Pub Date : 2019-03-04DOI: 10.18251/IJME.V21I1.1939
S. Marx, Yang-Rea Kim
In this Introduction to the IJME Special Issue on Technology for Equity and Social Justice in Education, Sherry Marx and Yanghee Kim highlight key trends in technology education research that address issues of equity and multicultural education. Seven articles are introduced.
{"title":"Technology for Equity and Social Justice in Education: Introduction to the Special Issue","authors":"S. Marx, Yang-Rea Kim","doi":"10.18251/IJME.V21I1.1939","DOIUrl":"https://doi.org/10.18251/IJME.V21I1.1939","url":null,"abstract":"In this Introduction to the IJME Special Issue on Technology for Equity and Social Justice in Education, Sherry Marx and Yanghee Kim highlight key trends in technology education research that address issues of equity and multicultural education. Seven articles are introduced.","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.V21I1.1939","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45629498","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.V21I1.1745
Jessica Morales-Chicas, M. Castillo, Ireri Bernal, Paloma Ramos, Bianca L. Guzmán
The purpose of the present review was to identify culturally responsive education (CRE) tools and strategies within K-12 computing education. A systematic literature review of studies on CRE across 20 years was conducted. A narrative synthesis was applied to code the final studies into six themes: sociopolitical consciousness raising, heritage culture through artifacts, vernacular culture, lived experiences, community connections, and personalization. These common themes in CRE can help empower and attend to the needs of marginalized students in technology education. Furthermore, the review serves as an important overview for researchers and educators attempting to achieve equity in computing education.
{"title":"Computing with Relevance and Purpose: A Review of Culturally Relevant Education in Computing","authors":"Jessica Morales-Chicas, M. Castillo, Ireri Bernal, Paloma Ramos, Bianca L. Guzmán","doi":"10.18251/IJME.V21I1.1745","DOIUrl":"https://doi.org/10.18251/IJME.V21I1.1745","url":null,"abstract":"The purpose of the present review was to identify culturally responsive education (CRE) tools and strategies within K-12 computing education. A systematic literature review of studies on CRE across 20 years was conducted. A narrative synthesis was applied to code the final studies into six themes: sociopolitical consciousness raising, heritage culture through artifacts, vernacular culture, lived experiences, community connections, and personalization. These common themes in CRE can help empower and attend to the needs of marginalized students in technology education. Furthermore, the review serves as an important overview for researchers and educators attempting to achieve equity in computing education.","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.V21I1.1745","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43446453","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.V21I1.1740
Mia S. Shaw, D. Fields, Y. Kafai
The development of student identities—their interests in computer science, perceptions of the discipline, and sense of belonging in the field—is critical for broadening participation of underrepresented groups in computing. This paper reports on the design of portfolios in which two classes of high school students reflected on the process of making electronic textile projects. We examine how students expressed self-authorship in relation to computer science and how the use of reflective portfolios shaped students’ perceptions of computer science. In the discussion we consider how reflective portfolios can serve as ideational resources for computer science identity construction.
{"title":"Connecting with Computer Science: Electronic Textile Portfolios as Ideational Identity Resources for High School Students","authors":"Mia S. Shaw, D. Fields, Y. Kafai","doi":"10.18251/IJME.V21I1.1740","DOIUrl":"https://doi.org/10.18251/IJME.V21I1.1740","url":null,"abstract":"The development of student identities—their interests in computer science, perceptions of the discipline, and sense of belonging in the field—is critical for broadening participation of underrepresented groups in computing. This paper reports on the design of portfolios in which two classes of high school students reflected on the process of making electronic textile projects. We examine how students expressed self-authorship in relation to computer science and how the use of reflective portfolios shaped students’ perceptions of computer science. In the discussion we consider how reflective portfolios can serve as ideational resources for computer science identity construction.","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.V21I1.1740","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45053976","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 : 2018-10-30DOI: 10.18251/IJME.V20I3.1627
R. Maurya
This qualitative study explores the experiences of Dalit students in one of the state universities of Uttar Pradesh in India. An Interpretative Phenomenological Analysis (IPA) was conducted to understand the experiences of Dalit students at higher education institutions, including caste-based prejudice and discrimination on campus. A total of seven themes emerged indicating caste-based prejudice and discrimination against Dalit students in both explicit and subtle ways at various levels of the university. Caste-based discrimination, humiliation, and exclusion were experienced by Dalit students at the level of fellow students, faculty, and administration.
{"title":"In their Own Voices: Experiences of Dalit Students in Higher Education Institutions","authors":"R. Maurya","doi":"10.18251/IJME.V20I3.1627","DOIUrl":"https://doi.org/10.18251/IJME.V20I3.1627","url":null,"abstract":"This qualitative study explores the experiences of Dalit students in one of the state universities of Uttar Pradesh in India. An Interpretative Phenomenological Analysis (IPA) was conducted to understand the experiences of Dalit students at higher education institutions, including caste-based prejudice and discrimination on campus. A total of seven themes emerged indicating caste-based prejudice and discrimination against Dalit students in both explicit and subtle ways at various levels of the university. Caste-based discrimination, humiliation, and exclusion were experienced by Dalit students at the level of fellow students, faculty, and administration. ","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2018-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.18251/IJME.V20I3.1627","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47529072","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 : 2018-10-30DOI: 10.18251/IJME.V20I3.1670
A. Dover, Fernando Rodríguez-Valls
The Summer Language Academy (SLA) is an innovative and intensive summer program for high-school aged newcomers/new Americans, English learners, and emergent bilinguals, as well as for teachers working with them. In the SLA, students and educators collaboratively explore questions of identity, language, and culture through high-interest texts, arts-based curriculum, and redefinition of teaching and learning as reciprocally shared endeavors. In this article, we examine SLA implementation and impact in two neighboring districts, focusing on the opportunities and tensions that arise when new and veteran educators are challenged to increase their consciousness and capacity regarding multicultural, multilingual, and radically inclusive teaching.
{"title":"Learning to “brave up”: Collaboration, agency, and authority in multicultural, multilingual, and radically inclusive classrooms","authors":"A. Dover, Fernando Rodríguez-Valls","doi":"10.18251/IJME.V20I3.1670","DOIUrl":"https://doi.org/10.18251/IJME.V20I3.1670","url":null,"abstract":"The Summer Language Academy (SLA) is an innovative and intensive summer program for high-school aged newcomers/new Americans, English learners, and emergent bilinguals, as well as for teachers working with them. In the SLA, students and educators collaboratively explore questions of identity, language, and culture through high-interest texts, arts-based curriculum, and redefinition of teaching and learning as reciprocally shared endeavors. In this article, we examine SLA implementation and impact in two neighboring districts, focusing on the opportunities and tensions that arise when new and veteran educators are challenged to increase their consciousness and capacity regarding multicultural, multilingual, and radically inclusive teaching. ","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2018-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46028000","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 : 2018-10-30DOI: 10.18251/IJME.V20I3.1846
Heewon Chang
This autoethnography essay describes the identity journey of the founding editor-in-chief of the International Journal of Multicultural Education (IJME). In this essay the author shares her story of founding and becoming the editor of this international journal, the sociocultural meaning of being a journal editor to her, and her decision to leave this journal editor position. She frames the multicultural identity discourse in an autoethnographic narrative style and links her journal editor identity with the journal’s identity focusing on justice, open-access, and peer-review.
{"title":"A Journal Editor’s Identity Journey: An Autoethnography of Becoming, Being, and Beyond","authors":"Heewon Chang","doi":"10.18251/IJME.V20I3.1846","DOIUrl":"https://doi.org/10.18251/IJME.V20I3.1846","url":null,"abstract":"This autoethnography essay describes the identity journey of the founding editor-in-chief of the International Journal of Multicultural Education (IJME). In this essay the author shares her story of founding and becoming the editor of this international journal, the sociocultural meaning of being a journal editor to her, and her decision to leave this journal editor position. She frames the multicultural identity discourse in an autoethnographic narrative style and links her journal editor identity with the journal’s identity focusing on justice, open-access, and peer-review.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2018-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.18251/IJME.V20I3.1846","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48534840","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 : 2018-10-30DOI: 10.18251/IJME.V20I3.1632
S. Chase, K. Morrison
Unschooling is a form of homeschooling in which parents allow children to self-direct their education. To determine if there was any evidence of unschoolers attending to the goals of multicultural education, we conducted a content analysis of a germinal resource—the 1977-1981 issues of Growing Without Schooling (GWS). Our analysis revealed that, in the early years, the content of this magazine depicted some degree of exposure to issues of oppression related to race, gender, and social class, but relatively rare engagement from the perspective of the marginalized, and minimal focus on taking social action to mitigate societal inequities.
{"title":"Implementation of Multicultural Education in Unschooling and its Potential","authors":"S. Chase, K. Morrison","doi":"10.18251/IJME.V20I3.1632","DOIUrl":"https://doi.org/10.18251/IJME.V20I3.1632","url":null,"abstract":"Unschooling is a form of homeschooling in which parents allow children to self-direct their education. To determine if there was any evidence of unschoolers attending to the goals of multicultural education, we conducted a content analysis of a germinal resource—the 1977-1981 issues of Growing Without Schooling (GWS). Our analysis revealed that, in the early years, the content of this magazine depicted some degree of exposure to issues of oppression related to race, gender, and social class, but relatively rare engagement from the perspective of the marginalized, and minimal focus on taking social action to mitigate societal inequities.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2018-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.18251/IJME.V20I3.1632","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45269445","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 : 2018-10-30DOI: 10.18251/ijme.v20i3.1686
Ayşegül Takkaç Tulgar
This case study examines the relationship between the glocal second language setting and the motivational levels of foreign learners of Turkish. Selected by purposeful sampling, the participants were 10 foreign learners of Turkish taking a year-long preparatory class in language education at AtaTömer. The content analysis of the data collected through six open-ended questions and semi-structured interviews showed that, being aware of the importance of motivation in language learning, the participants considered taking courses from native speaker teachers and having intercultural interaction with native speakers and classmates from different countries as motivating factors, while initial concerns for preserving cultural identity in the new community and some language-related difficulties were considered as demotivating factors in the glocal second language setting.
{"title":"A case study on the effects of glocal second language setting on the language learning motivation of foreign learners of Turkish","authors":"Ayşegül Takkaç Tulgar","doi":"10.18251/ijme.v20i3.1686","DOIUrl":"https://doi.org/10.18251/ijme.v20i3.1686","url":null,"abstract":"This case study examines the relationship between the glocal second language setting and the motivational levels of foreign learners of Turkish. Selected by purposeful sampling, the participants were 10 foreign learners of Turkish taking a year-long preparatory class in language education at AtaTömer. The content analysis of the data collected through six open-ended questions and semi-structured interviews showed that, being aware of the importance of motivation in language learning, the participants considered taking courses from native speaker teachers and having intercultural interaction with native speakers and classmates from different countries as motivating factors, while initial concerns for preserving cultural identity in the new community and some language-related difficulties were considered as demotivating factors in the glocal second language setting. ","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2018-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.18251/ijme.v20i3.1686","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67706128","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 : 2018-10-25DOI: 10.18251/IJME.V20I3.1607
Kathleen Pithouse-Morgan, T. Chisanga, T. Meyiwa, D. Timm
In South African public higher education, the miseducative legacies of the past weigh heavily. This article offers our learning as leaders of a multicultural community of university educators that seeks to contribute towards repairing the damages of a divided and discriminatory past by means of self-study research. Through a collaborative arts-informed analysis process, we have heard multiple perspectives from community participants and expressed our own learning in dialogue with theirs. This has enabled us to recognize shared qualities of caring, listening, and creativity as vital to a socially just reimagining of higher education communities.
{"title":"Flourishing Together: Co-Learning as Leaders of a Multicultural South African Educational Research Community","authors":"Kathleen Pithouse-Morgan, T. Chisanga, T. Meyiwa, D. Timm","doi":"10.18251/IJME.V20I3.1607","DOIUrl":"https://doi.org/10.18251/IJME.V20I3.1607","url":null,"abstract":"In South African public higher education, the miseducative legacies of the past weigh heavily. This article offers our learning as leaders of a multicultural community of university educators that seeks to contribute towards repairing the damages of a divided and discriminatory past by means of self-study research. Through a collaborative arts-informed analysis process, we have heard multiple perspectives from community participants and expressed our own learning in dialogue with theirs. This has enabled us to recognize shared qualities of caring, listening, and creativity as vital to a socially just reimagining of higher education communities.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2018-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47188358","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.V20I2.1564
A. Cook‐Sather, Anne Kenealy, Maurice Rippel, Julia F. Beyer
Co-authored by a college professor, a middle-school teacher, a college undergraduate, and a 7th grader, this article focuses on college and middle-school students’ experiences of discovering their own and others’ voices. The discovery unfolds through composing and reflecting on poems in the form of Jacqueline Woodson’s “it’ll be scary sometimes,” which focuses on the experience of being different. The students’ dis-covering of voices deepens their own and their teachers’ education and creates spaces, structures, and processes that affirm students’ diverse histories and identities. Honoring differences and finding connections in these ways contribute to greater equity and inclusiveness.
{"title":"Discovering Voices: College Students and Middle Schoolers Explore Identities, Differences, and Connections through the Structure of a Poem","authors":"A. Cook‐Sather, Anne Kenealy, Maurice Rippel, Julia F. Beyer","doi":"10.18251/IJME.V20I2.1564","DOIUrl":"https://doi.org/10.18251/IJME.V20I2.1564","url":null,"abstract":"Co-authored by a college professor, a middle-school teacher, a college undergraduate, and a 7th grader, this article focuses on college and middle-school students’ experiences of discovering their own and others’ voices. The discovery unfolds through composing and reflecting on poems in the form of Jacqueline Woodson’s “it’ll be scary sometimes,” which focuses on the experience of being different. The students’ dis-covering of voices deepens their own and their teachers’ education and creates spaces, structures, and processes that affirm students’ diverse histories and identities. Honoring differences and finding connections in these ways contribute to greater equity and inclusiveness.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2018-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.18251/IJME.V20I2.1564","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49204041","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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