Pub Date : 2019-07-08DOI: 10.18251/IJME.V21I2.1800
C. Lee
This three-year qualitative case study examined how an African community-based organization, Sauti Yetu’s Girl’s Empowerment and Leadership Initiative (GELI), leads, bolsters, and transforms the literacy development of African immigrant girls who are identified as English Language Learners (ELLs) and Students with Interrupted Formal Education (SIFE) in New York City schools. In particular, the study addresses how community-based literacy practices mobilize multilingual African immigrant girls to strengthen their communities. The study drew upon critical perspectives of literacy and community-based practices to examine the approaches GELI has implemented to address the academic and social needs of African immigrant girls in public schools.
{"title":"Invite Their Languages In: Community-Based Literacy Practices with Multilingual African Immigrant Girls in New York City","authors":"C. Lee","doi":"10.18251/IJME.V21I2.1800","DOIUrl":"https://doi.org/10.18251/IJME.V21I2.1800","url":null,"abstract":"This three-year qualitative case study examined how an African community-based organization, Sauti Yetu’s Girl’s Empowerment and Leadership Initiative (GELI), leads, bolsters, and transforms the literacy development of African immigrant girls who are identified as English Language Learners (ELLs) and Students with Interrupted Formal Education (SIFE) in New York City schools. In particular, the study addresses how community-based literacy practices mobilize multilingual African immigrant girls to strengthen their communities. The study drew upon critical perspectives of literacy and community-based practices to examine the approaches GELI has implemented to address the academic and social needs of African immigrant girls in public schools.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2019-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43237922","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 : 2019-07-08DOI: 10.18251/IJME.V21I2.1871
Ekaterina Strekalova-Hughes
In this paper, I analyze representations of refugee flight in children’s literature to extrapolate related assumptions about power and agency. The findings suggest that picturebooks tend to adhere to refugee flight as a bureaucratic process and refugee as an institutionally imposed standardized identity. Specifically, stories canonically mirror the legal UNHCR definition of a refugee, establishing forced-to-flee narratives, centering persecution, and corroborating well-founded fear. Collectively, stories mask what leads to persecution and distribute power to essentialized “safe” countries resettling refugees. The implications call for diversity of representation and invite teachers to critically unpack contexts of refugee flight.
{"title":"Unpacking Refugee Flight: Critical Content Analysis of Picturebooks Featuring Refugee Protagonists","authors":"Ekaterina Strekalova-Hughes","doi":"10.18251/IJME.V21I2.1871","DOIUrl":"https://doi.org/10.18251/IJME.V21I2.1871","url":null,"abstract":"In this paper, I analyze representations of refugee flight in children’s literature to extrapolate related assumptions about power and agency. The findings suggest that picturebooks tend to adhere to refugee flight as a bureaucratic process and refugee as an institutionally imposed standardized identity. Specifically, stories canonically mirror the legal UNHCR definition of a refugee, establishing forced-to-flee narratives, centering persecution, and corroborating well-founded fear. Collectively, stories mask what leads to persecution and distribute power to essentialized “safe” countries resettling refugees. The implications call for diversity of representation and invite teachers to critically unpack contexts of refugee flight.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2019-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.18251/IJME.V21I2.1871","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46123687","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 : 2019-07-08DOI: 10.18251/IJME.V21I2.1696
Brian W. Haas
Many higher education instructions have set forth explicit objectives to improve college students’ intercultural sensitivity and communication. However, there currently exits considerable heterogeneity in terms of the extent and methods that higher education institutions undertake in order to achieve these important goals. This praxis essay provides a framework to understand the process of intercultural learning in college students, the core features of academic cultural psychology, and makes specific recommendations for effective and innovative ways to teach a cultural psychology course to a broad range of undergraduate students. Specific teaching techniques are offered to target specific intercultural learning areas.
{"title":"Enhancing the Intercultural Competence of College Students: A Consideration of Applied Teaching Techniques","authors":"Brian W. Haas","doi":"10.18251/IJME.V21I2.1696","DOIUrl":"https://doi.org/10.18251/IJME.V21I2.1696","url":null,"abstract":"Many higher education instructions have set forth explicit objectives to improve college students’ intercultural sensitivity and communication. However, there currently exits considerable heterogeneity in terms of the extent and methods that higher education institutions undertake in order to achieve these important goals. This praxis essay provides a framework to understand the process of intercultural learning in college students, the core features of academic cultural psychology, and makes specific recommendations for effective and innovative ways to teach a cultural psychology course to a broad range of undergraduate students. Specific teaching techniques are offered to target specific intercultural learning areas.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2019-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41425347","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 : 2019-07-08DOI: 10.18251/IJME.V21I2.1753
Elsa Wiehe
Teaching to students’ local experiences is a tenet of good teaching in many contexts. This study explores the ways eight educators use local meanings in discourse. Through ethnographic work in an elementary school in the township of Roche-Bois, Mauritius, I examine teachers’ words about students’ localities. Articulating critical discourse analysis with theories of space, I evaluate whether teachers’ place-based meanings perpetuate or transform long-standing historical patterns of racialization associated with the town. The analysis identifies how processes of racialization take shape through place-based discourse. I draw implications for a critical pedagogy of the local to support decolonizing teacher knowledge.
{"title":"Making Race: Examining the Power of Local Place in Teacher Discourse in Mauritius","authors":"Elsa Wiehe","doi":"10.18251/IJME.V21I2.1753","DOIUrl":"https://doi.org/10.18251/IJME.V21I2.1753","url":null,"abstract":"Teaching to students’ local experiences is a tenet of good teaching in many contexts. This study explores the ways eight educators use local meanings in discourse. Through ethnographic work in an elementary school in the township of Roche-Bois, Mauritius, I examine teachers’ words about students’ localities. Articulating critical discourse analysis with theories of space, I evaluate whether teachers’ place-based meanings perpetuate or transform long-standing historical patterns of racialization associated with the town. The analysis identifies how processes of racialization take shape through place-based discourse. I draw implications for a critical pedagogy of the local to support decolonizing teacher knowledge. ","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2019-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41546146","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 : 2019-07-08DOI: 10.18251/IJME.V21I2.1644
Sweeney Windchief
The objective of this paper is to address critical questions and issues related to academic support and inclusivity for graduate students in the context of graduate education. Graduate school leadership, underrepresented student participation, and affirmative action are examined to ascertain connectivity to support the benefits of diversity. A comprehensive, tripartite model is provided to guide institutions specifically by assisting graduate school administrators who are charged to improve inclusiveness regarding academic programs and departments. This model can help provide services and award funding with a level of precision that avoids inarticulate support by delineating the different needs that programs have.
{"title":"Providing Access, Serving Programs, and Inclusiveness; a Tripartite Model for Graduate Schools","authors":"Sweeney Windchief","doi":"10.18251/IJME.V21I2.1644","DOIUrl":"https://doi.org/10.18251/IJME.V21I2.1644","url":null,"abstract":"The objective of this paper is to address critical questions and issues related to academic support and inclusivity for graduate students in the context of graduate education. Graduate school leadership, underrepresented student participation, and affirmative action are examined to ascertain connectivity to support the benefits of diversity. A comprehensive, tripartite model is provided to guide institutions specifically by assisting graduate school administrators who are charged to improve inclusiveness regarding academic programs and departments. This model can help provide services and award funding with a level of precision that avoids inarticulate support by delineating the different needs that programs have. ","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2019-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41481599","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 : 2019-03-04DOI: 10.18251/IJME.V21I1.1778
Kristin A. Searle, Colby Tofel-Grehl, Janet Breitenstein
This paper examines how working with sewable, programmable electronics embedded in textiles (e-textiles) impacted the self-perceptions and actions of two middle school girls from non-dominant communities as they navigated their place within science class. Using analytic induction (Erickson, 1986), we explore the phenomena around their experiences and the influence of their teachers’ perceptions. Findings indicate that the personalizable nature of e-textiles created a meaningful opportunity for students to engage in science class in a new way.
{"title":"Equitable Engagement in STEM: Using E-textiles to Challenge the Positioning of Non-dominant Girls in School Science","authors":"Kristin A. Searle, Colby Tofel-Grehl, Janet Breitenstein","doi":"10.18251/IJME.V21I1.1778","DOIUrl":"https://doi.org/10.18251/IJME.V21I1.1778","url":null,"abstract":"This paper examines how working with sewable, programmable electronics embedded in textiles (e-textiles) impacted the self-perceptions and actions of two middle school girls from non-dominant communities as they navigated their place within science class. Using analytic induction (Erickson, 1986), we explore the phenomena around their experiences and the influence of their teachers’ perceptions. Findings indicate that the personalizable nature of e-textiles created a meaningful opportunity for students to engage in science class in a new way.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2019-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.18251/IJME.V21I1.1778","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43486357","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 : 2019-03-04DOI: 10.18251/IJME.V21I1.1735
C. Doerr-Stevens, M. Buckley-Marudas
Drawing on multimodal, sound-based data, this study examines how high school students harnessed elements of sound and music for multicultural learning within collaborative research and radio podcasting. Data were collected from a variety of sources, including field notes, final media projects, and audio and video footage of students’ collaborative media production processes and interviews. Findings reveal multivocal and divergent engagements in the sound editing process as well as multimodal struggles in which students leveraged sound to express nuanced views about racism, culture, and privilege. This study has implications for educators teaching multicultural perspectives and critical media literacy studies.
{"title":"Hearing Knowledge into Action: Mobilizing Sound for Multicultural Imaginaries","authors":"C. Doerr-Stevens, M. Buckley-Marudas","doi":"10.18251/IJME.V21I1.1735","DOIUrl":"https://doi.org/10.18251/IJME.V21I1.1735","url":null,"abstract":"Drawing on multimodal, sound-based data, this study examines how high school students harnessed elements of sound and music for multicultural learning within collaborative research and radio podcasting. Data were collected from a variety of sources, including field notes, final media projects, and audio and video footage of students’ collaborative media production processes and interviews. Findings reveal multivocal and divergent engagements in the sound editing process as well as multimodal struggles in which students leveraged sound to express nuanced views about racism, culture, and privilege. This study has implications for educators teaching multicultural perspectives and critical media literacy studies.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2019-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43699725","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 : 2019-03-04DOI: 10.18251/IJME.V21I1.1728
Outi Laiti, Satu-Maarit Frangou
This article addresses how, in the Arctic regions, indigenous traditional educational approaches focus on the cultural background of the people and their social learning customs in today’s context. The development of Arctic pedagogical approaches is discussed in light of experiences collected in Finnish Lapland in 2017 with the Sámi people. Particularly, the significance of social interactions in indigenous pedagogies is explored. We ask how social interactions benefit technologically enhanced learning in the Sámi cultural context. The findings suggest that social interactions have the potential for improving learning even when learning with and through information and communication technologies (ICTs).
{"title":"Social Aspects of Learning: Sámi People in the Circumpolar North","authors":"Outi Laiti, Satu-Maarit Frangou","doi":"10.18251/IJME.V21I1.1728","DOIUrl":"https://doi.org/10.18251/IJME.V21I1.1728","url":null,"abstract":"This article addresses how, in the Arctic regions, indigenous traditional educational approaches focus on the cultural background of the people and their social learning customs in today’s context. The development of Arctic pedagogical approaches is discussed in light of experiences collected in Finnish Lapland in 2017 with the Sámi people. Particularly, the significance of social interactions in indigenous pedagogies is explored. We ask how social interactions benefit technologically enhanced learning in the Sámi cultural context. The findings suggest that social interactions have the potential for improving learning even when learning with and through information and communication technologies (ICTs).","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2019-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43987014","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 : 2019-03-04DOI: 10.18251/IJME.V21I1.1777
Baburhan Uzum, B. Yazan, Netta Avineri, S. Akayoğlu
The study reports on a telecollaboration exchange between two teacher education classes in the United States and Turkey. In synchronous and asynchronous conversations, preservice teachers (PTs) engaged in social justice issues and made discourse choices that captured culture(s) and communities as diverse or essentialized. These choices were affected by PTs’ positionings and impacted how PTs connected to individuals only and/or to broader society. PTs asked questions that created space for critical discussions and facilitated awareness of diversity, yet sometimes led to overgeneralizations. The study has implications for designing telecollaborations that promote language and practices to unpack the issues of social justice.
{"title":"Preservice Teachers’ Discursive Constructions of Cultural Practices in a Multicultural Telecollaboration","authors":"Baburhan Uzum, B. Yazan, Netta Avineri, S. Akayoğlu","doi":"10.18251/IJME.V21I1.1777","DOIUrl":"https://doi.org/10.18251/IJME.V21I1.1777","url":null,"abstract":"The study reports on a telecollaboration exchange between two teacher education classes in the United States and Turkey. In synchronous and asynchronous conversations, preservice teachers (PTs) engaged in social justice issues and made discourse choices that captured culture(s) and communities as diverse or essentialized. These choices were affected by PTs’ positionings and impacted how PTs connected to individuals only and/or to broader society. PTs asked questions that created space for critical discussions and facilitated awareness of diversity, yet sometimes led to overgeneralizations. The study has implications for designing telecollaborations that promote language and practices to unpack the issues of social justice.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2019-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.18251/IJME.V21I1.1777","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49249973","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 : 2019-03-04DOI: 10.18251/IJME.V21I1.1726
M. Ahmad, Elaine Hoter
This study examines students in an online, collaborative, yearlong intercollege course. Arab and Jewish students from five colleges of education in Israel worked in virtual teams. The data includes pre and post questionnaires as well as open ended questions and ongoing reflective journals. The results of the t-test indicated that the perception of other participants in the group improved significantly among Jewish and Arab participants -4.38. This was backed up by the qualitative data. Initially, the students expressed apprehension towards working with people from the other culture and fear of leaving their comfort zone.
{"title":"Online Collaboration between Arab and Jewish Students: Fear and Anxiety","authors":"M. Ahmad, Elaine Hoter","doi":"10.18251/IJME.V21I1.1726","DOIUrl":"https://doi.org/10.18251/IJME.V21I1.1726","url":null,"abstract":"This study examines students in an online, collaborative, yearlong intercollege course. Arab and Jewish students from five colleges of education in Israel worked in virtual teams. The data includes pre and post questionnaires as well as open ended questions and ongoing reflective journals. The results of the t-test indicated that the perception of other participants in the group improved significantly among Jewish and Arab participants -4.38. This was backed up by the qualitative data. Initially, the students expressed apprehension towards working with people from the other culture and fear of leaving their comfort zone.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2019-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.18251/IJME.V21I1.1726","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49129133","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：