From Sir Robert Peel’s 1829 argument for a professionally trained police force to President Barack Obama’s 2015 Task Force on 21st Century Policing, the discussion on quality and content of peace officer pre-professional education is ongoing. With an increase in police officer incidents impacting the BIPOC communities across the Twin Cities, the degree to which law enforcement education programs address topics of cultural relations and anti-racism has come into question by community and government agencies. In response to the public’s call for action for law enforcement education reform, Inver Hills Community College developed a pre-professional peace officer education framework which altered their programs to mirror this paradigm shift. The current programs: the Culturally Responsive Professional Peace Officer Associate of Science degree and certificate, integrate a culturally responsive and social justice curricula, experiential teaching and learning, and program mission, vision, and core values aimed to equip the next generation of police officer candidates.
{"title":"Culturally responsive professional peace officer framework: a community college’s response to educating the next generation of police officer candidates","authors":"Leslie K. Palmer, Janica R. Austad","doi":"10.1515/mlt-2023-0030","DOIUrl":"https://doi.org/10.1515/mlt-2023-0030","url":null,"abstract":"\u0000 From Sir Robert Peel’s 1829 argument for a professionally trained police force to President Barack Obama’s 2015 Task Force on 21st Century Policing, the discussion on quality and content of peace officer pre-professional education is ongoing. With an increase in police officer incidents impacting the BIPOC communities across the Twin Cities, the degree to which law enforcement education programs address topics of cultural relations and anti-racism has come into question by community and government agencies. In response to the public’s call for action for law enforcement education reform, Inver Hills Community College developed a pre-professional peace officer education framework which altered their programs to mirror this paradigm shift. The current programs: the Culturally Responsive Professional Peace Officer Associate of Science degree and certificate, integrate a culturally responsive and social justice curricula, experiential teaching and learning, and program mission, vision, and core values aimed to equip the next generation of police officer candidates.","PeriodicalId":477076,"journal":{"name":"Multicultural learning and teaching","volume":"13 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141796643","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}
This introduction to the special issue of Multicultural Learning and Teaching—written by the issue’s guest editor—frames the topic of diversifying the educator workforce using the concept of representative bureaucracy. The introduction grounds readers in the history of this highly politicized issue and offers a framework for engaging with the work. The introduction also situates the journal issue’s subsequent articles within this context.
{"title":"Towards a theory of representative bureaucracy in schooling","authors":"James A. Clifton","doi":"10.1515/mlt-2023-0014","DOIUrl":"https://doi.org/10.1515/mlt-2023-0014","url":null,"abstract":"\u0000 This introduction to the special issue of Multicultural Learning and Teaching—written by the issue’s guest editor—frames the topic of diversifying the educator workforce using the concept of representative bureaucracy. The introduction grounds readers in the history of this highly politicized issue and offers a framework for engaging with the work. The introduction also situates the journal issue’s subsequent articles within this context.","PeriodicalId":477076,"journal":{"name":"Multicultural learning and teaching","volume":"44 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141805499","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}
Sixty-eight years after the Brown v. Board of Education decision led to a national reduction of teachers of color, even as numbers of students of color grew, a collaborative effort to racially re-diversify the education profession is forming in the Dayton, Ohio region. This article describes this ongoing movement to increase the number of racially and ethnically marginalized educators, led by seven school districts, five institutions of higher education (IHEs), a county educational services center, and two nonprofit organizations. Initial work was supported by leveraging grant funds. The project seeks to (1) identify seventh- through eleventh-grade students interested in becoming educators, (2) direct students into model pathways and critical supports from high school through college graduation and licensure, (3) offer support for minoritized future and new teachers that fosters confidence and promotes belonging, and (4) facilitate the emergence of collectively-designed professional development for continuous renewal of culturally responsive and inclusive cultures in all education spaces. Strategies include identifying prospective teachers within high schools, establishing peer cohorts, facilitating critical mentoring, mapping grow-your-own pipelines and pathways, providing support at crucial stages in college, developing positive cultures in programs and districts, facilitating ongoing professional development that centers marginalized perspectives, and providing logistical support for emerging networks and organic affinity groups. Lack of support, student debt, isolation, discrimination, and unwelcoming and unresponsive school environments are common barriers that require ongoing dismantling.
{"title":"A collaborative model to restore racial diversity in the teaching profession","authors":"Christa Agiro, Amy Jomantas, Ganiva Reyes, Maya Dorsey, James Cosby, Sandra Sumerfield, Connie Bowman, Amy Anyanwu, Phyllis Adams, Tammy Schwartz","doi":"10.1515/mlt-2023-0039","DOIUrl":"https://doi.org/10.1515/mlt-2023-0039","url":null,"abstract":"\u0000 Sixty-eight years after the Brown v. Board of Education decision led to a national reduction of teachers of color, even as numbers of students of color grew, a collaborative effort to racially re-diversify the education profession is forming in the Dayton, Ohio region. This article describes this ongoing movement to increase the number of racially and ethnically marginalized educators, led by seven school districts, five institutions of higher education (IHEs), a county educational services center, and two nonprofit organizations. Initial work was supported by leveraging grant funds. The project seeks to (1) identify seventh- through eleventh-grade students interested in becoming educators, (2) direct students into model pathways and critical supports from high school through college graduation and licensure, (3) offer support for minoritized future and new teachers that fosters confidence and promotes belonging, and (4) facilitate the emergence of collectively-designed professional development for continuous renewal of culturally responsive and inclusive cultures in all education spaces. Strategies include identifying prospective teachers within high schools, establishing peer cohorts, facilitating critical mentoring, mapping grow-your-own pipelines and pathways, providing support at crucial stages in college, developing positive cultures in programs and districts, facilitating ongoing professional development that centers marginalized perspectives, and providing logistical support for emerging networks and organic affinity groups. Lack of support, student debt, isolation, discrimination, and unwelcoming and unresponsive school environments are common barriers that require ongoing dismantling.","PeriodicalId":477076,"journal":{"name":"Multicultural learning and teaching","volume":"3 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141661054","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}
This article presents key insights about diversifying the educator workforce as interpreted by Eric Duncan of the Education Trust. Duncan discusses five key themes: (1) the importance of a diverse educator workforce, (2) opportunities for and impediments to improvement, (3) Ohio’s efforts, (4) collaboration and mentorship, and (5) sustainability. The conversation with Duncan situates these themes within relevant academic literature and discusses ways for operationalizing them in practice.
{"title":"Diversifying the educator workforce: a conversation with Eric Duncan, The Education Trust","authors":"James Clifton, Eric Duncan","doi":"10.1515/mlt-2023-0015","DOIUrl":"https://doi.org/10.1515/mlt-2023-0015","url":null,"abstract":"\u0000 This article presents key insights about diversifying the educator workforce as interpreted by Eric Duncan of the Education Trust. Duncan discusses five key themes: (1) the importance of a diverse educator workforce, (2) opportunities for and impediments to improvement, (3) Ohio’s efforts, (4) collaboration and mentorship, and (5) sustainability. The conversation with Duncan situates these themes within relevant academic literature and discusses ways for operationalizing them in practice.","PeriodicalId":477076,"journal":{"name":"Multicultural learning and teaching","volume":"72 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141664531","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}
Abstract The present study contributes to the body of work addressing the need for diversity in the educator workforce. The study examines six grant-funded projects designed to increase the diversity of teacher candidates, support these candidates through licensure, and ultimately increase the diversity of the teacher workforce in Ohio. Data was gathered from Principal Investigators and other project members via mid-year and end-of-year interviews (N = 12) and analyzed using qualitative coding methods. The analysis surfaced common themes among program features, program implementation, and challenges programs encountered. The findings suggest that effective programs to diversify the educator workforce could benefit from program development that makes intentional use of several key strategies: (1) collaborative processes and relationships; (2) programmatic and individual student support; (3) targeted, personal approaches to recruitment; (4) intentional planning for financial sustainability (including the use of more than one funding stream); and (5) the creation of specific pathways from high school to career. This study further identified both internal and external systemic challenges programs encountered and highlighted effective methods for resolving issues where possible, while also identifying challenges that remained intractable.
{"title":"Diversifying the educator workforce: promising aspects of teacher preparation programs","authors":"Laurel A. LaPorte-Grimes, Marcquis T. Parham","doi":"10.1515/mlt-2023-0038","DOIUrl":"https://doi.org/10.1515/mlt-2023-0038","url":null,"abstract":"Abstract The present study contributes to the body of work addressing the need for diversity in the educator workforce. The study examines six grant-funded projects designed to increase the diversity of teacher candidates, support these candidates through licensure, and ultimately increase the diversity of the teacher workforce in Ohio. Data was gathered from Principal Investigators and other project members via mid-year and end-of-year interviews (N = 12) and analyzed using qualitative coding methods. The analysis surfaced common themes among program features, program implementation, and challenges programs encountered. The findings suggest that effective programs to diversify the educator workforce could benefit from program development that makes intentional use of several key strategies: (1) collaborative processes and relationships; (2) programmatic and individual student support; (3) targeted, personal approaches to recruitment; (4) intentional planning for financial sustainability (including the use of more than one funding stream); and (5) the creation of specific pathways from high school to career. This study further identified both internal and external systemic challenges programs encountered and highlighted effective methods for resolving issues where possible, while also identifying challenges that remained intractable.","PeriodicalId":477076,"journal":{"name":"Multicultural learning and teaching","volume":"34 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141704538","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}
Abstract We are a team of experienced teacher educators working with various licensure programs: teaching English to speakers of other languages, literacy, primary, science, technology, engineering, and mathematics. In the summer of 2020, as faculty in a college of education in an urban area in upper Midwest, we participated in a grassroots faculty-led initiative around interrogating teaching and learning structures in pursuit of equity and social justice. Following that initiative, we have embarked on a project to increase the recruitment and retention of Black, Indigenous and People of Color (BIPOC) teachers. The team project is cross-institutional and consists of faculty, staff, and leaders from an urban university, a large urban school district, and the local community college. Using improvement science and an equity literacy framework, we explore ways to strengthen our interconnected pipeline to recruit, train, employ, and support BIPOC teachers. With the spirit of collaboration and shared beliefs, we aim to dismantle unjust and inequitable practices and create racially just and sustainable communities for BIPOC students and teachers. This article will share how we operationalize the three pillars of our project (collaboration, shared beliefs, and sustainability) to diversify our teacher preparation programs and increase representation within the teaching community.
{"title":"Recruiting and retaining BIPOC teachers: project HEART","authors":"Elena Andrei, Terri Purcell, Debbie Jackson","doi":"10.1515/mlt-2023-0016","DOIUrl":"https://doi.org/10.1515/mlt-2023-0016","url":null,"abstract":"Abstract We are a team of experienced teacher educators working with various licensure programs: teaching English to speakers of other languages, literacy, primary, science, technology, engineering, and mathematics. In the summer of 2020, as faculty in a college of education in an urban area in upper Midwest, we participated in a grassroots faculty-led initiative around interrogating teaching and learning structures in pursuit of equity and social justice. Following that initiative, we have embarked on a project to increase the recruitment and retention of Black, Indigenous and People of Color (BIPOC) teachers. The team project is cross-institutional and consists of faculty, staff, and leaders from an urban university, a large urban school district, and the local community college. Using improvement science and an equity literacy framework, we explore ways to strengthen our interconnected pipeline to recruit, train, employ, and support BIPOC teachers. With the spirit of collaboration and shared beliefs, we aim to dismantle unjust and inequitable practices and create racially just and sustainable communities for BIPOC students and teachers. This article will share how we operationalize the three pillars of our project (collaboration, shared beliefs, and sustainability) to diversify our teacher preparation programs and increase representation within the teaching community.","PeriodicalId":477076,"journal":{"name":"Multicultural learning and teaching","volume":"119 38","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141361967","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}
Yooyeun Hwang, Ronald M. Wolthuis, Suleyman Kasap, Richard M. Peterson
Eleven teacher candidates who attended a Christian liberal arts college in the U.S. met a group of Turkish college students who were Muslim weekly via Zoom at least six times. These Turkish students were future English teachers, and the American students served as English conversation partners. The present study investigated the effectiveness of a program that could facilitate positive interactions between different religious groups and an in-depth understanding of culturally responsive teaching. Student reviews, two surveys before and after the program, and in-depth interviews revealed that the American students benefited from the experiences. They learned about distinct cultural traditions and the religion of Islam, discovered the similarities shared by the U.S, and Turkish cultures, appreciated both aspects, and became friends. In addition, they showed an authentic understanding of culturally responsive learning and teaching. The study suggests that the program enhanced cultural sensitivity, including to religious diversity, and the appreciation of culturally responsive learning and teaching among teacher candidates.
{"title":"Religious diversity and culturally responsive learning and teaching for teacher candidates","authors":"Yooyeun Hwang, Ronald M. Wolthuis, Suleyman Kasap, Richard M. Peterson","doi":"10.1515/mlt-2023-0040","DOIUrl":"https://doi.org/10.1515/mlt-2023-0040","url":null,"abstract":"\u0000 Eleven teacher candidates who attended a Christian liberal arts college in the U.S. met a group of Turkish college students who were Muslim weekly via Zoom at least six times. These Turkish students were future English teachers, and the American students served as English conversation partners. The present study investigated the effectiveness of a program that could facilitate positive interactions between different religious groups and an in-depth understanding of culturally responsive teaching. Student reviews, two surveys before and after the program, and in-depth interviews revealed that the American students benefited from the experiences. They learned about distinct cultural traditions and the religion of Islam, discovered the similarities shared by the U.S, and Turkish cultures, appreciated both aspects, and became friends. In addition, they showed an authentic understanding of culturally responsive learning and teaching. The study suggests that the program enhanced cultural sensitivity, including to religious diversity, and the appreciation of culturally responsive learning and teaching among teacher candidates.","PeriodicalId":477076,"journal":{"name":"Multicultural learning and teaching","volume":"106 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139776872","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}
Yooyeun Hwang, Ronald M. Wolthuis, Suleyman Kasap, Richard M. Peterson
Eleven teacher candidates who attended a Christian liberal arts college in the U.S. met a group of Turkish college students who were Muslim weekly via Zoom at least six times. These Turkish students were future English teachers, and the American students served as English conversation partners. The present study investigated the effectiveness of a program that could facilitate positive interactions between different religious groups and an in-depth understanding of culturally responsive teaching. Student reviews, two surveys before and after the program, and in-depth interviews revealed that the American students benefited from the experiences. They learned about distinct cultural traditions and the religion of Islam, discovered the similarities shared by the U.S, and Turkish cultures, appreciated both aspects, and became friends. In addition, they showed an authentic understanding of culturally responsive learning and teaching. The study suggests that the program enhanced cultural sensitivity, including to religious diversity, and the appreciation of culturally responsive learning and teaching among teacher candidates.
{"title":"Religious diversity and culturally responsive learning and teaching for teacher candidates","authors":"Yooyeun Hwang, Ronald M. Wolthuis, Suleyman Kasap, Richard M. Peterson","doi":"10.1515/mlt-2023-0040","DOIUrl":"https://doi.org/10.1515/mlt-2023-0040","url":null,"abstract":"\u0000 Eleven teacher candidates who attended a Christian liberal arts college in the U.S. met a group of Turkish college students who were Muslim weekly via Zoom at least six times. These Turkish students were future English teachers, and the American students served as English conversation partners. The present study investigated the effectiveness of a program that could facilitate positive interactions between different religious groups and an in-depth understanding of culturally responsive teaching. Student reviews, two surveys before and after the program, and in-depth interviews revealed that the American students benefited from the experiences. They learned about distinct cultural traditions and the religion of Islam, discovered the similarities shared by the U.S, and Turkish cultures, appreciated both aspects, and became friends. In addition, they showed an authentic understanding of culturally responsive learning and teaching. The study suggests that the program enhanced cultural sensitivity, including to religious diversity, and the appreciation of culturally responsive learning and teaching among teacher candidates.","PeriodicalId":477076,"journal":{"name":"Multicultural learning and teaching","volume":"71 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139836350","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：