Pub Date : 2021-07-03DOI: 10.1080/15210960.2021.1982368
B. Beck
A recent award-winning movie, Minari, can be contrasted with other recent movies that focus on grief, rage and disappointment about America’s troubles, injustices, inequalities and cruelties. Minari is about a Korean immigrant family in America trying to make a life by farming in rural Arkansas in the 1980s. The context of similar, though not identical, movies about Americans facing insuperable odds to pursue the American Dream is commonplace in today’s cinema. The dream has made stories about successful struggles a fundamental theme in movies and serves to reinforce sentiments that validate the American Experiment.
{"title":"Arkansas Settler: Minari and Movies About Immigrants to the Heartland","authors":"B. Beck","doi":"10.1080/15210960.2021.1982368","DOIUrl":"https://doi.org/10.1080/15210960.2021.1982368","url":null,"abstract":"A recent award-winning movie, Minari, can be contrasted with other recent movies that focus on grief, rage and disappointment about America’s troubles, injustices, inequalities and cruelties. Minari is about a Korean immigrant family in America trying to make a life by farming in rural Arkansas in the 1980s. The context of similar, though not identical, movies about Americans facing insuperable odds to pursue the American Dream is commonplace in today’s cinema. The dream has made stories about successful struggles a fundamental theme in movies and serves to reinforce sentiments that validate the American Experiment.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"23 1","pages":"188 - 191"},"PeriodicalIF":0.6,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44302849","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 : 2021-04-03DOI: 10.1080/15210960.2021.1915089
B. Beck
Two movies about Black protest movement leaders in the 1960s are playing on home screens during African American History Month during the COVID-19 pandemic. The movies are made by African American moviemakers and are focused on Black protest movements. One Night in Miami and Judas and the Black Messiah present the lives and activities of Black leaders as seen through their personal lives and through their political careers. These leaders were involved in dilemmas of opposition to the American political system and cooperation with that system and were forced to suffer the injustices and humiliations often imposed by Whites. The outcomes of their discussions are shown as well as the fatal consequences for their activism. The focus is on the internal affairs of Black movements and the disappointment with White responses.
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Pub Date : 2021-04-03DOI: 10.1080/15210960.2021.1914046
Ethan Trinh
This article witnesses a field trip of a group of English learners and the instructor at a historical site in the United States of America. The purpose of this trip explores a question, What does “social justice” look like in the United States? Drawing from the nepantlerx concept, the author describes a conversation between the students and the teacher on a field trip and discusses how the field trip has changed their students and the teacher as a result of it.
{"title":"What Does Social Justice Look Like in the United States? Critical Reflections of an English Language Classroom on a Field Trip","authors":"Ethan Trinh","doi":"10.1080/15210960.2021.1914046","DOIUrl":"https://doi.org/10.1080/15210960.2021.1914046","url":null,"abstract":"This article witnesses a field trip of a group of English learners and the instructor at a historical site in the United States of America. The purpose of this trip explores a question, What does “social justice” look like in the United States? Drawing from the nepantlerx concept, the author describes a conversation between the students and the teacher on a field trip and discusses how the field trip has changed their students and the teacher as a result of it.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"23 1","pages":"108 - 113"},"PeriodicalIF":0.6,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15210960.2021.1914046","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46268655","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 : 2021-04-03DOI: 10.1080/15210960.2021.1914626
Francesina R. Jackson
intellectual. While reading Sleeter and Zavala’s work, I was reminded of my conflict as a young student who wanted to know more about Black women in history, literature, and science; however, I was unclear where to find materials in school that taught me about women from a similar cultural identity. Often, when such curriculum was introduced during Black History month, the stories and experiences were taught to me with a deficit lens that further minoritized my identity. This book rehumanizes education for students similar to me and suggests that educators honor the epistemic knowledge each student brings to class. The goal of ethnic studies, which is to rehumanize education, problematize Eurocentrism, and build community, can be achieved by participatory research, self-reflection, student intellectualism, and community collaboration. Teachers, teacher educators, students, and activists will benefit from the research provided in the book that characterizes ethnic studies pedagogy and curriculum. The groups mentioned will further benefit from learning to challenge a myopic view that is often presented in U.S. schools. In addition to the abovementioned contributions, researchers, teachers, and activists receive a revitalized call-to-action that is valuable for ethnic studies as scholarship and a movement. U.S. society, by reading Transformative Ethnic Studies in Schools: Curriculum, Pedagogy, and Research by Sleeter and Zavala (2020), should be able to notice that an uncontested dominant cultural lens impedes progression of social and formal education. Moving forward in education, people of color and their communities should benefit from amplification of their cultures and identities, which should be advocated for in ethnic studies in schools. Consuming the research along with student perspectives gives a personal reminder for pursuing ethnic studies as a culturally sustaining way to provide a safe and inspirational learning environment for all students. To order a copy of Transformative ethnic studies in schools: Curriculum, pedagogy, and research, contact Teachers College Press, P.O. Box 20, Williston, VT 04595-0020. Tel: 1-800-575-6566. Fax: 1-802864-7626. Web site: http://www.teacherscollegepress. com/index.html.
{"title":"Caste: The Origins of Our Discontents","authors":"Francesina R. Jackson","doi":"10.1080/15210960.2021.1914626","DOIUrl":"https://doi.org/10.1080/15210960.2021.1914626","url":null,"abstract":"intellectual. While reading Sleeter and Zavala’s work, I was reminded of my conflict as a young student who wanted to know more about Black women in history, literature, and science; however, I was unclear where to find materials in school that taught me about women from a similar cultural identity. Often, when such curriculum was introduced during Black History month, the stories and experiences were taught to me with a deficit lens that further minoritized my identity. This book rehumanizes education for students similar to me and suggests that educators honor the epistemic knowledge each student brings to class. The goal of ethnic studies, which is to rehumanize education, problematize Eurocentrism, and build community, can be achieved by participatory research, self-reflection, student intellectualism, and community collaboration. Teachers, teacher educators, students, and activists will benefit from the research provided in the book that characterizes ethnic studies pedagogy and curriculum. The groups mentioned will further benefit from learning to challenge a myopic view that is often presented in U.S. schools. In addition to the abovementioned contributions, researchers, teachers, and activists receive a revitalized call-to-action that is valuable for ethnic studies as scholarship and a movement. U.S. society, by reading Transformative Ethnic Studies in Schools: Curriculum, Pedagogy, and Research by Sleeter and Zavala (2020), should be able to notice that an uncontested dominant cultural lens impedes progression of social and formal education. Moving forward in education, people of color and their communities should benefit from amplification of their cultures and identities, which should be advocated for in ethnic studies in schools. Consuming the research along with student perspectives gives a personal reminder for pursuing ethnic studies as a culturally sustaining way to provide a safe and inspirational learning environment for all students. To order a copy of Transformative ethnic studies in schools: Curriculum, pedagogy, and research, contact Teachers College Press, P.O. Box 20, Williston, VT 04595-0020. Tel: 1-800-575-6566. Fax: 1-802864-7626. Web site: http://www.teacherscollegepress. com/index.html.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"23 1","pages":"125 - 127"},"PeriodicalIF":0.6,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15210960.2021.1914626","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46063340","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 : 2021-04-03DOI: 10.1080/15210960.2021.1914625
Bradley W. Poos, L. Caruthers, Jennifer I. Friend, Jennifer H. Waddell
This study explores an innovative Civil Rights program, one that brings together students from two Midwestern high schools, a majority Black public charter school and a majority white Jewish private suburban school. Students participating in this program culminate their study of the Civil Rights Movement by boarding a chartered bus and traveling together for eight days through the Deep South. During the eight-day journey, students visit seminal Civil Rights locations and learn about the Civil Rights Movement first-hand. This unique experiential learning opportunity resulted in students gaining valuable knowledge about the Civil Rights Movement, but it also challenged students in ways that they did not anticipate as tensions emerged regarding differences in cultural backgrounds and experiences. Ultimately, these rather unexpected challenges resulted in students learning about themselves and each other.
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Pub Date : 2021-04-03DOI: 10.1080/15210960.2021.1915092
J. Grant
relevance: Evidence from an ethnic studies curriculum. American Educational Research Journal, 54(1), 127–166. DuBois, W. E. B. (1953). The souls of black folk. Essays and sketches. The Heron Press. Grant, M. (1916). The passing of the great race. Charles Scribner’s Sons. Guttman, A. (2004). Unity and diversity in democratic multicultural education: Creative and destructive tensions. In J. A. Banks (Ed.), Diversity and citizenship education: Global perspectives (pp. 71–96). Jossey-Bass. Jane, C. (1960). The journal of Christopher Columbus. Clarkson N. Potter. Herrnstein, R. J., & Murray, C. (1994). The bell curve: Intelligence and class structure in American life. The Free Press. Kymlicka, W. (1995). Multicultural citizenship: A liberal theory of minority rights. Oxford University Press. Marshall, T. H., (1964). Class, citizenship and social development: Essays of T. H. Marshall. Greenwood. Myrdal, G., (1969). Objectivity in social research. Pantheon Books. Nguyen, D., (2008). In between worlds: How Vietnamese immigrant youth construct social, cultural and national identifications [Unpublished doctoral dissertation]. University of Washington, Seattle, WA. Okihiro, G. Y. (1994). Margins and mainstreams: Asians in American history. University of Washington Press. Osler, A., (2016). Human rights and schooling: An ethical framework for teaching social justice. Teachers College Press. Ripley, W. Z., (1899). The races of Europe: A sociological study. Appleton and Company. Sleeter, C. E., & Grant, C. A. (1991). Race, class, gender and disability in current textbooks. In M. W. Apple & L. K. Christian-Smith (Eds.), The politics of textbooks (pp. 78–110). Routledge. Spring, J. (2004). Deculturalization and the struggle for equality: A brief history of the education of dominated cultures in the United States (4th ed.). McGraw-Hill. Takaki, R. (1993). A different mirror: A history of multicultural America. Little, Brown and Company. Tetreault, M. K. T. (1993). Classrooms for diversity: Rethinking curriculums and pedagogy. In J. A. Banks & C. A. M. Banks (Eds.), Multicultural education: Issues and perspectives (2nd ed., pp. 129–148). Allyn & Bacon. Van den Berghe, P. (1967). Race and racism: A comparative perspective. John Wiley.
相关性：来自民族研究课程的证据。《美国教育研究杂志》，54（1），127-166。杜波依斯，W.E.B.（1953）。黑人的灵魂。散文和素描。Heron出版社。格兰特（1916）。伟大种族的逝去。查尔斯·斯克里布纳之子。Guttman，A.（2004）。民主多元文化教育中的团结和多样性：创造性和破坏性的紧张关系。J.A.Banks（编辑），《多样性和公民教育：全球视角》（第71-96页）。Jossey Bass。Jane，C.（1960）。克里斯托弗·哥伦布的期刊。克拉克森·N·波特。Hernstein，R.J.和Murray，C.（1994）。钟形曲线：美国生活中的智力和阶级结构。自由新闻。Kymlicka，W.（1995）。多元文化公民身份：关于少数群体权利的自由主义理论。牛津大学出版社。马歇尔，T.H.，（1964）。阶级、公民身份和社会发展：马歇尔随笔。格林伍德。Myrdal，G.（1969）。社会研究中的客观性。万神殿图书。Nguyen，D.（2008）。在两个世界之间：越南移民青年如何构建社会、文化和民族认同[未发表的博士论文]。华盛顿大学，华盛顿州西雅图。Okihiro，G.Y.（1994）。边缘和主流：美国历史上的亚洲人。华盛顿大学出版社。Osler，A.（2016）。人权与学校教育：教授社会正义的伦理框架。师范学院出版社。里普利，W.Z.，（1899）。欧洲种族：一项社会学研究。阿普尔顿公司。Sleeter，C.E.和Grant，C.A.（1991）。现行教科书中的种族、阶级、性别和残疾。在M.W.Apple和L.K.Christian Smith（编辑）的《教科书的政治》（第78–110页）中。劳特利奇。Spring，J.（2004）。非文化化与争取平等的斗争：美国主流文化教育简史（第4版）。麦格劳-希尔。Takaki，R.（1993）。另一面镜子：多元文化的美国历史。利特尔、布朗和公司。Tetreault，M.K.T.（1993）。多样性课堂：重新思考课程和教学法。J.A.Banks和C.A.M.Banks（编辑），《多元文化教育：问题和观点》（第二版，第129-148页）。Allyn&Bacon。Van den Berghe，P.（1967）。种族与种族主义：比较视角。约翰·威利。
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Pub Date : 2021-04-03DOI: 10.1080/15210960.2021.1914048
Justin Krueger
Dominant discourses in U.S. History are typically engaged through a settler-colonial framework. Informed by the ubiquity of commercial presentations, cultural tropes, and caricatures—movies, consumer products, and names—the “presentation” of Native Americans tend to focus on incomplete representations that are cast in the past. This article conceptualizes how teachers can engage anti-colonial perspectives through the practice of curriculum mining and the use of the Tribal Critical Race Theory (TribalCrit) framework in the teaching of contemporary realities of Native Americans. It also traces the presentation of Native peoples in curriculum and the function of traditional narratives. Included in the article is a sample lesson template on contemporary Indigenous issues that is applicable for middle schoolers. A resource section at the end of the article provides supplemental resources that focus on various Indigenous curricula, and news outlets so educators can more adeptly explore contemporary issues via social, historical, and cultural contexts in their pedagogical practice by utilizing the process of curriculum mining and theoretical framework of TribalCrit when exploring how to more critically engage curriculum standards.
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Pub Date : 2021-04-03DOI: 10.1080/15210960.2021.1914047
W. L. Smith, Ryan M. Crowley, Sara B. Demoiny, Jenna Cushing-Leubner
This conceptual article explores the use of threshold concepts to help pre-service teachers develop antiracist dispositions. Threshold concepts are “troublesome knowledge” within a discipline that serve as gateways to expanded modes of thinking about subject matter. Grappling with threshold concepts places learners in a liminal space as they confront new knowledge that connects them to transformative, irreversible, and integrative understandings. In response to a call for expanding pedagogical content knowledge of threshold concepts in teacher education, we propose the use of threshold concepts as a pedagogical tool to structure methods courses in order to facilitate the growth of PSTs’ working racial knowledge. We provide the study of redlining as an exemplar of how to promote the threshold concept of structural racism toward developing PSTs’ antiracist dispositions.
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