Pub Date : 2020-08-31DOI: 10.18251/ijme.v22i2.2411
Cheryl E. Matias
Though texts are commonly perceived as merely written, this article explores texts in a more complex manner: in digital form. First, the paper posits the importance of “reading” digital texts (e.g., social media, films, memes, etc.) and demonstrates how such texts transmit hegemonic ideas about race and whiteness, which ultimately reifies white supremacy in society. Using a variety of critical theories such as critical studies of whiteness and critical theories of race, this article deconstructs digital texts (particularly film and social media) to demonstrate how whiteness gets embedded in digital text in almost invisible ways. Additionally, this article employs Yosso’s (2002) critical race media literacy (CRML) not only to divulge racial stereotypes in digital texts but also to demonstrate how CRML can be pedagogically and metacognitively applied to reveal how whiteness also gets embedded in digital texts. This article serves as a metacognitive model as to how readers can learn to read whiteness within digital texts.
{"title":"Do you SEE the words coming out of that text?: Seeing Whiteness in Digital Text","authors":"Cheryl E. Matias","doi":"10.18251/ijme.v22i2.2411","DOIUrl":"https://doi.org/10.18251/ijme.v22i2.2411","url":null,"abstract":"Though texts are commonly perceived as merely written, this article explores texts in a more complex manner: in digital form. First, the paper posits the importance of “reading” digital texts (e.g., social media, films, memes, etc.) and demonstrates how such texts transmit hegemonic ideas about race and whiteness, which ultimately reifies white supremacy in society. Using a variety of critical theories such as critical studies of whiteness and critical theories of race, this article deconstructs digital texts (particularly film and social media) to demonstrate how whiteness gets embedded in digital text in almost invisible ways. Additionally, this article employs Yosso’s (2002) critical race media literacy (CRML) not only to divulge racial stereotypes in digital texts but also to demonstrate how CRML can be pedagogically and metacognitively applied to reveal how whiteness also gets embedded in digital texts. This article serves as a metacognitive model as to how readers can learn to read whiteness within digital texts.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":"22 1","pages":"14-29"},"PeriodicalIF":0.8,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47233898","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 : 2020-08-31DOI: 10.18251/ijme.v22i2.2451
Tiffany Mitchell Patterson, Christine McWhorter
The New York Times 1619 Project materials on American popular culture were presented to college students at a Historically Black University & College (HBCU) and Predominantly White Institution (PWI). Guided by Critical Race Media Literacy, we employed quantitative and qualitative analysis to explore the knowledge-based and emotional responses to Black historical media. The findings suggest that HBCU and PWI students had similar levels of prior knowledge. HBCU and PWI students experienced disparate emotional responses to the material. Overall, both HBCU and PWI students’ knowledge increased on this topic following the study as the content is underrepresented in education and popular culture.
{"title":"Black Music is American Music: Learning Underrepresented Aspects of Black History in College through Critical Race Media Literacy","authors":"Tiffany Mitchell Patterson, Christine McWhorter","doi":"10.18251/ijme.v22i2.2451","DOIUrl":"https://doi.org/10.18251/ijme.v22i2.2451","url":null,"abstract":"The New York Times 1619 Project materials on American popular culture were presented to college students at a Historically Black University & College (HBCU) and Predominantly White Institution (PWI). Guided by Critical Race Media Literacy, we employed quantitative and qualitative analysis to explore the knowledge-based and emotional responses to Black historical media. The findings suggest that HBCU and PWI students had similar levels of prior knowledge. HBCU and PWI students experienced disparate emotional responses to the material. Overall, both HBCU and PWI students’ knowledge increased on this topic following the study as the content is underrepresented in education and popular culture.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":"22 1","pages":"145-162"},"PeriodicalIF":0.8,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45208764","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 : 2020-08-31DOI: 10.18251/ijme.v22i2.2445
Erin Dyke, Jinan El Sabbagh, K. Dyke
The study focuses on a two-week unit with 90 students at an urban, Latinx-serving charter middle and high school in the south midwestern U.S. to create digital counterstory maps. The maps then served as the organizing content for a subsequent week-long summer professional development the authors led for their teachers. Analysis suggests the significance of engaging the students’ counterstories and cultural knowledge for designing teacher education committed to culturally sustaining pedagogy (CSP). Further, it articulates the challenges for engaging CSP with students and teachers in a charter school context in which disciplinary and curricular mandates conflate cultural assimilation with academic achievement.
{"title":"“Counterstory Mapping Our City”: Teachers Reckoning with Latinx Students’ Knowledges, Cultures, and Communities","authors":"Erin Dyke, Jinan El Sabbagh, K. Dyke","doi":"10.18251/ijme.v22i2.2445","DOIUrl":"https://doi.org/10.18251/ijme.v22i2.2445","url":null,"abstract":"The study focuses on a two-week unit with 90 students at an urban, Latinx-serving charter middle and high school in the south midwestern U.S. to create digital counterstory maps. The maps then served as the organizing content for a subsequent week-long summer professional development the authors led for their teachers. Analysis suggests the significance of engaging the students’ counterstories and cultural knowledge for designing teacher education committed to culturally sustaining pedagogy (CSP). Further, it articulates the challenges for engaging CSP with students and teachers in a charter school context in which disciplinary and curricular mandates conflate cultural assimilation with academic achievement.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42009637","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 : 2020-08-31DOI: 10.18251/ijme.v22i2.2443
Ashley Cordes, Leilani Sabzalian
In this article, we advocate for anticolonial media literacy as an important complement to critical race media literacy. Given the pervasive misrepresentation of Indigenous peoples in media, teachers must explicitly learn to challenge colonizing and dehumanizing representations of Indigenous life and help their students to do the same. By outlining several Native studies theories, we forward anticolonial media literacy to help teachers detect and interrupt colonial logics. After modeling anticolonial medial literacy in practice, we draw from Nambé Pueblo scholar Debbie Reese’s framework of “critical Indigenous literacies” to support teachers in including and creating respectful alternatives.
{"title":"The Urgent Need for Anticolonial Media Literacy","authors":"Ashley Cordes, Leilani Sabzalian","doi":"10.18251/ijme.v22i2.2443","DOIUrl":"https://doi.org/10.18251/ijme.v22i2.2443","url":null,"abstract":"In this article, we advocate for anticolonial media literacy as an important complement to critical race media literacy. Given the pervasive misrepresentation of Indigenous peoples in media, teachers must explicitly learn to challenge colonizing and dehumanizing representations of Indigenous life and help their students to do the same. By outlining several Native studies theories, we forward anticolonial media literacy to help teachers detect and interrupt colonial logics. After modeling anticolonial medial literacy in practice, we draw from Nambé Pueblo scholar Debbie Reese’s framework of “critical Indigenous literacies” to support teachers in including and creating respectful alternatives.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44492221","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 : 2020-08-31DOI: 10.18251/ijme.v22i2.2427
Hyesun Cho, Peter Johnson
Past research on critical race media literacy (CRML) in multicultural education has primarily focused on identifying ways of fostering critical awareness of racism in the U.S. educational context. This study aims to present a situated account of a CRML pedagogy in the Korean high school classroom where students critique the racial and gender discrimination perpetuated in films. Using qualitative research data, such as teacher interviews and student presentation videos, the current study depicts ways in which Korean female high school students raise critical awareness of racism and sexism with the help of an English-speaking native teacher.
{"title":"Racism and Sexism in Superhero Movies: Critical Race Media Literacy in the Korean High School Classroom","authors":"Hyesun Cho, Peter Johnson","doi":"10.18251/ijme.v22i2.2427","DOIUrl":"https://doi.org/10.18251/ijme.v22i2.2427","url":null,"abstract":"Past research on critical race media literacy (CRML) in multicultural education has primarily focused on identifying ways of fostering critical awareness of racism in the U.S. educational context. This study aims to present a situated account of a CRML pedagogy in the Korean high school classroom where students critique the racial and gender discrimination perpetuated in films. Using qualitative research data, such as teacher interviews and student presentation videos, the current study depicts ways in which Korean female high school students raise critical awareness of racism and sexism with the help of an English-speaking native teacher. ","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.18251/ijme.v22i2.2427","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46105808","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 : 2020-04-11DOI: 10.18251/ijme.v22i1.1929
Patricio Andrés Pino Castillo, Allyson Donoso, K. Ortega
This phenomenological study sought to understand the meaning of multicultural collaboration in a Chilean English as a Foreign Language class purposefully selected because of its high percentage of students from different cultural backgrounds. Through participant observation and in-depth interviews, the essence of the phenomenon was identified. Findings revealed that the students’ and the teacher’s positive attitudes towards multiculturalism, along with their respect and acceptance for diversity, propitiated a healthy and safe learning environment that made multicultural collaboration possible. Future studies should explore how these conditions may be replicated in other multicultural educational scenarios.
{"title":"Understanding the Meaning of Multicultural Collaboration in a Public-School EFL Class","authors":"Patricio Andrés Pino Castillo, Allyson Donoso, K. Ortega","doi":"10.18251/ijme.v22i1.1929","DOIUrl":"https://doi.org/10.18251/ijme.v22i1.1929","url":null,"abstract":"This phenomenological study sought to understand the meaning of multicultural collaboration in a Chilean English as a Foreign Language class purposefully selected because of its high percentage of students from different cultural backgrounds. Through participant observation and in-depth interviews, the essence of the phenomenon was identified. Findings revealed that the students’ and the teacher’s positive attitudes towards multiculturalism, along with their respect and acceptance for diversity, propitiated a healthy and safe learning environment that made multicultural collaboration possible. Future studies should explore how these conditions may be replicated in other multicultural educational scenarios.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":"22 1","pages":"1-15"},"PeriodicalIF":0.8,"publicationDate":"2020-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.18251/ijme.v22i1.1929","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44176596","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 : 2020-04-11DOI: 10.18251/ijme.v22i1.2077
Raisa Harju-Autti, Hanna-Maija Sinkkonen
This paper sheds light on linguistic support concerning the language of schooling in multilingual classrooms in Finnish lower secondary education. We ask how the teachers consider knowing their students, what the needs in linguistic and academic support are, and how the needs are met. The data were collected from teachers in eight lower secondary schools in different parts of Finland. The findings show that the means to scaffold Finnish language learners are still in the development phase as there are no uniform ways to support students with an immigrant background in Finnish basic education.
{"title":"Supporting Finnish Language Learners in Basic Education: Teachers' Views","authors":"Raisa Harju-Autti, Hanna-Maija Sinkkonen","doi":"10.18251/ijme.v22i1.2077","DOIUrl":"https://doi.org/10.18251/ijme.v22i1.2077","url":null,"abstract":"This paper sheds light on linguistic support concerning the language of schooling in multilingual classrooms in Finnish lower secondary education. We ask how the teachers consider knowing their students, what the needs in linguistic and academic support are, and how the needs are met. The data were collected from teachers in eight lower secondary schools in different parts of Finland. The findings show that the means to scaffold Finnish language learners are still in the development phase as there are no uniform ways to support students with an immigrant background in Finnish basic education.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":"22 1","pages":"53-75"},"PeriodicalIF":0.8,"publicationDate":"2020-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48340610","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 : 2020-04-11DOI: 10.18251/ijme.v22i1.1834
H. Kim
This paper explores the social construct of Koreanness and its implications. The first section reviews literature on Whiteness, and states that Koreanness shows many similarities to Whiteness in the United States. Next, drawing upon the framework of Bonilla-Silva, this paper argues that a tri-racial system is emerging in Korea, with Koreanness at its center. Then, the study examines how racism and colorism permeate Korean society and culture, with special attention to education. The paper concludes that Koreanness should be addressed in multicultural education in Korea: in teachers’ reflection of their identities, teacher education, instruction, and anti-racism curriculum.
{"title":"Understanding “Koreanness”: Racial Stratification and Colorism in Korea and Implications for Korean Multicultural Education","authors":"H. Kim","doi":"10.18251/ijme.v22i1.1834","DOIUrl":"https://doi.org/10.18251/ijme.v22i1.1834","url":null,"abstract":"This paper explores the social construct of Koreanness and its implications. The first section reviews literature on Whiteness, and states that Koreanness shows many similarities to Whiteness in the United States. Next, drawing upon the framework of Bonilla-Silva, this paper argues that a tri-racial system is emerging in Korea, with Koreanness at its center. Then, the study examines how racism and colorism permeate Korean society and culture, with special attention to education. The paper concludes that Koreanness should be addressed in multicultural education in Korea: in teachers’ reflection of their identities, teacher education, instruction, and anti-racism curriculum.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":"22 1","pages":"76-97"},"PeriodicalIF":0.8,"publicationDate":"2020-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.18251/ijme.v22i1.1834","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47636087","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 : 2020-04-11DOI: 10.18251/ijme.v22i1.1708
Ingrid Colón, Marlon C. James, Mahjabin Chowdhury, Amy Rector-Aranda, Miguel Burgess Monroy
This qualitative study of six recently arrived parents from El Salvador who have been in the U.S. for no longer than a year explores their experiences in U.S. schools and offers recommendations for actualizing an ethos of humanitarianism in schools. In particular, the study addresses the perspectives of recently arrived Salvadoran parents about their children’s education and how can schools effectively collaborate with parents to support the emotional, social, cultural, and educational needs of their children. The study drew on testimonios to learn about Salvadoran parents’ perspectives about their children’s education to improve the services their children need in schools.
{"title":"In Search of Confianza: A Qualitative Analysis of Salvadoran Parents’ Experiences in U.S. Urban Schools","authors":"Ingrid Colón, Marlon C. James, Mahjabin Chowdhury, Amy Rector-Aranda, Miguel Burgess Monroy","doi":"10.18251/ijme.v22i1.1708","DOIUrl":"https://doi.org/10.18251/ijme.v22i1.1708","url":null,"abstract":"This qualitative study of six recently arrived parents from El Salvador who have been in the U.S. for no longer than a year explores their experiences in U.S. schools and offers recommendations for actualizing an ethos of humanitarianism in schools. In particular, the study addresses the perspectives of recently arrived Salvadoran parents about their children’s education and how can schools effectively collaborate with parents to support the emotional, social, cultural, and educational needs of their children. The study drew on testimonios to learn about Salvadoran parents’ perspectives about their children’s education to improve the services their children need in schools.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":"22 1","pages":"35-52"},"PeriodicalIF":0.8,"publicationDate":"2020-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.18251/ijme.v22i1.1708","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45423946","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 : 2020-04-11DOI: 10.18251/ijme.v22i1.1961
Soojin Ahn
This study explores 1.5-generation Korean Americans’ perception of their identity in the southeastern region of the United States. The study focuses on four college students who immigrated during the middle of their childhood. Data were gathered during a semi-structured interview and were analyzed through a thematic analysis. Informed by a poststructuralist perspective on identity, 1.5-generation immigrants were found to have hybrid ethnic, linguistic, and cultural identities in citizenship status, language choices, and local-base transnational communities. The findings offer implications for educators to understand how immigrant students situate themselves as well as practice literacy differently in specific transnational contexts.
{"title":"1.5 Generations of Korean Americans’ Transnational Identity: Stories from four college students","authors":"Soojin Ahn","doi":"10.18251/ijme.v22i1.1961","DOIUrl":"https://doi.org/10.18251/ijme.v22i1.1961","url":null,"abstract":"This study explores 1.5-generation Korean Americans’ perception of their identity in the southeastern region of the United States. The study focuses on four college students who immigrated during the middle of their childhood. Data were gathered during a semi-structured interview and were analyzed through a thematic analysis. Informed by a poststructuralist perspective on identity, 1.5-generation immigrants were found to have hybrid ethnic, linguistic, and cultural identities in citizenship status, language choices, and local-base transnational communities. The findings offer implications for educators to understand how immigrant students situate themselves as well as practice literacy differently in specific transnational contexts.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":"22 1","pages":"16-34"},"PeriodicalIF":0.8,"publicationDate":"2020-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.18251/ijme.v22i1.1961","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49386976","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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