Pub Date : 2022-04-03DOI: 10.1080/15210960.2022.2067856
B. R. Coleman, Erin Beattie, Alina Raetz, Kevin Wang
This study examined the impact of the racial justice movement that emerged in the United States after the murder of George Floyd and during the first year of the covid-19 pandemic on the discussion around equity and diversity initiatives in a predominantly White school district. We conducted thematic analyses of public communications of school district officials and community members and applied an epistemologies of ignorance framework that explains White denials of structural racism. Floyd’s murder and the pandemic appeared to shift the discussion toward greater acknowledgment of structural racism, yet White ignorance and denial persisted. We conclude that equity and diversity initiatives should include critical focus on White people’s experiences and stronger emphasis on the historical antecedents of present-day racial inequity.
{"title":"“Sorry It Took a Pandemic and Multiple Murders to Get Here”: The Impact of Twin Pandemics on EDI in a Predominantly White School District","authors":"B. R. Coleman, Erin Beattie, Alina Raetz, Kevin Wang","doi":"10.1080/15210960.2022.2067856","DOIUrl":"https://doi.org/10.1080/15210960.2022.2067856","url":null,"abstract":"This study examined the impact of the racial justice movement that emerged in the United States after the murder of George Floyd and during the first year of the covid-19 pandemic on the discussion around equity and diversity initiatives in a predominantly White school district. We conducted thematic analyses of public communications of school district officials and community members and applied an epistemologies of ignorance framework that explains White denials of structural racism. Floyd’s murder and the pandemic appeared to shift the discussion toward greater acknowledgment of structural racism, yet White ignorance and denial persisted. We conclude that equity and diversity initiatives should include critical focus on White people’s experiences and stronger emphasis on the historical antecedents of present-day racial inequity.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"24 1","pages":"75 - 89"},"PeriodicalIF":0.6,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48638573","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 : 2022-04-03DOI: 10.1080/15210960.2022.2067855
Borim Song
In this article, I share ways in which I have used the artworks of contemporary artists to encourage middle school students to reflect on the concepts of identity, diversity, and social justice. Specifically, I focus on the Comfort Hair series by Yuni Kim Lang, a Michigan-based Korean American artist, and a piece from the Giant series, “Kikito (Tecate, Mexico-USA, 2017),” by French street artist JR. When I shared images of the artworks with the students, the participating teenagers discussed the pieces verbally as well as textually via social media. They then created artworks based on their reflections. Although the quality of student outcomes varied in both the text-based discussions and drawing activity, they clearly showed that the work of Yuni Kim Lang and JR deeply engaged the students in a critical examination of the issues of identity and diversity and sparked their interest in the role of the visual arts as sources of social justice and systematical change.
在这篇文章中，我分享了我如何利用当代艺术家的艺术作品来鼓励中学生反思身份、多样性和社会正义的概念。具体来说，我关注的是密歇根州韩裔美国艺术家Yuni Kim Lang的《舒适的头发》系列，以及法国街头艺术家JR的Giant系列作品《Kikito（Tecate，Mexico USA，2017）》。当我与学生分享这些艺术品的图像时，参与的青少年通过社交媒体口头和文本讨论了这些作品。然后，他们根据自己的想法创作艺术品。尽管在基于文本的讨论和绘画活动中，学生成绩的质量各不相同，但它们清楚地表明，Yuni Kim Lang和JR的作品让学生们深入参与了对身份和多样性问题的批判性审视，并激发了他们对视觉艺术作为社会正义和系统变革来源的作用的兴趣。
{"title":"Art as Radical Act: Teenagers Revisit Identity, Diversity, and Social Justice Through Contemporary Art","authors":"Borim Song","doi":"10.1080/15210960.2022.2067855","DOIUrl":"https://doi.org/10.1080/15210960.2022.2067855","url":null,"abstract":"In this article, I share ways in which I have used the artworks of contemporary artists to encourage middle school students to reflect on the concepts of identity, diversity, and social justice. Specifically, I focus on the Comfort Hair series by Yuni Kim Lang, a Michigan-based Korean American artist, and a piece from the Giant series, “Kikito (Tecate, Mexico-USA, 2017),” by French street artist JR. When I shared images of the artworks with the students, the participating teenagers discussed the pieces verbally as well as textually via social media. They then created artworks based on their reflections. Although the quality of student outcomes varied in both the text-based discussions and drawing activity, they clearly showed that the work of Yuni Kim Lang and JR deeply engaged the students in a critical examination of the issues of identity and diversity and sparked their interest in the role of the visual arts as sources of social justice and systematical change.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"24 1","pages":"105 - 114"},"PeriodicalIF":0.6,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47991182","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 : 2022-04-03DOI: 10.1080/15210960.2022.2080434
B. Beck
Movies have always thrived on disaster. Just as the worst of villains prepares us to enjoy their defeat, disasters prepare us for the pleasure of seeing them averted or survived. In crime or horror movies, villains, such as Dracula and The Joker, sometimes survive their defeat, so that their dramatic villainy can be used in later movies. In the same way, successful heroes, such as Indiana Jones and James Bond, can be retained for more heroics in later adventures. But the overwhelming majority of movie dramas end on a positive note. A few dark movies, however, end in defeat or enduring disaster, with no eventual good outcome. This pattern is used for powerful dramatic or comic effect in movies aimed at raising awareness of real world problems, such as nuclear annihilation in Fail Safe (Youngstein & Lumet, 1964) and Dr. Strangelove (Kubrick, 1964), alien destruction of Earth in The Day the Earth Stood Still (Blaustein & Wise, 1951), and alien invasion of Earth in Invasion of the Body Snatchers (Wanger & Siegel, 1956). Even the most dire outcomes can be ended on a positive note in the movies. The heroism of the victims can be honored, as in movies about the Holocaust or slave rebellions. Their positive impact on others can be appreciated, as in movies about the Alamo. Even the suggestion of a promising future for the surviving remnants of the victims can be experienced as a happy ending, as in the postapocalyptic Mad Max movies. Only a small number of movies concentrate on the tormented lives of the suffering victims. Two recent movies like that have been received well garnering critical praise and many awards. Belfast (2021) and Don’t Look Up (2021) are not much alike, but each offers a depiction of good but helpless people contending with catastrophe without relief.
{"title":"Collateral Damage: The Life of Bystanders in Belfast and Don’t Look Up","authors":"B. Beck","doi":"10.1080/15210960.2022.2080434","DOIUrl":"https://doi.org/10.1080/15210960.2022.2080434","url":null,"abstract":"Movies have always thrived on disaster. Just as the worst of villains prepares us to enjoy their defeat, disasters prepare us for the pleasure of seeing them averted or survived. In crime or horror movies, villains, such as Dracula and The Joker, sometimes survive their defeat, so that their dramatic villainy can be used in later movies. In the same way, successful heroes, such as Indiana Jones and James Bond, can be retained for more heroics in later adventures. But the overwhelming majority of movie dramas end on a positive note. A few dark movies, however, end in defeat or enduring disaster, with no eventual good outcome. This pattern is used for powerful dramatic or comic effect in movies aimed at raising awareness of real world problems, such as nuclear annihilation in Fail Safe (Youngstein & Lumet, 1964) and Dr. Strangelove (Kubrick, 1964), alien destruction of Earth in The Day the Earth Stood Still (Blaustein & Wise, 1951), and alien invasion of Earth in Invasion of the Body Snatchers (Wanger & Siegel, 1956). Even the most dire outcomes can be ended on a positive note in the movies. The heroism of the victims can be honored, as in movies about the Holocaust or slave rebellions. Their positive impact on others can be appreciated, as in movies about the Alamo. Even the suggestion of a promising future for the surviving remnants of the victims can be experienced as a happy ending, as in the postapocalyptic Mad Max movies. Only a small number of movies concentrate on the tormented lives of the suffering victims. Two recent movies like that have been received well garnering critical praise and many awards. Belfast (2021) and Don’t Look Up (2021) are not much alike, but each offers a depiction of good but helpless people contending with catastrophe without relief.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"24 1","pages":"90 - 92"},"PeriodicalIF":0.6,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46531080","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 : 2022-04-03DOI: 10.1080/15210960.2022.2067859
Ryan Shin, Jaehan Bae, Borim Song
This article discusses the urgent issues and concerns about anti-Asian racism in our society and provides several pedagogical strategies to counter anti-Asian racism. We begin by discussing the history and context of anti-Asian racism in the US, from which we trace the historical origins and contexts of anti-Asian racism, violence, and stereotypes in popular culture and media. After that, we share several anti-Asian racism teaching strategies and practices, drawn from and influenced by the creative artworks of Asian contemporary artists such as Lisa Wool-Rim Sjöblom, Amanda Phingbodhipakkiya, and Monyee Chau, who demonstrate subverting racism against Asians during the COVID-19 global pandemic. Finally, after engaging our students in anti-Asian racism lessons, we share their art projects and written testimonials about anti-Asian racism. As a result, we strongly encourage educators to use, in their art curriculum, both history and contemporary artworks by artists to address anti-Asian racism and social justice.
{"title":"Anti-Asian Racism and Racial Justice in the Classroom","authors":"Ryan Shin, Jaehan Bae, Borim Song","doi":"10.1080/15210960.2022.2067859","DOIUrl":"https://doi.org/10.1080/15210960.2022.2067859","url":null,"abstract":"This article discusses the urgent issues and concerns about anti-Asian racism in our society and provides several pedagogical strategies to counter anti-Asian racism. We begin by discussing the history and context of anti-Asian racism in the US, from which we trace the historical origins and contexts of anti-Asian racism, violence, and stereotypes in popular culture and media. After that, we share several anti-Asian racism teaching strategies and practices, drawn from and influenced by the creative artworks of Asian contemporary artists such as Lisa Wool-Rim Sjöblom, Amanda Phingbodhipakkiya, and Monyee Chau, who demonstrate subverting racism against Asians during the COVID-19 global pandemic. Finally, after engaging our students in anti-Asian racism lessons, we share their art projects and written testimonials about anti-Asian racism. As a result, we strongly encourage educators to use, in their art curriculum, both history and contemporary artworks by artists to address anti-Asian racism and social justice.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"24 1","pages":"93 - 104"},"PeriodicalIF":0.6,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42491338","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 : 2022-01-02DOI: 10.1080/15210960.2022.2028155
Lauren Colley, Tiffany Mitchell Patterson
In this article we outline the importance of centering Black women as critical historical actors within social studies curricula and teaching. We explored the ways in which Black women were represented throughout 38 secondary lesson plans within the fully online National Women’s History Museum and discussed how traditional curricular content and tasks can erase or diminish the power, agency, and nuanced experiences of Black women in the past. We conclude by offering resources to challenge these narratives and to encourage all educators to honor the complexity of all women’s lives.
{"title":"We Don’t Live Single Issue Lives: Examining Black Herstories in Digital Lesson Plans","authors":"Lauren Colley, Tiffany Mitchell Patterson","doi":"10.1080/15210960.2022.2028155","DOIUrl":"https://doi.org/10.1080/15210960.2022.2028155","url":null,"abstract":"In this article we outline the importance of centering Black women as critical historical actors within social studies curricula and teaching. We explored the ways in which Black women were represented throughout 38 secondary lesson plans within the fully online National Women’s History Museum and discussed how traditional curricular content and tasks can erase or diminish the power, agency, and nuanced experiences of Black women in the past. We conclude by offering resources to challenge these narratives and to encourage all educators to honor the complexity of all women’s lives.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"24 1","pages":"22 - 31"},"PeriodicalIF":0.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45599840","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 : 2022-01-02DOI: 10.1080/15210960.2022.2028156
R. Nam, Kristian Lenderman, Elisabeth Booze
This critical collaborative autoethnography critically examines how three women (Black, Asian American, and white) teacher educators negotiated their roles as diversity, equity, and inclusion facilitators for a national alternative educator preparation program. A major category that emerged from the research was how our racialized experiences impacted our work as DEI facilitators. Our reliance on individual experiences and identities shaped by race created a narrow vision of DEI development. This work adds to the limited literature around the experiences of DEI facilitators in alternative educator preparation programs and the personal nature of the professional role. The research considers future implications for teacher preparation programs in their recruitment and training of teacher educators.
{"title":"The Impact of Racial Socialization on Diversity, Equity, and Inclusion Facilitation: A Critical Collaborative Autoethnography Among Diversity, Equity, and Inclusion Teacher-Educators","authors":"R. Nam, Kristian Lenderman, Elisabeth Booze","doi":"10.1080/15210960.2022.2028156","DOIUrl":"https://doi.org/10.1080/15210960.2022.2028156","url":null,"abstract":"This critical collaborative autoethnography critically examines how three women (Black, Asian American, and white) teacher educators negotiated their roles as diversity, equity, and inclusion facilitators for a national alternative educator preparation program. A major category that emerged from the research was how our racialized experiences impacted our work as DEI facilitators. Our reliance on individual experiences and identities shaped by race created a narrow vision of DEI development. This work adds to the limited literature around the experiences of DEI facilitators in alternative educator preparation programs and the personal nature of the professional role. The research considers future implications for teacher preparation programs in their recruitment and training of teacher educators.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"24 1","pages":"14 - 21"},"PeriodicalIF":0.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45853522","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 : 2022-01-02DOI: 10.1080/15210960.2022.2028154
David M. Donahue
Children’s books play an important role in providing windows and mirrors to young people on a variety of academic content, social issues, and personal experiences. Numerous books introduce young people to the art museum. The text and illustrations of these books send messages about who belongs in museums as a visitor and what kinds of art are worthy of curation. Content analysis grounded in critical race theory and the right to the city reveals that museums are still portrayed as institutions that are based on White norms and culture, from the preponderance of visitors in the galleries to the art on the walls. Story lines illustrate how children’s race is connected to the alienation and escape, interaction with art, enjoyment, and identification that children experience when visiting the art museum.
{"title":"Who Has a Right to the Museum? Representation and Belonging in Children’s Books About Going to an Art Museum","authors":"David M. Donahue","doi":"10.1080/15210960.2022.2028154","DOIUrl":"https://doi.org/10.1080/15210960.2022.2028154","url":null,"abstract":"Children’s books play an important role in providing windows and mirrors to young people on a variety of academic content, social issues, and personal experiences. Numerous books introduce young people to the art museum. The text and illustrations of these books send messages about who belongs in museums as a visitor and what kinds of art are worthy of curation. Content analysis grounded in critical race theory and the right to the city reveals that museums are still portrayed as institutions that are based on White norms and culture, from the preponderance of visitors in the galleries to the art on the walls. Story lines illustrate how children’s race is connected to the alienation and escape, interaction with art, enjoyment, and identification that children experience when visiting the art museum.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"24 1","pages":"3 - 13"},"PeriodicalIF":0.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42927802","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 : 2022-01-02DOI: 10.1080/15210960.2022.2028152
Rhianna K. Thomas
As a contrast to race evasive discourse, I share three conversations about the racial slur known as the N-word. These conversations were documented as part of a parent child autoethnography in which I attempted to enact antiracist pedagogy as a white parent of white children. Grounded in the frameworks of Critical Race Parenting and antiracist pedagogy, I advocate for conversations that ground current topics in accurate history, prepare youth to take action, avoid essentializing any racial group, and help children understand power and agency. The pedagogical examples also include how children’s literature that is straightforward about race might be used to enrich antiracist pedagogy.
{"title":"Pedagogy to Deconstruct Anti-Blackness: Three Conversations With White Children About a Racial Slur","authors":"Rhianna K. Thomas","doi":"10.1080/15210960.2022.2028152","DOIUrl":"https://doi.org/10.1080/15210960.2022.2028152","url":null,"abstract":"As a contrast to race evasive discourse, I share three conversations about the racial slur known as the N-word. These conversations were documented as part of a parent child autoethnography in which I attempted to enact antiracist pedagogy as a white parent of white children. Grounded in the frameworks of Critical Race Parenting and antiracist pedagogy, I advocate for conversations that ground current topics in accurate history, prepare youth to take action, avoid essentializing any racial group, and help children understand power and agency. The pedagogical examples also include how children’s literature that is straightforward about race might be used to enrich antiracist pedagogy.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"24 1","pages":"44 - 50"},"PeriodicalIF":0.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49405639","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 : 2022-01-02DOI: 10.1080/15210960.2022.2031835
B. Beck
The movie Lansky presents a version of the memoirs of Meyer Lansky, a central figure in the origin and management of the national crime syndicate. The development of the Syndicate accompanies the story of Lansky’s life and career. The evolution from a traditional to a modern organization is discussed as an example of the use by criminal organizations and the immigrant subcultures they are based in. These movies are cited in discussing the treatment of immigrants and their subcultures by generations of moviemakers. The depiction of Jewish and Italian involvement in American criminal organizations is discussed. The processes of modernization and Americanization in immigrant criminal communities and the way they are shown in movies are described.
{"title":"The Brains: Lansky and Bad Immigrants in the Movies and Politics","authors":"B. Beck","doi":"10.1080/15210960.2022.2031835","DOIUrl":"https://doi.org/10.1080/15210960.2022.2031835","url":null,"abstract":"The movie Lansky presents a version of the memoirs of Meyer Lansky, a central figure in the origin and management of the national crime syndicate. The development of the Syndicate accompanies the story of Lansky’s life and career. The evolution from a traditional to a modern organization is discussed as an example of the use by criminal organizations and the immigrant subcultures they are based in. These movies are cited in discussing the treatment of immigrants and their subcultures by generations of moviemakers. The depiction of Jewish and Italian involvement in American criminal organizations is discussed. The processes of modernization and Americanization in immigrant criminal communities and the way they are shown in movies are described.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"24 1","pages":"32 - 35"},"PeriodicalIF":0.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45478669","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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