Pub Date : 2021-08-30DOI: 10.18251/ijme.v23i2.2595
Deoksoon Kim, So Lim Kim, Michael Barnett
This study describes how culturally relevant pedagogy in a project-based science class improved student engagement and comprehension. We focus on bicultural students exploring cultural objects and household inventions with family members, connecting scientific concepts to their families’ funds of knowledge. We use a multiple-case study design to explore six middle school bicultural students’ experiences with culturally relevant activities. Findings describe bidirectional knowledge transfer between the home and the classroom in a way that engaged students, affirmed their home cultures, and facilitated subject matter learning.
{"title":"“That Makes Sense Now!\": Bicultural Middle School Students’ Learning in a Culturally Relevant Science Classroom","authors":"Deoksoon Kim, So Lim Kim, Michael Barnett","doi":"10.18251/ijme.v23i2.2595","DOIUrl":"https://doi.org/10.18251/ijme.v23i2.2595","url":null,"abstract":"This study describes how culturally relevant pedagogy in a project-based science class improved student engagement and comprehension. We focus on bicultural students exploring cultural objects and household inventions with family members, connecting scientific concepts to their families’ funds of knowledge. We use a multiple-case study design to explore six middle school bicultural students’ experiences with culturally relevant activities. Findings describe bidirectional knowledge transfer between the home and the classroom in a way that engaged students, affirmed their home cultures, and facilitated subject matter learning. ","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43449910","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 : 2021-08-30DOI: 10.18251/ijme.v23i2.2647
Juan A. Freire, Verónica E. Valdez
James Banks’s framework for determining the levels of integration of multicultural content in teachers’ pedagogy has long been a tool used by researchers worldwide. This article introduces the Holistic Analysis of Multicultural Teaching Framework that rethinks Banks’s framework to allow research analysis to capture the hybrid and fluid aspects of teachers’ multicultural practices as well as the pauses in their practices over time. Data from a study on U.S. dual language teachers’ classroom implementation of multicultural practices serves to illustrate the utility of the Holistic Analysis framework in analyzing teachers’ multicultural practices. Implications for teacher educators and researchers are discussed.
{"title":"The Holistic Analysis of Multicultural Teaching Framework: Capturing Teachers’ Pauses and their Hybrid and Fluid Multicultural Practices","authors":"Juan A. Freire, Verónica E. Valdez","doi":"10.18251/ijme.v23i2.2647","DOIUrl":"https://doi.org/10.18251/ijme.v23i2.2647","url":null,"abstract":"James Banks’s framework for determining the levels of integration of multicultural content in teachers’ pedagogy has long been a tool used by researchers worldwide. This article introduces the Holistic Analysis of Multicultural Teaching Framework that rethinks Banks’s framework to allow research analysis to capture the hybrid and fluid aspects of teachers’ multicultural practices as well as the pauses in their practices over time. Data from a study on U.S. dual language teachers’ classroom implementation of multicultural practices serves to illustrate the utility of the Holistic Analysis framework in analyzing teachers’ multicultural practices. Implications for teacher educators and researchers are discussed. ","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42081665","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 : 2021-08-30DOI: 10.18251/ijme.v23i2.2375
Chrystal A. George Mwangi, Koboul E. Mansour, Mujtaba Hedayet
As immigrant students continue to enter the U.S. educational pipeline at growing rates, it has become increasingly important for researchers, practitioners, and policymakers to understand these students’ pathways into and through college as well as the factors impacting their success. Using a systematic review, this analysis provides a comprehensive understanding of how global mobility shapes and is shaped by U.S. higher education, particularly in how immigrant identity and immigrants’ experiences are depicted in U.S. higher education scholarship.
{"title":"Immigrant Identity and Experiences in U.S. Higher Education Research: A Systematic Review","authors":"Chrystal A. George Mwangi, Koboul E. Mansour, Mujtaba Hedayet","doi":"10.18251/ijme.v23i2.2375","DOIUrl":"https://doi.org/10.18251/ijme.v23i2.2375","url":null,"abstract":"As immigrant students continue to enter the U.S. educational pipeline at growing rates, it has become increasingly important for researchers, practitioners, and policymakers to understand these students’ pathways into and through college as well as the factors impacting their success. Using a systematic review, this analysis provides a comprehensive understanding of how global mobility shapes and is shaped by U.S. higher education, particularly in how immigrant identity and immigrants’ experiences are depicted in U.S. higher education scholarship.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46146466","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 : 2021-08-30DOI: 10.18251/ijme.v23i2.2613
Eric. M. Brown, T. Grothaus
Psychologists have found that many Black persons in the United States have significant levels of mistrust of White persons. This serves as a protective factor in response to pervasive structural and systemic racism. Yet interracial trusting relationships exist. In this phenomenological study, 10 Black counseling doctoral students described their interracial trust experiences with White faculty and/or clinical supervisor mentors. The authors constructed six themes from the data: setting less rigid boundaries, practicing transparency, taking the initiative, being congruent, honoring the proteges’ strengths and experiences, and advocating for equity. Implications and strategies for supervisors and educators are shared.
{"title":"Interracial Trust between Black Doctoral Student Protégés and White Mentors","authors":"Eric. M. Brown, T. Grothaus","doi":"10.18251/ijme.v23i2.2613","DOIUrl":"https://doi.org/10.18251/ijme.v23i2.2613","url":null,"abstract":"Psychologists have found that many Black persons in the United States have significant levels of mistrust of White persons. This serves as a protective factor in response to pervasive structural and systemic racism. Yet interracial trusting relationships exist. In this phenomenological study, 10 Black counseling doctoral students described their interracial trust experiences with White faculty and/or clinical supervisor mentors. The authors constructed six themes from the data: setting less rigid boundaries, practicing transparency, taking the initiative, being congruent, honoring the proteges’ strengths and experiences, and advocating for equity. Implications and strategies for supervisors and educators are shared.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48660761","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 : 2021-08-30DOI: 10.18251/ijme.v23i2.2567
O. Carrick
This interdisciplinary study aimed to explore the relationship between university students’ participation in community development activities and their collaboration in the classroom. The students concerned form part of an ethnic diversity program in the Ecuadorian capital city Quito. Findings demonstrate the potential for collaborative assignments to exacerbate conditions of inequality, and the belief that experiences and skills gained during participation in community development are transferable to group learning activities. Finally, like other factors impeding effective collaboration, conditions of inequality highlight the necessity for strategies to manage collaborative learning groups within the classroom.
{"title":"Striving for Parity: Classroom Collaboration of University Ethnic Diversity Students in Ecuador","authors":"O. Carrick","doi":"10.18251/ijme.v23i2.2567","DOIUrl":"https://doi.org/10.18251/ijme.v23i2.2567","url":null,"abstract":"This interdisciplinary study aimed to explore the relationship between university students’ participation in community development activities and their collaboration in the classroom. The students concerned form part of an ethnic diversity program in the Ecuadorian capital city Quito. Findings demonstrate the potential for collaborative assignments to exacerbate conditions of inequality, and the belief that experiences and skills gained during participation in community development are transferable to group learning activities. Finally, like other factors impeding effective collaboration, conditions of inequality highlight the necessity for strategies to manage collaborative learning groups within the classroom.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44791937","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 : 2021-08-30DOI: 10.18251/ijme.v23i2.2659
Denise F. Blum, J. Smythe
As US colleges and universities incorporate an international requirement for undergraduate students, this study assesses the value of an online international documentary course. The effect of documentary viewing was evaluated using students’ reflective essays, noting possible shifts in perspectives on international issues after film viewing. Findings show that students gained new knowledge, displayed empathy, felt “blessed” for their privileges, and were inspired to help others. Findings also reflected an ignorance about inequitable power relationships between the United States and other countries, producing an “othering” effect. Recommendations are provided for engaging students in more critical research and reflection about local-global connections.
{"title":"Beyond “Feeling Blessed”: Using International Documentary Film to Foster Global Awareness in an Online College Course","authors":"Denise F. Blum, J. Smythe","doi":"10.18251/ijme.v23i2.2659","DOIUrl":"https://doi.org/10.18251/ijme.v23i2.2659","url":null,"abstract":"As US colleges and universities incorporate an international requirement for undergraduate students, this study assesses the value of an online international documentary course. The effect of documentary viewing was evaluated using students’ reflective essays, noting possible shifts in perspectives on international issues after film viewing. Findings show that students gained new knowledge, displayed empathy, felt “blessed” for their privileges, and were inspired to help others. Findings also reflected an ignorance about inequitable power relationships between the United States and other countries, producing an “othering” effect. Recommendations are provided for engaging students in more critical research and reflection about local-global connections. ","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48599465","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 : 2021-08-30DOI: 10.18251/ijme.v23i2.2711
Shireen Keyl
This article examines the functionality and ideological underpinnings of an NGO system in Beirut, Lebanon. This grassroots NGO, in partnership with the Migrant Community Center and migrant domestic workers from African and Southeast Asian countries, creates an educational space that is both transformative and libratory. This activist space is informed by an anti-racist and feminist ideology. Based on the narratives of this system’s stakeholders, I forward a subaltern praxis, a transformative model for the development sector informed by Vygotsky’s constructivist frameworks and Freirean ideology.
{"title":"Subaltern Praxis: A Vygotskian and Freirean Framework in NGO Education","authors":"Shireen Keyl","doi":"10.18251/ijme.v23i2.2711","DOIUrl":"https://doi.org/10.18251/ijme.v23i2.2711","url":null,"abstract":"This article examines the functionality and ideological underpinnings of an NGO system in Beirut, Lebanon. This grassroots NGO, in partnership with the Migrant Community Center and migrant domestic workers from African and Southeast Asian countries, creates an educational space that is both transformative and libratory. This activist space is informed by an anti-racist and feminist ideology. Based on the narratives of this system’s stakeholders, I forward a subaltern praxis, a transformative model for the development sector informed by Vygotsky’s constructivist frameworks and Freirean ideology.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48893989","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 : 2021-08-30DOI: 10.18251/ijme.v23i2.2269
Markéta Supa, V. Nečas, Jana Rosenfeldová, Victoria Nainova
The article argues that, although digital and social media provide space and means for children's cosmopolitan citizenship, the tendency to reproduce cultural and ethnic stereotypes and prejudice prevalent in mainstream media can limit their capability and willingness to act and think as such. Drawing upon qualitative participatory research conducted with more than seventy children living in the Czech Republic, the article explores how children's media practice had a tendency to reproduce cultural hegemony. The paper ultimately argues that multicultural education and media education can together support children in reflecting on and challenging cultural hegemony, while at the same time potentially contribute to their transnational participation and cooperation with the use of digital and social media.
{"title":"Children as Cosmopolitan Citizens: Reproducing and Challenging Cultural Hegemony","authors":"Markéta Supa, V. Nečas, Jana Rosenfeldová, Victoria Nainova","doi":"10.18251/ijme.v23i2.2269","DOIUrl":"https://doi.org/10.18251/ijme.v23i2.2269","url":null,"abstract":"The article argues that, although digital and social media provide space and means for children's cosmopolitan citizenship, the tendency to reproduce cultural and ethnic stereotypes and prejudice prevalent in mainstream media can limit their capability and willingness to act and think as such. Drawing upon qualitative participatory research conducted with more than seventy children living in the Czech Republic, the article explores how children's media practice had a tendency to reproduce cultural hegemony. The paper ultimately argues that multicultural education and media education can together support children in reflecting on and challenging cultural hegemony, while at the same time potentially contribute to their transnational participation and cooperation with the use of digital and social media.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41992459","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 : 2021-04-30DOI: 10.18251/IJME.V23I1.1995
Kim Song, Sujin Kim, Lauren Preston
This study explored Midwestern US teachers’ raciolinguistic attitudes toward English learners. Two research questions guided the study: “How did teachers perceive racism and linguicism” and “How did a professional training influence teachers’ awareness of them?” Critical race theory was used to examine how racism evolved into racialized linguicism. Data analysis demonstrated that teachers tended to conflate the experiences of African American students and English learners, even though they are linguistically and culturally distinct. They also tended to understand the racism and linguicism encountered by the two groups in Black/White and Standard-English/Nonstandard-English binaries. Implications consider the future direction of TESOL teacher education.
{"title":"“No Difference Between African American,Immigrant, or White Children! They Are All the Same.”: Working Toward Developing Teachers’ Raciolinguistic Attitudes Towards ELs","authors":"Kim Song, Sujin Kim, Lauren Preston","doi":"10.18251/IJME.V23I1.1995","DOIUrl":"https://doi.org/10.18251/IJME.V23I1.1995","url":null,"abstract":"This study explored Midwestern US teachers’ raciolinguistic attitudes toward English learners. Two research questions guided the study: “How did teachers perceive racism and linguicism” and “How did a professional training influence teachers’ awareness of them?” Critical race theory was used to examine how racism evolved into racialized linguicism. Data analysis demonstrated that teachers tended to conflate the experiences of African American students and English learners, even though they are linguistically and culturally distinct. They also tended to understand the racism and linguicism encountered by the two groups in Black/White and Standard-English/Nonstandard-English binaries. Implications consider the future direction of TESOL teacher education.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":"23 1","pages":"47-66"},"PeriodicalIF":0.8,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49487282","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 : 2021-04-30DOI: 10.18251/IJME.V23I1.2447
Tommy Ender
I articulate an autoethnographic narrative of using different songs to counter dominant interpretations of gender, class, immigration, slavery, and education in the social studies classroom. Framing it as the Critical Music Framework, the practice of using music addressing social issues and historical representations of women and people of color provided secondary students with reflective, learning opportunities. The resulting conversations illustrate the importance of music not just on the personal, but also the academic aspects of individuals.
{"title":"Incorporating the Critical Music Framework: An Autoethnographic Reflection","authors":"Tommy Ender","doi":"10.18251/IJME.V23I1.2447","DOIUrl":"https://doi.org/10.18251/IJME.V23I1.2447","url":null,"abstract":"I articulate an autoethnographic narrative of using different songs to counter dominant interpretations of gender, class, immigration, slavery, and education in the social studies classroom. Framing it as the Critical Music Framework, the practice of using music addressing social issues and historical representations of women and people of color provided secondary students with reflective, learning opportunities. The resulting conversations illustrate the importance of music not just on the personal, but also the academic aspects of individuals.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":"23 1","pages":"146-161"},"PeriodicalIF":0.8,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48400047","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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