Pub Date : 2023-01-02DOI: 10.1080/15210960.2023.2182050
Lili Zhou
{"title":"Unpacking Cross-Cultural Experiences as a Mode of Knowing","authors":"Lili Zhou","doi":"10.1080/15210960.2023.2182050","DOIUrl":"https://doi.org/10.1080/15210960.2023.2182050","url":null,"abstract":"","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"25 1","pages":"67 - 72"},"PeriodicalIF":0.6,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44706920","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: 10.1080/15210960.2022.2162523
Melissa J. Bedford, Shelly Shaffer
In this article, the authors present a qualitative study focused on preservice teachers employing a framework using tenets of critical race theory (CRT)—permanence of racism, experiential knowledge and counter-storytelling, interest convergence, and critique of liberalism—in literature study. Drawing on critical English education, critical race English education, and CRT, the proposed framework integrates key tenets of CRT with literature in classrooms. Our findings demonstrated engagement by preservice teachers in identification, analysis, and reflection of CRT tenets in texts. This framework has the potential to provide a tool for students and teachers in K-12 schools to connect tenets of CRT to their knowledge of society and race in the texts they read.
{"title":"Examining Literature Through Tenets of Critical Race Theory: A Pedagogical Approach for the ELA Classroom","authors":"Melissa J. Bedford, Shelly Shaffer","doi":"10.1080/15210960.2022.2162523","DOIUrl":"https://doi.org/10.1080/15210960.2022.2162523","url":null,"abstract":"In this article, the authors present a qualitative study focused on preservice teachers employing a framework using tenets of critical race theory (CRT)—permanence of racism, experiential knowledge and counter-storytelling, interest convergence, and critique of liberalism—in literature study. Drawing on critical English education, critical race English education, and CRT, the proposed framework integrates key tenets of CRT with literature in classrooms. Our findings demonstrated engagement by preservice teachers in identification, analysis, and reflection of CRT tenets in texts. This framework has the potential to provide a tool for students and teachers in K-12 schools to connect tenets of CRT to their knowledge of society and race in the texts they read.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"25 1","pages":"4 - 20"},"PeriodicalIF":0.6,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45684030","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: 10.1080/15210960.2023.2182054
Jenna Gist, Brandon Schuler, H. Quinlan, Kendra Nunan
Reading Paul Gilroy. State University of New York Press. Gilroy, P. (2000). Against race: Imagining political culture beyond the colour line. The Belknap Press of Harvard University Press. Hjerm, M. (2001). Education, xenophobia and nationalism: A comparative analysis. Journal of Ethnic and Migration Studies, 27(1), 37–60. Mbembe, A., Posel, D., (2005). Editorial: A critical humanism. Interventions, 7(3), 283–286. Said, E. (1979). Orientalism. Vintage Books. Said, E. (2004). Humanism and democratic criticism. Columbia University Press.
{"title":"Community as a Catalyst: Identity and Agency Development","authors":"Jenna Gist, Brandon Schuler, H. Quinlan, Kendra Nunan","doi":"10.1080/15210960.2023.2182054","DOIUrl":"https://doi.org/10.1080/15210960.2023.2182054","url":null,"abstract":"Reading Paul Gilroy. State University of New York Press. Gilroy, P. (2000). Against race: Imagining political culture beyond the colour line. The Belknap Press of Harvard University Press. Hjerm, M. (2001). Education, xenophobia and nationalism: A comparative analysis. Journal of Ethnic and Migration Studies, 27(1), 37–60. Mbembe, A., Posel, D., (2005). Editorial: A critical humanism. Interventions, 7(3), 283–286. Said, E. (1979). Orientalism. Vintage Books. Said, E. (2004). Humanism and democratic criticism. Columbia University Press.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"25 1","pages":"72 - 76"},"PeriodicalIF":0.6,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43391770","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: 10.1080/15210960.2022.2162526
Francesina R. Jackson
believe that their identity does not have a place in the classroom, which means they are less likely to understand that they have agency in their community of learners. Therefore, it is important for educators to select texts that accurately represent all students in their classrooms. We have provided two sets of questions in this paragraph that teachers can ask themselves as they are seeking out appropriate multicultural texts for their classroom. The first set focuses on who is being represented within the texts. Are groups both inside and outside of your classroom represented? Are intersectional identities (i.e. gender, race, class, ethnicity, sexuality, geography, religion) represented? The second set of questions focus on how these individuals or groups are represented. Are the messages of the texts positive and affirming about students’ racial and ethnic identities? Do these representations contain multicultural content that reflects the perspectives and show appreciation for diverse groups? Does the text perpetuate stereotypical representations or attitudes toward different groups? By asking these questions and selecting “good” multicultural texts, teachers set the foundation for a positive learning community amongst their students. This positive community is then a catalyst for the development of student identity and agency. Additionally, as the Black Lives Matter movement continues to grow and as schools begin to focus on implementing anti-racist pedagogy, we believe that teachers are more interested than ever in identifying appropriate texts to implement in their classrooms. We believe that Sofia Valdez, Future Prez (Beaty, 2019) and My Life as an Ice Cream Sandwich (Zoboi, 2019) are appropriate multicultural texts that could be utilized to support these movements. It was important to us to choose texts that provide an authentic representation of their characters. Beyond authenticity, we wanted to explore the multicultural themes of community, identity, and agency. Because the role of community is so clearly apparent in the development of each protagonist’s identity and agency, teachers can make connections to their own classroom communities and communities around the world who are joining together in support of these causes. Sofia Valdez, Future Prez and My Life as an Ice Cream Sandwich align with our efforts to develop culturally responsible and sustaining curricula, promote anti-racist pedagogy, and attain social and educational equity. Educators, teacher educators, and educational researchers who have similar goals will benefit from our analysis as they endeavor to incorporate similar conversations or themes in their own classrooms and/or research. To order a copy of Sofia Valdez, Future Prez, contact Abrams Books for Young Readers, 195 Broadway, 9th Floor, New York, NY 10007 USA. E-mail: sales@abramsbooks.com. Telephone: 1-212206-7715. Web site: https://www.abramsbooks.com/. To order a copy of My life as an ice cream sandwich, cont
相信他们的身份在课堂上没有立足之地，这意味着他们不太可能理解自己在学习者群体中有代理权。因此，对于教育工作者来说，选择准确代表课堂上所有学生的文本是很重要的。我们在本段中提供了两组问题，教师在为课堂寻找合适的多元文化文本时可以问自己。第一组关注的是文本中代表的是谁。教室内外的小组都有代表吗？交叉身份（即性别、种族、阶级、民族、性取向、地理、宗教）是否有代表性？第二组问题集中于这些个人或群体是如何被代表的。文本中的信息对学生的种族和民族身份是积极和肯定的吗？这些表述是否包含反映观点并对不同群体表示赞赏的多元文化内容？文本是否延续了对不同群体的刻板印象或态度？通过提出这些问题并选择“好的”多元文化文本，教师为学生建立积极的学习社区奠定了基础。这种积极的社区是学生身份认同和能动性发展的催化剂。此外，随着“黑人的命也是命”运动的持续发展，随着学校开始专注于实施反种族主义教育法，我们相信教师们比以往任何时候都更有兴趣确定合适的文本在课堂上实施。我们认为，Sofia Valdez、Future Prez（Beaty，2019）和My Life as a Ice Cream Sandwich（Zoboi，2019）是合适的多元文化文本，可以用来支持这些运动。对我们来说，选择能够真实反映其性格的文本是很重要的。除了真实性，我们还想探索社区、身份和代理的多元文化主题。由于社区的作用在每个主角的身份和代理的发展中都非常明显，教师可以与自己的课堂社区和世界各地的社区建立联系，这些社区正在联合起来支持这些事业。Sofia Valdez、Future Prez和My Life as a Ice Cream Sandwich与我们的努力相一致，以制定文化上负责任和可持续的课程，推广反种族主义教育，并实现社会和教育公平。具有类似目标的教育工作者、教师教育工作者和教育研究人员将从我们的分析中受益，因为他们努力将类似的对话或主题融入自己的课堂和/或研究中。欲订购《Sofia Valdez，Future Prez》，请联系Abrams Books for Young Readers，195 Broadway，9th Floor，New York，NY 10007 USA。电子邮件：sales@abramsbooks.com.电话：1-212206-7715。网站：https://www.abramsbooks.com/.要订购一本《我的冰淇淋三明治生活》，请联系达顿儿童图书/企鹅兰登书屋印记。电子邮件：penguinrandomhouse@penguinrandomhouse.com.网址：https://www.penguin.com/dutton childrens overview/。
{"title":"How the Word Is Passed: A Reckoning With the History of Slavery Across America","authors":"Francesina R. Jackson","doi":"10.1080/15210960.2022.2162526","DOIUrl":"https://doi.org/10.1080/15210960.2022.2162526","url":null,"abstract":"believe that their identity does not have a place in the classroom, which means they are less likely to understand that they have agency in their community of learners. Therefore, it is important for educators to select texts that accurately represent all students in their classrooms. We have provided two sets of questions in this paragraph that teachers can ask themselves as they are seeking out appropriate multicultural texts for their classroom. The first set focuses on who is being represented within the texts. Are groups both inside and outside of your classroom represented? Are intersectional identities (i.e. gender, race, class, ethnicity, sexuality, geography, religion) represented? The second set of questions focus on how these individuals or groups are represented. Are the messages of the texts positive and affirming about students’ racial and ethnic identities? Do these representations contain multicultural content that reflects the perspectives and show appreciation for diverse groups? Does the text perpetuate stereotypical representations or attitudes toward different groups? By asking these questions and selecting “good” multicultural texts, teachers set the foundation for a positive learning community amongst their students. This positive community is then a catalyst for the development of student identity and agency. Additionally, as the Black Lives Matter movement continues to grow and as schools begin to focus on implementing anti-racist pedagogy, we believe that teachers are more interested than ever in identifying appropriate texts to implement in their classrooms. We believe that Sofia Valdez, Future Prez (Beaty, 2019) and My Life as an Ice Cream Sandwich (Zoboi, 2019) are appropriate multicultural texts that could be utilized to support these movements. It was important to us to choose texts that provide an authentic representation of their characters. Beyond authenticity, we wanted to explore the multicultural themes of community, identity, and agency. Because the role of community is so clearly apparent in the development of each protagonist’s identity and agency, teachers can make connections to their own classroom communities and communities around the world who are joining together in support of these causes. Sofia Valdez, Future Prez and My Life as an Ice Cream Sandwich align with our efforts to develop culturally responsible and sustaining curricula, promote anti-racist pedagogy, and attain social and educational equity. Educators, teacher educators, and educational researchers who have similar goals will benefit from our analysis as they endeavor to incorporate similar conversations or themes in their own classrooms and/or research. To order a copy of Sofia Valdez, Future Prez, contact Abrams Books for Young Readers, 195 Broadway, 9th Floor, New York, NY 10007 USA. E-mail: sales@abramsbooks.com. Telephone: 1-212206-7715. Web site: https://www.abramsbooks.com/. To order a copy of My life as an ice cream sandwich, cont","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"25 1","pages":"76 - 81"},"PeriodicalIF":0.6,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48637968","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: 10.1080/15210960.2022.2136181
A. Makaiau, P. E. Halagao, Ger Thao
Three colleagues critically reflect on their experiences as educators, curriculum designers, leaders, and activists who set out to apply social justice education and transformative leadership scholarship to the creation of a Leaders of Social Justice in Education course. They begin with their background, the diverse change agents selected to build a movement of leaders, and the educational context. Second, a theoretical framework is presented to explain the overall goals of the project and the development of the course. Third, the course curriculum and website created during the COVID-19 pandemic is described, specifically the culminating Social Justice Action Project. Fourth, outcomes of the project are identified, including lessons learned about transformative leadership in the context of social justice education. At the paper’s conclusion, the authors reflect on the course and explain why ongoing learning opportunities, structures, and collaboratives are needed for cultivating and nurturing the next generation of leaders in social justice education.
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Pub Date : 2023-01-02DOI: 10.1080/15210960.2022.2162525
P. Banks
While the educational exclusion of students who wear hairstyles linked to people of African descent has garnered significant media attention, there has been little scholarly investigation of this phenomenon. Drawing on content analysis of dress codes in Texas public schools, this article addresses this gap in knowledge by conceptually and empirically elaborating how students who wear dreadlocks are stigmatized in schools. Engaging sociological theory asserting that stigmatization entails unfair treatment and negative labeling, I show how students who wear dreadlocks in some schools are subject to structural discrimination and stereotyping. More specifically, I develop a typology of negative stereotyping and negative treatment faced by students who wear dreadlocks in some schools. By elaborating how students who wear dreadlocks are stigmatized, this article advances theory on culture and inequality in schools. Practically, given growing efforts across the United States to pass legislation that makes school prohibitions on hairstyles linked to people of African descent illegal, it is especially important to understand how these hair bans stigmatize students.
{"title":"No Dreadlocks Allowed: Race, Hairstyles, and Exclusion in Schools","authors":"P. Banks","doi":"10.1080/15210960.2022.2162525","DOIUrl":"https://doi.org/10.1080/15210960.2022.2162525","url":null,"abstract":"While the educational exclusion of students who wear hairstyles linked to people of African descent has garnered significant media attention, there has been little scholarly investigation of this phenomenon. Drawing on content analysis of dress codes in Texas public schools, this article addresses this gap in knowledge by conceptually and empirically elaborating how students who wear dreadlocks are stigmatized in schools. Engaging sociological theory asserting that stigmatization entails unfair treatment and negative labeling, I show how students who wear dreadlocks in some schools are subject to structural discrimination and stereotyping. More specifically, I develop a typology of negative stereotyping and negative treatment faced by students who wear dreadlocks in some schools. By elaborating how students who wear dreadlocks are stigmatized, this article advances theory on culture and inequality in schools. Practically, given growing efforts across the United States to pass legislation that makes school prohibitions on hairstyles linked to people of African descent illegal, it is especially important to understand how these hair bans stigmatize students.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"25 1","pages":"30 - 38"},"PeriodicalIF":0.6,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43608655","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: 10.1080/15210960.2022.2162527
Sarah B. Shear, Andrea M. Hawkman
The authors explore their use of critical race media literacy in an elective elementary teacher education course. Analysis of course work and reflexive conversations (between the authors) indicate the necessity to support preservice teachers’ embodiments of critical race media literacy, racial pedagogical content knowledge, and racial pedagogical decision making to enact critical pedagogies in their future elementary classrooms.
{"title":"One Class Is Not Enough: Learnings From a Critical Race Media Literacy Course for Elementary Teacher Education","authors":"Sarah B. Shear, Andrea M. Hawkman","doi":"10.1080/15210960.2022.2162527","DOIUrl":"https://doi.org/10.1080/15210960.2022.2162527","url":null,"abstract":"The authors explore their use of critical race media literacy in an elective elementary teacher education course. Analysis of course work and reflexive conversations (between the authors) indicate the necessity to support preservice teachers’ embodiments of critical race media literacy, racial pedagogical content knowledge, and racial pedagogical decision making to enact critical pedagogies in their future elementary classrooms.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"25 1","pages":"21 - 29"},"PeriodicalIF":0.6,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46202723","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 : 2022-10-02DOI: 10.1080/15210960.2022.2139120
B. Beck
Movies have designated dance as a positive way for marginal and groups assigned a low status to cope with the enduring pain of inequality. A brief history of dance movies reveals the sentimental appeal of stories of coping with inequality by adopting dancer identities. The recent movie Tango Shalom offers an example of the use of dancing as a model for reconciling subcultural integrity with multicultural harmony and for substituting self-chosen identities as a relief from socially imposed identities of disadvantage.
{"title":"Invitation to the Dance: Authenticity and Fusion in Tango Shalom and Other Multicultural Movies","authors":"B. Beck","doi":"10.1080/15210960.2022.2139120","DOIUrl":"https://doi.org/10.1080/15210960.2022.2139120","url":null,"abstract":"Movies have designated dance as a positive way for marginal and groups assigned a low status to cope with the enduring pain of inequality. A brief history of dance movies reveals the sentimental appeal of stories of coping with inequality by adopting dancer identities. The recent movie Tango Shalom offers an example of the use of dancing as a model for reconciling subcultural integrity with multicultural harmony and for substituting self-chosen identities as a relief from socially imposed identities of disadvantage.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"24 1","pages":"215 - 218"},"PeriodicalIF":0.6,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48542440","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 : 2022-10-02DOI: 10.1080/15210960.2022.2130328
Sherry L. Deckman, L. Aguilar
Much has been written about how race and the demographic mismatch of mostly white teachers teaching mostly Black and brown students has contributed to the over-disciplining of this same population of students. Further, research has shown that when students have teachers of the same race they are less likely to experience exclusionary discipline practices. While recent studies have considered the role of gender, along with race, in school discipline, the focus remains primarily on the gender and race of the students, with fewer studies considering specifically what it might mean for school discipline that U.S. teachers are mostly white women. This paper takes up that focus and applies the recent #Karen meme to an analysis of the school discipline gap, ultimately offering implications for education practitioners and researchers.
{"title":"Classroom Management #Karen: What Can Educators Learn From a Meme?","authors":"Sherry L. Deckman, L. Aguilar","doi":"10.1080/15210960.2022.2130328","DOIUrl":"https://doi.org/10.1080/15210960.2022.2130328","url":null,"abstract":"Much has been written about how race and the demographic mismatch of mostly white teachers teaching mostly Black and brown students has contributed to the over-disciplining of this same population of students. Further, research has shown that when students have teachers of the same race they are less likely to experience exclusionary discipline practices. While recent studies have considered the role of gender, along with race, in school discipline, the focus remains primarily on the gender and race of the students, with fewer studies considering specifically what it might mean for school discipline that U.S. teachers are mostly white women. This paper takes up that focus and applies the recent #Karen meme to an analysis of the school discipline gap, ultimately offering implications for education practitioners and researchers.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"24 1","pages":"234 - 240"},"PeriodicalIF":0.6,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43617786","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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