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1.
Kristin Luther 《Multicultural Perspectives》2013,15(4):211-216
Middle school classrooms can be fertile ground for positively impacting students' cultural and racial assumptions and understanding, given an effective multicultural curriculum and school structure. This article presents a narrative of the author's contrasting experiences teaching a text with racial themes. Applicable literature provides a framework for explaining the students' differing levels of receptivity towards the text. Three particular areas of study provide the framework for explaining student response: a school's approach to multicultural literature; school structure, in particular, tracking; and theories of racial identity development. In addition, the author challenges adults involved in the educational system to implement truly multicultural approaches to learning, despite the potential discomfort or unpopularity of such change. 相似文献
2.
Nancy P. Gallavan 《Multicultural Perspectives》2013,15(3):23-26
Teachers frequently ask their students various types of geographic questions. The questions may be relevant to academic content and the learning process or they may be pertinent to students' personal lives. All geographic questions and conversations yield ideal opportunities for teachers to convey powerful multicultural perspectives integrated within the context of their curriculum and daily teaching practices. Many teachers are not aware of the meaningful learning experiences that they can create for their students by empowering their geographic questions with multicultural perspectives. Nor are they aware of the powerful role modeling they share with their young learners. These conclusions were some of the outcomes compiled by a group of 25 graduate students, all practicing kindergarten through 12th grade teachers, enrolled in a multicultural education course. They examined the links between various geographic questions that teachers ask their students and the multicultural perspectives that teachers model and reinforce with their students that communicate powerful messages for valuing cultural diversity. This article shares the results of their exploration and gives five suggestions for teachers to integrate into their effective instructional practices. 相似文献
3.
As the population becomes more diverse, social work educators will bear a larger responsibility for educating culturally competent practitioners. To enhance student learning, research should consider those factors that influence students' multicultural awareness, knowledge, and skills. This information potentially can help students better prepare for cultural competency courses and improve student outcomes. The focus of this study was to evaluate BSW and MSW students' (N = 191) multicultural awareness, knowledge, and skills at the beginning and end of a required cultural diversity course. The results indicate that more previous diversity trainings at different sites consistently predict higher pre-test scores while previous diversity training sites and pre-test scores predict post-test scores. The paper concludes with a brief discussion of research, practice, and teaching implications. 相似文献
4.
Patricia Alvarez McHatton Elizabeth Shaunessy Claire Hughes Alejandro Brice Mary Ann Ratliff 《Multicultural Perspectives》2013,15(3):12-20
Hispanic students' awareness of cultural, linguistic, and sociopolitical issues are influenced by their experiences in schools and affect their sense of identity. An examination of student discourse between bilingual gifted and bilingual general education students in an urban middle school is presented, with particular attention given to how participating bilingual students relate to each other, peers (in general and gifted education), teachers, administrators, families, and communities, and how they perceive themselves. A discussion of the core issues that emerged, including students' reawakening to their ethnic identity, differing rationales for using native language, and observed differences in self-perceptions between the gifted and general education bilingual Hispanic students is provided, along with results and implications for future research. 相似文献
5.
Dennis Sayers 《Multicultural Perspectives》2013,15(4):39-42
This article examines students' narrative responses to reading professional literacy histories. Demonstrating the importance of narrative as a way of learning, it shows how elementary education majors of diverse backgrounds explore their relation with language in a traditional grammar class. Cajun, Creole, and African American students recover their literacy histories and articulate the relation between the loss of language and the loss of culture and heritage. Drawing on the parallels between their discourse histories and the discourse histories of other cultures, these narratives also suggest that the students are now able to establish their linguistic identity and develop a greater sensitivity to the situations of their own students in the multicultural classrooms of southwest Louisiana. 相似文献
6.
Karen Elizabeth Lafferty 《Multicultural Perspectives》2014,16(4):203-209
While many educators state beliefs about the importance of selecting fiction that will engage a diverse student population, use of multicultural titles in secondary classrooms has lagged, in part due to increasing focus on the Common Core State Standards in the United States. The purpose of this study was to determine if high school students in a Southern California district were using school libraries to access multicultural literature characterized by racial diversity. Four years of circulation data from the district's five comprehensive high schools were examined. Analysis revealed that the titles with the highest circulation were overwhelmingly written by White authors and about White protagonists. Suggested are ways that educators can use resources within school libraries to promote more racially diverse multicultural literature, even as classroom titles remain static. Included are recommendations for how teachers and teacher-librarians can encourage students to select from a wider range of texts, as well as guidance on conducting a circulation analysis. 相似文献
7.
Jakub Hladik 《Multicultural Perspectives》2016,18(1):42-47
In this article, I focus on assessing multicultural competence of helping-profession students. The Multicultural Competence Scale of Helping-Profession Students was used for data collection. The aim of the research was to find out the level of students' multicultural competence due to the current lack of this information in Central Europe. Generally, students assess their multicultural competence on the higher level. There is a significant relationship between the students' study degree and the level of their multicultural competence. Multicultural activity was shown as an important predictor of multicultural knowledge. Also, multicultural knowledge was identified as a significant predictor of multicultural communication skills. 相似文献
8.
Sandra L. Osorio 《Multicultural Perspectives》2018,20(1):47-52
Multicultural literature can be found all across classrooms in the United States. I argue it is more important what you do with the literature than just having it in the classroom. Multicultural literature should be seen as a tool. In this article, I will share how I used multicultural literature as a tool to (a) promote or develop an appreciation for diversity, (b) honor students' voices, (c) connect to students' rich linguistic and cultural backgrounds, and (d) promote critical consciousness. Through this process, students were able to build a foundation toward critical consciousness in order to take action against their oppressors. 相似文献
9.
The present research examines perceived discrimination as a predictor of how multicultural individuals negotiate and configure their different cultural identities within the self. We focused on three multicultural identity configurations: having one predominant identity (categorization), compartmentalizing one’s different identities, and integrating one’s identities. Since discrimination is related to intraindividual discordance and is stressful, we examined the mediating role of stress in the associations between discrimination and the identity configurations in 259 multicultural individuals. Mediation analyses revealed that greater discrimination predicted compartmentalization through greater stress, while lower discrimination predicted greater identity integration through lower stress. Categorization was not predicted by discrimination or by stress. Discrimination and stress appear to have damaging and depleting roles that hamper multiculturals’ capacity to reconcile their identities into a cohesive whole. 相似文献
10.
The complexity of learning science rests in the fact that it not only possesses a unique lexicon and discourse but also that it ultimately entails a way of knowing. This article involves a case study that examines the academic engagement and perceptions of a group (N = 30) of high school students regarding their science literacy practices. These students were participating in an Engaging Latino Communities in Education (ENLACE) program whose purpose is to increase Latina/o high school graduation rates and assist them with college entrance requirements. The students were enrolled in different science classes to fulfill the science requirements for graduation. The primary research question—What kind of science classroom learning environment supports science-literate identities for ENLACE students?—was juxtaposed with a corollary question: What does multicultural education mean for the science classroom? We incorporate Banks's (2016) five dimensions of multicultural education as interpretative lenses. Overall findings suggest that when Latina/o students are engaged in meaningful laboratory investigations and inquiry activities and when the teaching resembles that of culturally responsive instruction, they are more likely to develop a science-literate identity. 相似文献
11.
Using methods of naturalistic inquiry, this study examines preservice teachers' conflict with classroom management strategies used in a predominantly African-American urban elementary school. It highlights the theory/practice dilemma, focusing on the tensions between the democratic strategies taught in university classes and the more authoritarian strategies actually found in the urban classrooms. The use of power and caring, evident in the interactions of the teachers with their students, was seen as a way to make sense of these strategies. The African-American and European-American researchers, both university faculty, share their differing perspectives, insights, and questions as they tried to make sense of their students' experiences, especially how subtle forms of racism and strong cultural norms impact one's teaching. 相似文献
12.
Laura A. Roy 《Multicultural Perspectives》2015,17(2):61-68
This study examines the linguistic and cultural intersections of recently arrived Somali Bantu refugee students in South Texas through the lens of border theory. The use of Spanish in the homes of refugee families is explored in addition to ways in which an educator used testimonios to honor students’ migration experiences. Findings show how specific approaches used in schools that affirm both the receiving communities’ and the new arrivals' local knowledge can have a lasting impact on literacy acquisition and resettlement experiences. Findings from this study also illuminate the potential impact of educators who develop a critical, inquiry stance by embedding multiple entry points for students to cross social, cultural, linguistic, and curricular borders in school. 相似文献
13.
This study explored the affect of Third Culture Kids (TCKs) towards their home and host culture(s) and how this affect may indicate possible cultural identity shifts as distinguished in Sussman’s (2000) cultural identity shift model. To this end, the method of poetic inquiry was used. The poems were concerned with TCKs’ affective experiences (Prendergast, 2009). We also investigated whether TCKs described their belonging in terms of personal relationships rather than in terms of geographical locations.Twenty TCKs, ranging in age from 26 to 70 years and from five ‘home cultures’, expressed their early cross-cultural experiences through the free verse poem of “Where I’m from”. A mixed method approach of qualitative and quantitative research was applied, by combining poetic inquiry using a free verse poem format and clustering these data by means of coding in Atlas.ti. TCKs’ poems were analyzed using belonging, affect, and practices-food-nature-events as key codes.Findings revealed that TCKs expressed stronger positive affect towards their host cultures than towards their ‘home’ cultures, indicating a subtractive cultural identity shift. We also found that TCKs defined their belonging more in terms of personal relationships than in terms of geographical locations. This study shows that TCKs’ sense of belonging seems more related to the question who than where I am from. 相似文献
14.
This mixed-methods study examined the experiences of belonging/otherness among Arab teachers in Israel. A group of boundary-crossing teachers: Arab teachers in Jewish schools (AJ; N = 57) was compared with Arab teachers teaching in their own community (AA; N = 103). We found that the AJ group had a multicultural orientation, unlike the AA group, who were community-orientated. These orientations are reflected in different otherness sources, different motivations for selecting a workplace, and differences in identity ratings. While professional and social sources promoted teachers’ sense of belonging in the two groups, the source of AJs' sense of otherness was the national divide as opposed to community-oriented aspects in AAs. Selfefficacy ratings were high in both groups with a significant advantage for AJs, an unanticipated finding given that most of them were women, had attended teacher training colleges rather than universities, and were rarely homeroom teachers. Arab teachers' involvement in Jewish schools was partial with a low proportion of classroom educators or teachers in managerial roles. AJs tend to leave their national identity outside the school, and are not involved in political discourse or in the staffroom power relations. The phenomenon of integrating AJs is relatively new, and within a segregated education system that limits the opportunities for Jews and Arabs to meet, it can provide a viable, albeit limited, tool to inhibit prejudice and antagonism between Jews and Arabs. 相似文献
15.
Natalia Fernández 《Multicultural Perspectives》2016,18(3):153-158
When multicultural educators and archivists collaborate to design projects that engage students with multicultural history through archival research, students can learn in-depth research skills with primary source documents, creatively share their knowledge, and, on a broader level, engage with their local community history. The projects shared in this article serve as examples of how partnerships between multicultural educators and archivists can occur, the types of projects that can be developed and how they are implemented, and students' responses to their work. The three student projects, including a display, a history guidebook, and an oral history project, are intended to offer a variety of ideas to inspire multicultural educators to reach out to their local archivists to develop archival research projects of their own. And, to promote effective and fruitful partnerships, also included are lessons learned as well as tips for successful collaborations between multicultural educators and archivists. 相似文献
16.
A critically transformative education continues to be at the center of Tucson Unified School District's (TUSD) equity and academic excellence mission. Through the use of the Social Transformation paradigm and the lesson learned from the implementation of the Critically Compassionate Intellectualism Model, TUSD once again created a cutting edge transformative, cultural, ethnic, multicultural, equity-based curricula that seeks to stimulate the blossoming intellectual capacities of our students. It presents the opportunity to build foundations and structures of collective and individual agency. Along the lines of agency, it promotes what is called barriorganic intellectualism and the nurturing of gardens of intellectualism (jardines del intelectualismo) that provide opportunities for both the academic and personal transformation of our students. 相似文献
17.
Our challenge as teachers and as human beings is to begin the process of "changing our voices," facing who we are and what that means in a society based on power and oppression. We must learn to listen to others, so we can speak together with voices both united and unique. The journey described is personal, yet it is also generalizable. Changing one's voice may be the only real way in which a teacher can be a model of diversity and multiculturalism. If as a teacher I do nothing to change my own voice, I have accomplished little in terms of effective teaching. My attitudes, behaviors, words should reflect and embody humanity, not just those who "look" like me or are thought of as more capable learners. I must challenge my students' thinking in terms of diversity and multicultural issues and push them to think of the "other." 相似文献
18.
Cultural globalization affects most people around the world in contemporary, modern societies. The resulting intercultural contact have been examined using the theory of globalization-based acculturation. However, little is known about possible differences and similarities in processes underlying the effects of direct (e.g., through contact with immigrants) and indirect (e.g., engagement with cultural elements through media) forms of new cultural exposure. Drawing on the contact hypothesis, social identity theory, and symbolic threat theory, we examined whether perceived intercultural threat and local and global identities would explain whether both forms of contact result in multicultural acquisition or in ethnic protection. In Study 1 (N = 402), indirect, but not direct, intercultural contact was positively associated with multicultural acquisition; and both types of intercultural contact were negatively linked with ethnic protection. Global identity significantly mediated the association of both direct and indirect intercultural contact with both multicultural acquisition and ethnic protection, whereas perceived cultural threat only significantly mediated the associations of direct intercultural contact with multicultural acquisition and ethnic protection. In Study 2 (N = 424), higher levels of ethnic protection, and lower levels of multicultural acquisition, emerged in the experimental group primed with indirect, versus direct, intercultural contact. Furthermore, intercultural threat was negatively, and global identity positively, associated with multicultural acquisition, while intercultural threat was positively, and global identity negatively, associated with ethnic protection. Results are discussed in relation to similarities and differences across direct and indirect intercultural contact, providing a nuanced understanding of contemporary intercultural contact and globalization-based acculturation among majority populations. 相似文献
19.
Valerie Hill-Jackson 《Multicultural Perspectives》2013,15(2):29-35
Pedagogical progress in the field of multicultural education moves at a snail's pace due to pre-service teachers' level of acceptance of multiculturalism and its tenets. Teacher candidates and seasoned teachers are simply unconscious and apathetic about matters of diversity. Pre-service teachers, primarily White and middle class, are mandated to take multicultural courses and grapple with recognizing their own cultural beings and the cultural realities of others. While student populations grow more diverse, the pre-service teacher population is becoming more homogenous. A major obstacle in teacher preparation programs arising from this mismatch of teacher and student cultures is the ability to facilitate a critical consciousness. This includes the ability to analyze the world and employ equity pedagogy in pre-service teachers who are resistant to diversity issues. Pre- and post-course surveys, in open-ended and anonymous narrative form, were administered to White pre-service teachers (= 94), and this article is divided into two sections based on the results. First, I outline the three shifting perspectives that were identified during a semester-long course with White and middle class pre-service students, and then connect these perspectives to existing research on racial identity ego, theorizing whiteness, and curriculum integration. This new theoretical model addresses equity pedagogy and is framed within whiteness and consciousness studies and may serve as a reflective tool for educators to self-evaluate their pedagogical proclivities. Second, the implications of this informal action research project for White pre-service educators and research in theorizing whiteness are developed. 相似文献
20.
Jioanna Carjuzaa Mike Jetty Michael Munson Teresa Veltkamp 《Multicultural Perspectives》2013,15(4):192-198
Montana's constitutional commitment to the cultural heritages of American Indians exemplifies the practical application of multicultural education. In this article, the authors explore the goals and evolution of Indian Education for All within a multicultural education framework, and discuss how educators are best prepared to implement this transformative educational policy. 相似文献