F. Sembiante
ABSTRACT This systematic review of literature was conducted to understand (a) acronym usage to define LGBTQ educators and curriculum, (b) theoretical frameworks and research designs of studies investigating LGBTQ educator perspectives, (c) the barriers, supports, and benefits identified by LGBTQ educators (i) in including LGBTQ topics into the curriculum and (ii) regarding their disclosure decisions. Of the 12 studies reviewed, patterns emerged in the prevalence of Queer theory as a guiding theoretical lens, narrative and case study approaches to inform investigations into lived experiences, and cross-study concurrence around fear of disclosure and self-censorship. Recommendations for future research include streamlining inconsistencies in LGBTQ acronym definitions, diversifying samples away from predominantly White/Caucasian gay and lesbian educator samples, increasing transgender, queer, questioning and bisexual perspectives, and studying impacts of LGBTQ curricular inclusion.
{"title":"A systematic review of research on LGBTQ educators’ experiences and LGBTQ curriculum in K-12 U.S. public schools","authors":"Melissa A. Antonelli, Sabrina F. Sembiante","doi":"10.1080/2005615X.2022.2087031","DOIUrl":"https://doi.org/10.1080/2005615X.2022.2087031","url":null,"abstract":"ABSTRACT This systematic review of literature was conducted to understand (a) acronym usage to define LGBTQ educators and curriculum, (b) theoretical frameworks and research designs of studies investigating LGBTQ educator perspectives, (c) the barriers, supports, and benefits identified by LGBTQ educators (i) in including LGBTQ topics into the curriculum and (ii) regarding their disclosure decisions. Of the 12 studies reviewed, patterns emerged in the prevalence of Queer theory as a guiding theoretical lens, narrative and case study approaches to inform investigations into lived experiences, and cross-study concurrence around fear of disclosure and self-censorship. Recommendations for future research include streamlining inconsistencies in LGBTQ acronym definitions, diversifying samples away from predominantly White/Caucasian gay and lesbian educator samples, increasing transgender, queer, questioning and bisexual perspectives, and studying impacts of LGBTQ curricular inclusion.","PeriodicalId":43845,"journal":{"name":"Multicultural Education Review","volume":"14 1","pages":"134 - 152"},"PeriodicalIF":1.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59992415","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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