Pub Date : 2018-06-30DOI: 10.18251/IJME.V20I2.1638
S. Curcic, Goran Lapat, Branko Susec, B. Ignac
This case study focuses on education in three K-8 schools in Medjimurje County, Croatia. The object of inquiry is the development of successful educational practices for Roma students. Until recently, only a limited number of Roma students completed basic K-4 schooling. Today all students at these three schools complete K-8 education, with some Roma students going on to pursue secondary and tertiary education. We examine some of the processes that took place in creating the change, along with the principals’, teachers’, and Roma assistants’ views and actions.
{"title":"From Past Aspirations to Present Achievements: A Case Study of Three K-8 Schools Successfully Educating Roma Students","authors":"S. Curcic, Goran Lapat, Branko Susec, B. Ignac","doi":"10.18251/IJME.V20I2.1638","DOIUrl":"https://doi.org/10.18251/IJME.V20I2.1638","url":null,"abstract":"This case study focuses on education in three K-8 schools in Medjimurje County, Croatia. The object of inquiry is the development of successful educational practices for Roma students. Until recently, only a limited number of Roma students completed basic K-4 schooling. Today all students at these three schools complete K-8 education, with some Roma students going on to pursue secondary and tertiary education. We examine some of the processes that took place in creating the change, along with the principals’, teachers’, and Roma assistants’ views and actions.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2018-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.18251/IJME.V20I2.1638","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42608818","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 : 2018-06-30DOI: 10.18251/IJME.V20I2.1586
Amber N. Warren
This article examines online discussions during a teacher education class for experienced teachers seeking licensure in teaching English learners. It seeks to understand experienced teachers’ constructions of culturally and linguistically diverse (CLD) students. Using discourse analysis to emphasize talk as situated and action-oriented, the article indicates how belief claims expressed during experienced teachers’ online discussions construct specific versions of what it means to be a CLD student. Findings further suggest that participants managed their authority to speak about students’ needs in patterned ways. These findings have implications for teaching and learning, particularly for the preparation of experienced teachers.
{"title":"Exploring Experienced Teachers’ Constructions of Culturally and Linguistically Diverse Students in an Online Class","authors":"Amber N. Warren","doi":"10.18251/IJME.V20I2.1586","DOIUrl":"https://doi.org/10.18251/IJME.V20I2.1586","url":null,"abstract":"This article examines online discussions during a teacher education class for experienced teachers seeking licensure in teaching English learners. It seeks to understand experienced teachers’ constructions of culturally and linguistically diverse (CLD) students. Using discourse analysis to emphasize talk as situated and action-oriented, the article indicates how belief claims expressed during experienced teachers’ online discussions construct specific versions of what it means to be a CLD student. Findings further suggest that participants managed their authority to speak about students’ needs in patterned ways. These findings have implications for teaching and learning, particularly for the preparation of experienced teachers.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2018-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.18251/IJME.V20I2.1586","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42045265","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 : 2018-06-30DOI: 10.18251/IJME.V20I2.1572
Kinga Varga‐Dobai
This article describes an arts-based writing project, the Cultural Selfie, used in a pre-service teacher education classroom to explore the concept of funds of knowledge and to develop intercultural awareness. The Cultural Selfie as a visual interpretation provided a space for pre-service teachers to reflect critically on their everyday cultural and literacy practices and their teacher Self. In doing so, they used literacy as a form of meaning-making to examine concepts such as privilege, cultural bias, and discomfort, as well as strength and weakness in relating to different cultures.
{"title":"Remixing Selfies: Arts-based Explorations of Funds of Knowledge, Meaning-Making, and Intercultural Learning in Literacy","authors":"Kinga Varga‐Dobai","doi":"10.18251/IJME.V20I2.1572","DOIUrl":"https://doi.org/10.18251/IJME.V20I2.1572","url":null,"abstract":"This article describes an arts-based writing project, the Cultural Selfie, used in a pre-service teacher education classroom to explore the concept of funds of knowledge and to develop intercultural awareness. The Cultural Selfie as a visual interpretation provided a space for pre-service teachers to reflect critically on their everyday cultural and literacy practices and their teacher Self. In doing so, they used literacy as a form of meaning-making to examine concepts such as privilege, cultural bias, and discomfort, as well as strength and weakness in relating to different cultures.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2018-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.18251/IJME.V20I2.1572","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44949212","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 : 2018-06-30DOI: 10.18251/IJME.V20I2.1609
Huanshu Yuan
This qualitative case study examines how a teacher education institution in China prepares culturally responsive Han teachers for diverse student populations. The purpose of this study was to explore preservice Han teachers’ perspectives of, and academic preparation in, multicultural education in order to enhance institutional quality and effectively prepare culturally responsive Han teachers for multicultural and multiethnic students in China. Four major findings revealed teacher candidates’ ambiguous perceptions of diversity; the inadequate academic preparation in teaching for diversity; disparity between academic training and teaching practice; and lack of institutional commitment to preparing teachers for diversity in China.
{"title":"Educating Culturally Responsive Han Teachers: Case Study of a Teacher Education Program in China","authors":"Huanshu Yuan","doi":"10.18251/IJME.V20I2.1609","DOIUrl":"https://doi.org/10.18251/IJME.V20I2.1609","url":null,"abstract":"This qualitative case study examines how a teacher education institution in China prepares culturally responsive Han teachers for diverse student populations. The purpose of this study was to explore preservice Han teachers’ perspectives of, and academic preparation in, multicultural education in order to enhance institutional quality and effectively prepare culturally responsive Han teachers for multicultural and multiethnic students in China. Four major findings revealed teacher candidates’ ambiguous perceptions of diversity; the inadequate academic preparation in teaching for diversity; disparity between academic training and teaching practice; and lack of institutional commitment to preparing teachers for diversity in China.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2018-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.18251/IJME.V20I2.1609","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45309779","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 : 2018-06-30DOI: 10.18251/IJME.V20I2.1432
Jacqueline B. Koonce
This reflective essay uncovers ways in which critical race theory and caring are key to crossing racial, cultural, and linguistic borders between professors and their students. Many scholars have noted how critical reflection relates to effective teaching, especially when taking into account student learning. Reflecting upon archival data and participant observation, the author describes, through various stories, how she uses critical race theory and caring to connect with her students in spite of their differences. The author also provides examples of how her students reciprocate her care in extravagant ways.
{"title":"Critical Race Theory and Caring as Channels for Transcending Borders between an African American Professor and Her Latina/o Students","authors":"Jacqueline B. Koonce","doi":"10.18251/IJME.V20I2.1432","DOIUrl":"https://doi.org/10.18251/IJME.V20I2.1432","url":null,"abstract":"This reflective essay uncovers ways in which critical race theory and caring are key to crossing racial, cultural, and linguistic borders between professors and their students. Many scholars have noted how critical reflection relates to effective teaching, especially when taking into account student learning. Reflecting upon archival data and participant observation, the author describes, through various stories, how she uses critical race theory and caring to connect with her students in spite of their differences. The author also provides examples of how her students reciprocate her care in extravagant ways.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2018-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.18251/IJME.V20I2.1432","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43341237","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 : 2018-06-30DOI: 10.18251/IJME.V20I2.1575
Thomas Misco
This study explores culturally responsive curriculum and pedagogy in the Commonwealth of the Northern Mariana Islands (CNMI). In particular, it examines the ways in which teachers and administrators view curriculum and pedagogy within the multiple and overlapping cultural contexts that the CNMI inhabits. By using an open-ended questionnaire, onsite interviews, and an exhaustive recruitment strategy, the study afforded every middle and high school social studies teacher in the CNMI an opportunity to participate in this study. The findings reveal a wide range of attention to cultural responsiveness, and numerous successes and challenges within middle and high schools.
{"title":"Culturally Responsive Curriculum and Pedagogy in the Commonwealth of the Northern Mariana Islands","authors":"Thomas Misco","doi":"10.18251/IJME.V20I2.1575","DOIUrl":"https://doi.org/10.18251/IJME.V20I2.1575","url":null,"abstract":"This study explores culturally responsive curriculum and pedagogy in the Commonwealth of the Northern Mariana Islands (CNMI). In particular, it examines the ways in which teachers and administrators view curriculum and pedagogy within the multiple and overlapping cultural contexts that the CNMI inhabits. By using an open-ended questionnaire, onsite interviews, and an exhaustive recruitment strategy, the study afforded every middle and high school social studies teacher in the CNMI an opportunity to participate in this study. The findings reveal a wide range of attention to cultural responsiveness, and numerous successes and challenges within middle and high schools.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2018-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.18251/IJME.V20I2.1575","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43795334","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 : 2018-06-30DOI: 10.18251/IJME.V20I2.1515
Martyn Reynolds
Set in Aotearoa New Zealand, this examination of “Pasifika”education as an inter-cultural event discusses what students from the Pacificdiaspora say about educational success. Against a backdrop of literature that pays attention to teacher-student relationships, achievement targets, and peer relationships, the article uses Pacific concepts to theorise the dynamics between individuals, “brotherhood” groups, and success. It suggests that teachers and institutions might respond better in intercultural situations by “looking backwards to walk forwards.”
{"title":"“They Always Have My Back: A Strengths-Based Approach to Understanding the Value(s) of Pasifika Brotherhoods in Education in Aotearoa New Zealand","authors":"Martyn Reynolds","doi":"10.18251/IJME.V20I2.1515","DOIUrl":"https://doi.org/10.18251/IJME.V20I2.1515","url":null,"abstract":"Set in Aotearoa New Zealand, this examination of “Pasifika”education as an inter-cultural event discusses what students from the Pacificdiaspora say about educational success. Against a backdrop of literature that pays attention to teacher-student relationships, achievement targets, and peer relationships, the article uses Pacific concepts to theorise the dynamics between individuals, “brotherhood” groups, and success. It suggests that teachers and institutions might respond better in intercultural situations by “looking backwards to walk forwards.”","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2018-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.18251/IJME.V20I2.1515","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43689716","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 : 2018-02-28DOI: 10.18251/IJME.V20I1.1524
Y. P. E. Ashmawi, M. Sánchez, Judith Flores Carmona
Teacher educators employ a variety of approaches to multicultural education. This article describes how we have our students grapple with their positionalities, to socially locate themselves and then to question the how and why of what they learned by employing testimonio, a genre of qualitative research that has its epistemological roots in Chicana feminist thought, as pedagogy. We discuss how we use testimonio in our classes and how students can use the process of creating and sharing their testimonios to cultivate a multicultural education (MCE) perspective and begin crafting their own culturally relevant pedagogy.
{"title":"Testimonialista Pedagogues: Testimonio Pedagogy in Critical Multicultural Education","authors":"Y. P. E. Ashmawi, M. Sánchez, Judith Flores Carmona","doi":"10.18251/IJME.V20I1.1524","DOIUrl":"https://doi.org/10.18251/IJME.V20I1.1524","url":null,"abstract":"Teacher educators employ a variety of approaches to multicultural education. This article describes how we have our students grapple with their positionalities, to socially locate themselves and then to question the how and why of what they learned by employing testimonio, a genre of qualitative research that has its epistemological roots in Chicana feminist thought, as pedagogy. We discuss how we use testimonio in our classes and how students can use the process of creating and sharing their testimonios to cultivate a multicultural education (MCE) perspective and begin crafting their own culturally relevant pedagogy.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2018-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.18251/IJME.V20I1.1524","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43126795","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 : 2018-02-28DOI: 10.18251/IJME.V20I1.1464
Todd Cherner, Alex Fegely
In 1998, Suzanne Damarin put forward a call for technologists and multicultural educators to work together to create technologies that promote inclusiveness and equity for students. As significant technological advancements have happened along with major changes in educational policy over the past 20 years, this study set out to examine if Damarin’s call has been answered. In this article, the researchers first explain how they systematically identified a group of iOS applications designed for iPads and analyzed them for their design quality and content through a lens of diversity, equity, and multiculturalism. They then share their findings and offer implications before concluding with a response regarding the status of Damarin’s call.
{"title":"Answering Damarin’s Call: How iOS Apps Approach Diversity, Equity, and Multiculturalism","authors":"Todd Cherner, Alex Fegely","doi":"10.18251/IJME.V20I1.1464","DOIUrl":"https://doi.org/10.18251/IJME.V20I1.1464","url":null,"abstract":"In 1998, Suzanne Damarin put forward a call for technologists and multicultural educators to work together to create technologies that promote inclusiveness and equity for students. As significant technological advancements have happened along with major changes in educational policy over the past 20 years, this study set out to examine if Damarin’s call has been answered. In this article, the researchers first explain how they systematically identified a group of iOS applications designed for iPads and analyzed them for their design quality and content through a lens of diversity, equity, and multiculturalism. They then share their findings and offer implications before concluding with a response regarding the status of Damarin’s call.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2018-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47845991","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 : 2018-02-28DOI: 10.18251/IJME.V20I1.1538
Gloshanda Lawyer
This article presents the case of the author’s experience as a student in a multicultural education course. The exploration of this case expands on Cho’s (2017) theoretical linking of social justice and multicultural education by highlighting the practical dangers of disengaging social justice from multicultural education. As an alternative to critiquing the field of multicultural education, this paper focuses on the execution of social justice in a multicultural education course. Both a social justice and a multicultural education lens are applied to analyze the author’s experience in the course. Additionally, practical considerations are provided for those teaching multicultural education courses in higher education.
{"title":"The Dangers of Separating Social Justice from Multicultural Education: Applications in Higher Education","authors":"Gloshanda Lawyer","doi":"10.18251/IJME.V20I1.1538","DOIUrl":"https://doi.org/10.18251/IJME.V20I1.1538","url":null,"abstract":"This article presents the case of the author’s experience as a student in a multicultural education course. The exploration of this case expands on Cho’s (2017) theoretical linking of social justice and multicultural education by highlighting the practical dangers of disengaging social justice from multicultural education. As an alternative to critiquing the field of multicultural education, this paper focuses on the execution of social justice in a multicultural education course. Both a social justice and a multicultural education lens are applied to analyze the author’s experience in the course. Additionally, practical considerations are provided for those teaching multicultural education courses in higher education.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2018-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.18251/IJME.V20I1.1538","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48954740","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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