Pub Date : 2023-04-03DOI: 10.1080/15210960.2023.2213790
B. Beck
Two recent movies exemplify a new marriage of alien invader science fiction and multicultural issues of marginalized and minority groups in contemporary society. These two movies are impressively successful and have received many honors. They are marked by an implicit skepticism about mainstream society’s reasonableness and its benefit to struggling people in diverse communities. Sadly, the larger society resembles the alien invasions portrayed in these movies, characterized as unpredictable and harmful.
{"title":"Flying Saucers Are Real: Nope, Everything Everywhere All at Once, and American Minorities in Alien Worlds","authors":"B. Beck","doi":"10.1080/15210960.2023.2213790","DOIUrl":"https://doi.org/10.1080/15210960.2023.2213790","url":null,"abstract":"Two recent movies exemplify a new marriage of alien invader science fiction and multicultural issues of marginalized and minority groups in contemporary society. These two movies are impressively successful and have received many honors. They are marked by an implicit skepticism about mainstream society’s reasonableness and its benefit to struggling people in diverse communities. Sadly, the larger society resembles the alien invasions portrayed in these movies, characterized as unpredictable and harmful.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"25 1","pages":"112 - 115"},"PeriodicalIF":0.6,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49643607","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 : 2023-04-03DOI: 10.1080/15210960.2023.2212721
Mehmet Gulteki̇n
{"title":"Joy for All Students: A Review of Unearthing Joy: A Guide to Culturally and Historically Responsive Teaching and Learning","authors":"Mehmet Gulteki̇n","doi":"10.1080/15210960.2023.2212721","DOIUrl":"https://doi.org/10.1080/15210960.2023.2212721","url":null,"abstract":"","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"25 1","pages":"126 - 128"},"PeriodicalIF":0.6,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46673216","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 : 2023-04-03DOI: 10.1080/15210960.2023.2214974
Barry M. Goldenberg
It was the mid-1960s in the fabled Black Mecca of Harlem, and less than half of all the neighborhood’s youth were completing high school (Harlem Youth Opportunities Unlimited, Inc [HARYOU], 1964; Marable, 2011). As a prominent researcher wrote at the time, the general summary of academic achievement in Central Harlem was “one of inefficiency, inferiority, and massive deterioration... .” (HARYOU, 1964, p. 166). Harlem’s activists and educational stakeholders knew that such deficitminded descriptions did not accurately reflect the brilliance of their young people, and they needed to take matters into their own hands. And so, in 1967, they started a school. “Prep School in an Armory Begins ‘Revolution’,” enthusiastically printed the New York Times a day after the school’s opening. “These kids are going to destroy a lot of old myths about education,” added its newly-appointed headmaster, Edward Carpenter. “Their potential has been grossly underestimated. They have the ability to change the world” (New York Urban League, 1967a). However, this would not just be any school, but a multicultural school in both principle and practice. “Education should provide students with the global experiences to work and function in a multi-racial world,” wrote the new headmaster (Carpenter, 1969, p. 3). “Because of the racial and cultural differences that exist in the world, our students are exposed to an education that prepares one to live and function in a multi-religious, multicultural, and multi-racial society” (Carpenter, 1973, p. 30). From 1967 to 1974, a school called Harlem Prep, led by a husband-and-wife pair of Black educators Edward and Ann Carpenter, became a cherished community institution that filled a dire neighborhood void. Holding classes in an abandoned, open-space supermarket in Harlem and supported by private funds, the school’s constant lack of resources did not hinder it from sending more than 750 nontraditional students to colleges nationwide (i.e., Gordon, 1972). Yet, despite the emergence of
{"title":"Remembering Harlem Prep and Multicultural Education in the Long Struggle for Justice","authors":"Barry M. Goldenberg","doi":"10.1080/15210960.2023.2214974","DOIUrl":"https://doi.org/10.1080/15210960.2023.2214974","url":null,"abstract":"It was the mid-1960s in the fabled Black Mecca of Harlem, and less than half of all the neighborhood’s youth were completing high school (Harlem Youth Opportunities Unlimited, Inc [HARYOU], 1964; Marable, 2011). As a prominent researcher wrote at the time, the general summary of academic achievement in Central Harlem was “one of inefficiency, inferiority, and massive deterioration... .” (HARYOU, 1964, p. 166). Harlem’s activists and educational stakeholders knew that such deficitminded descriptions did not accurately reflect the brilliance of their young people, and they needed to take matters into their own hands. And so, in 1967, they started a school. “Prep School in an Armory Begins ‘Revolution’,” enthusiastically printed the New York Times a day after the school’s opening. “These kids are going to destroy a lot of old myths about education,” added its newly-appointed headmaster, Edward Carpenter. “Their potential has been grossly underestimated. They have the ability to change the world” (New York Urban League, 1967a). However, this would not just be any school, but a multicultural school in both principle and practice. “Education should provide students with the global experiences to work and function in a multi-racial world,” wrote the new headmaster (Carpenter, 1969, p. 3). “Because of the racial and cultural differences that exist in the world, our students are exposed to an education that prepares one to live and function in a multi-religious, multicultural, and multi-racial society” (Carpenter, 1973, p. 30). From 1967 to 1974, a school called Harlem Prep, led by a husband-and-wife pair of Black educators Edward and Ann Carpenter, became a cherished community institution that filled a dire neighborhood void. Holding classes in an abandoned, open-space supermarket in Harlem and supported by private funds, the school’s constant lack of resources did not hinder it from sending more than 750 nontraditional students to colleges nationwide (i.e., Gordon, 1972). Yet, despite the emergence of","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"25 1","pages":"84 - 95"},"PeriodicalIF":0.6,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43537399","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 : 2023-04-03DOI: 10.1080/15210960.2023.2212713
Marium Abugasea Heidt, M. French, H. Miller
In this article, we advocate for integrating select graphic novels into curricula for English language learners and emergent bilinguals to push against the dominant and harmful narratives that tend to be found in traditional history texts and curricula. We use Vietnamerica by Tran and Escape from Syria by Kullab et al. as examples of counter-narratives that challenge these dominant and oppressive forces. Finally, we offer three teaching practices that support the goals of our social justice theoretical framework to (1) help students develop a critical awareness of how different materials—traditional and alternative—represent different ideologies, (2) engage students in analyzing how ideologies are discursively constructed in texts, and (3) call students to develop their own narratives, thus disrupting the grand narratives of traditional texts. Although our text examples and historical contexts are set in the United States, we argue that educators in other contexts, with other students, can generalize our practices to their own situations.
{"title":"Graphic Novels as Curricular Counter-Narratives for English Language Learners and Emergent Bilinguals","authors":"Marium Abugasea Heidt, M. French, H. Miller","doi":"10.1080/15210960.2023.2212713","DOIUrl":"https://doi.org/10.1080/15210960.2023.2212713","url":null,"abstract":"In this article, we advocate for integrating select graphic novels into curricula for English language learners and emergent bilinguals to push against the dominant and harmful narratives that tend to be found in traditional history texts and curricula. We use Vietnamerica by Tran and Escape from Syria by Kullab et al. as examples of counter-narratives that challenge these dominant and oppressive forces. Finally, we offer three teaching practices that support the goals of our social justice theoretical framework to (1) help students develop a critical awareness of how different materials—traditional and alternative—represent different ideologies, (2) engage students in analyzing how ideologies are discursively constructed in texts, and (3) call students to develop their own narratives, thus disrupting the grand narratives of traditional texts. Although our text examples and historical contexts are set in the United States, we argue that educators in other contexts, with other students, can generalize our practices to their own situations.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"25 1","pages":"116 - 125"},"PeriodicalIF":0.6,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46797145","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 : 2023-04-03DOI: 10.1080/15210960.2023.2212719
Jemimah L. Young, J. Young
Disparate educational outcomes persist for culturally and linguistically diverse learners despite numerous efforts to encourage pre-service and in-service teachers to adopt culturally relevant education. The operationalization of culturally relevant education, however, remains relatively unexplored as an explanation for teacher resistance. Culturally Responsive Teaching (CRT) and Culturally Relevant Pedagogy (CRP) are among the most empirically and practically warranted educational approaches to serve diverse learners. We posit that combining CRT and CRP to create an inclusive hybrid conceptual framework creates a stronger empirical case for utilizing culturally relevant educational practices. The proposed framework would offer new possibilities for increased quantitative research, which remains underutilized to examine culturally relevant education. Despite their uniqueness, CRT and CRP are often applied interchangeably in the literature. Therefore, we argue that a logical step forward would be establishing an approach whereby CRT and CRP are operationalized as instructional approaches and learning outcomes, respectively. We proffer culturally informed education as a conceptual framework that places CRT and CRP in tandem. To this end, we first examine notable challenges to the current implementation of CRT and CRP by examining the literature on teacher resistance to culturally relevant education using the Diffusion of Innovation (DOI) theory. Then we present a merger between CRT and CRP as a new conceptual framework that supports a shared understanding through operationalization.
{"title":"Before We Let Go!: Operationalizing Culturally Informed Education","authors":"Jemimah L. Young, J. Young","doi":"10.1080/15210960.2023.2212719","DOIUrl":"https://doi.org/10.1080/15210960.2023.2212719","url":null,"abstract":"Disparate educational outcomes persist for culturally and linguistically diverse learners despite numerous efforts to encourage pre-service and in-service teachers to adopt culturally relevant education. The operationalization of culturally relevant education, however, remains relatively unexplored as an explanation for teacher resistance. Culturally Responsive Teaching (CRT) and Culturally Relevant Pedagogy (CRP) are among the most empirically and practically warranted educational approaches to serve diverse learners. We posit that combining CRT and CRP to create an inclusive hybrid conceptual framework creates a stronger empirical case for utilizing culturally relevant educational practices. The proposed framework would offer new possibilities for increased quantitative research, which remains underutilized to examine culturally relevant education. Despite their uniqueness, CRT and CRP are often applied interchangeably in the literature. Therefore, we argue that a logical step forward would be establishing an approach whereby CRT and CRP are operationalized as instructional approaches and learning outcomes, respectively. We proffer culturally informed education as a conceptual framework that places CRT and CRP in tandem. To this end, we first examine notable challenges to the current implementation of CRT and CRP by examining the literature on teacher resistance to culturally relevant education using the Diffusion of Innovation (DOI) theory. Then we present a merger between CRT and CRP as a new conceptual framework that supports a shared understanding through operationalization.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"25 1","pages":"96 - 111"},"PeriodicalIF":0.6,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48795756","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}
Reaction optimization is challenging and traditionally delegated to domain experts who iteratively propose increasingly optimal experiments. Problematically, the reaction landscape is complex and often requires hundreds of experiments to reach convergence, representing an enormous resource sink. Bayesian optimization (BO) is an optimization algorithm that recommends the next experiment based on previous observations and has recently gained considerable interest in the general chemistry community. The application of BO for chemical reactions has been demonstrated to increase efficiency in optimization campaigns and can recommend favorable reaction conditions amidst many possibilities. Moreover, its ability to jointly optimize desired objectives such as yield and stereoselectivity makes it an attractive alternative or at least complementary to domain expert-guided optimization. With the democratization of BO software, the barrier of entry to applying BO for chemical reactions has drastically lowered. The intersection between the paradigms will see advancements at an ever-rapid pace. In this review, we discuss how chemical reactions can be transformed into machine-readable formats which can be learned by machine learning (ML) models. We present a foundation for BO and how it has already been applied to optimize chemical reaction outcomes. The important message we convey is that realizing the full potential of ML-augmented reaction optimization will require close collaboration between experimentalists and computational scientists.
{"title":"Bayesian Optimization for Chemical Reactions.","authors":"Jeff Guo, Bojana Ranković, Philippe Schwaller","doi":"10.2533/chimia.2023.31","DOIUrl":"10.2533/chimia.2023.31","url":null,"abstract":"<p><p>Reaction optimization is challenging and traditionally delegated to domain experts who iteratively propose increasingly optimal experiments. Problematically, the reaction landscape is complex and often requires hundreds of experiments to reach convergence, representing an enormous resource sink. Bayesian optimization (BO) is an optimization algorithm that recommends the next experiment based on previous observations and has recently gained considerable interest in the general chemistry community. The application of BO for chemical reactions has been demonstrated to increase efficiency in optimization campaigns and can recommend favorable reaction conditions amidst many possibilities. Moreover, its ability to jointly optimize desired objectives such as yield and stereoselectivity makes it an attractive alternative or at least complementary to domain expert-guided optimization. With the democratization of BO software, the barrier of entry to applying BO for chemical reactions has drastically lowered. The intersection between the paradigms will see advancements at an ever-rapid pace. In this review, we discuss how chemical reactions can be transformed into machine-readable formats which can be learned by machine learning (ML) models. We present a foundation for BO and how it has already been applied to optimize chemical reaction outcomes. The important message we convey is that realizing the full potential of ML-augmented reaction optimization will require close collaboration between experimentalists and computational scientists.</p>","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"16 1","pages":"31-38"},"PeriodicalIF":1.2,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82015698","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 : 2023-01-02DOI: 10.1080/15210960.2023.2182048
B. Beck
Four recent movies and broadcasts have brought our attention to historical episodes of racism, anti-semitism, authoritarianism, and murder in the first half of the Twentieth Century. These episodes had been largely forgotten as the history of social progress has been celebrated. New attention to past events as presented in the four works is associated with the loss of optimism in political and social trends in the present. Changes in our sense of important events in history are associated with changes in our sense of challenges and problems in the present.
{"title":"Once Upon a Time in America: Till, Dreamland, “Ultra,” “The Holocaust,” and Recurrent Nightmares","authors":"B. Beck","doi":"10.1080/15210960.2023.2182048","DOIUrl":"https://doi.org/10.1080/15210960.2023.2182048","url":null,"abstract":"Four recent movies and broadcasts have brought our attention to historical episodes of racism, anti-semitism, authoritarianism, and murder in the first half of the Twentieth Century. These episodes had been largely forgotten as the history of social progress has been celebrated. New attention to past events as presented in the four works is associated with the loss of optimism in political and social trends in the present. Changes in our sense of important events in history are associated with changes in our sense of challenges and problems in the present.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"25 1","pages":"39 - 42"},"PeriodicalIF":0.6,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45717516","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 : 2023-01-02DOI: 10.1080/15210960.2022.2162524
I. Jackson, A. Ball, Bianca Nightengale-Lee, Sara E. Shaw, A. Hernandez
The current moment in schooling and socio-political contexts has prompted many educators to pause and reflect on what it might take to create a “new normal” for educating young people, particularly in underserved, urban communities. This article centers an interview with Dr. Arnetha F. Ball given her expertise in the field of teacher education, specifically with students in urban schools. We draw connections from the dialogue to existing literature related to urban education, Black students, and community engaged teaching and learning with an emphasis on centering Dr. Ball’s contributions to this literature. Based on our insights, this article proposes action-based recommendations for a community-centered approach to teacher preparation for urban schools that synthesize our hopes for more liberatory and transformative practices therein.
{"title":"“There’s So Much That Young People Need to Learn That Only the Community Can Teach Them”: A Conversation With Dr. Arnetha F. Ball","authors":"I. Jackson, A. Ball, Bianca Nightengale-Lee, Sara E. Shaw, A. Hernandez","doi":"10.1080/15210960.2022.2162524","DOIUrl":"https://doi.org/10.1080/15210960.2022.2162524","url":null,"abstract":"The current moment in schooling and socio-political contexts has prompted many educators to pause and reflect on what it might take to create a “new normal” for educating young people, particularly in underserved, urban communities. This article centers an interview with Dr. Arnetha F. Ball given her expertise in the field of teacher education, specifically with students in urban schools. We draw connections from the dialogue to existing literature related to urban education, Black students, and community engaged teaching and learning with an emphasis on centering Dr. Ball’s contributions to this literature. Based on our insights, this article proposes action-based recommendations for a community-centered approach to teacher preparation for urban schools that synthesize our hopes for more liberatory and transformative practices therein.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"25 1","pages":"43 - 51"},"PeriodicalIF":0.6,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45624914","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 : 2023-01-02DOI: 10.1080/15210960.2022.2164003
Marisol Massó
This article presents popular misconceptions on teaching culturally relevant books and provides strategies that can inform the search, selection, and teaching of books in culturally responsive ways. Informed by relevant research and insights gained from collaboratively teaching a children's literature course at college level, I discuss how the teaching strategies suggested here can be adapted to suit the needs of high schoolers, especially in grades 11–12, in line with the ELA Common Core State Standards (CCSS). The recommendations offered represent a step forward to fight back against misinformation and fears of utilizing these books.
{"title":"What Teachers Should Know About Teaching Culturally Relevant Books in Grades 11–12","authors":"Marisol Massó","doi":"10.1080/15210960.2022.2164003","DOIUrl":"https://doi.org/10.1080/15210960.2022.2164003","url":null,"abstract":"This article presents popular misconceptions on teaching culturally relevant books and provides strategies that can inform the search, selection, and teaching of books in culturally responsive ways. Informed by relevant research and insights gained from collaboratively teaching a children's literature course at college level, I discuss how the teaching strategies suggested here can be adapted to suit the needs of high schoolers, especially in grades 11–12, in line with the ELA Common Core State Standards (CCSS). The recommendations offered represent a step forward to fight back against misinformation and fears of utilizing these books.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"25 1","pages":"60 - 66"},"PeriodicalIF":0.6,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49252586","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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