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1.
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
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Barbara Peterson AnnMarie Gunn Alejandro Brice Kathleen Alley 《Multicultural Perspectives》2015,17(1):39-45
Children's names reflect their gender, culture, religion, language, and family history. Use of students' personal names has the power to positively affirm identity and signal belonging within the classroom and school community. However, naming practices also have the power to exclude, stereotype, or disadvantage students. For many students from diverse cultural and linguistic backgrounds, their names can be a source of cultural conflict and a watershed for issues of identity and belonging within the school setting. Through multicultural explorations of students' names, educators can affirm students' cultures and identities, and draw upon these as resources to support learning and development from early childhood through the adolescent years. The purpose of this article is to (a) discuss the importance of a person's name to cultural identity, (b) describe strategies to build multicultural communities in K-8 classrooms through exploration of students' names, and (c) suggest multicultural children's literature and curricular activities to teach about the importance of personal names, and develop cross-cultural understandings. 相似文献
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Ann E. Lopez 《Multicultural Perspectives》2017,19(3):155-161
The impact of the election of a new U.S. president and his far right ideology and agenda has reverberated across the entire world. This new reality calls for all critical equity-seeking educators; multicultural, social justice, culturally responsive, and others to be reflective and engage in deep thinking on ways to respond. Within a framework of advocacy and resistance, drawing on lessons of the past, my own experiences and research, this article offers some practical suggestions that others hopefully can build on. It seeks to connect a critical multicultural education framework to identifiable practices in schools and communities that challenges neoliberal approaches to education; xenophobia, racism, and other forms of structural oppression; argues that the actions and practices of multicultural educators must be explicit and generative in ways that make theory usable. 相似文献
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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
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Jioanna Carjuzaa J. Kay Fenimore-Smith Ethlyn Davis Fuller William A. Howe Eileen Kugler Arcenia P. London 《Multicultural Perspectives》2013,15(1):35-40
In 2004, a professional delegation of multicultural educators visited the People's Republic of China to explore how diversity issues are addressed and how students are prepared for entry into the international workforce. The delegation, sponsored by the People to People Ambassador Programs, observed numerous parallels to the American system of education, including the challenge of providing equity for students of minority cultures, especially those in poor rural areas, and the conflict between modernization and preservation of cultural heritage. 相似文献
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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
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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
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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
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This qualitative study systematically documents pre-service teachers' responses to a writing prompt asking them to name a personal “unearned” privilege on an end-of-term final assessment. Findings suggest that typical White/European heritage pre-service teachers can name privileges that have advantaged their own lives, even after one 14-week critical multicultural education course. Categories reveal patterns in participants' responses about their own privilege that are traditionally attended to in critical multicultural education curriculum, such as White privilege. However, student responses show that students are most comfortable talking about inherited privileges related to social class and race is named at a lower rate. Other responses show a range of privileges that students can draw on when they reflect on the structured nature of privilege in society. Overall, our findings suggest that when opportunities are created for students to grapple with complex, personal, emotional concepts, the vast majority of students are willing and able to perform this type of reflection and analysis. This work begins a discussion of what kinds of social privilege are more easily discussed in a high stakes assessment after experiences in critical multicultural education. Our findings provide nuanced understandings of how typical pre-service teachers name their own personal unearned privileges and deconstruct their experiences of privilege. Our findings suggest that attention to privileges associated with social class could provide powerful entry into examinations of other personal privileges in critical multicultural education. 相似文献
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Todd McCardle 《Multicultural Perspectives》2017,19(2):98-102
The goal of this piece is to provide educators with the knowledge and practical application needed to build critical literacy within their students using a traditional text that might not be considered multicultural. This essay challenges the idea that “outdated” literary works have no place in today's multicultural classroom, as it connects critical literacy concepts to classic works and explores how such concepts are inherent in our society based on the ideas presented in the literature. Using Heart of Darkness, this work connects structural racism to Conrad's novella and explores how students can examine how structural racism is inherent in our society. 相似文献
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《Multicultural Perspectives》2013,15(3):37-46
Resistance to multicultural curriculum transformation has long been assumed to be a function solely of faculty racism, sexism, classism, and so forth, especially in the fields of "advanced" mathematics and "hard" sciences. Although this may account for a percentage of that resistance, it is a small percentage. In fact, most faculty are interested in multiculturally transforming their curriculum. The problem is that few know how to go about doing it. Until recently, few, if any, doctoral programs included coursework on how to teach one's discipline, much less how to teach it from a multicultural perspective. Faculty need opportunities to learn how to develop multiculturally oriented curricula content, pedagogical approaches, and methods of evaluating student learning and teaching effectiveness. Faculty also need opportunities to learn how to build positive relationships with increasingly diverse bodies of students, and how to create more supportive educational environments for that interaction to occur. This article provides faculty with an overview of effective approaches to multicultural curriculum transformation, applicable across disciplines vis-á-vis content, pedagogy, evaluation, relationship building, and environment creation. 相似文献
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《Multicultural Perspectives》2013,15(4):10-16
Future teachers need to attain skills, knowledge, and positive dispositions in multicultural education to provide a culturally sensitive learning environment. It is the responsibility of teacher educators to use tools of assessment to train and gauge student progress toward this end. The purpose of this article is to describe the process of creating and using vignettes as a classroom assessment tool to better prepare teacher candidates for diverse classrooms. Results from our experiences using vignettes indicate that most students are only beginning to develop proficient performance standards, and need additional learning experiences. Implications for using vignettes to partially address National Council for Accreditation of Teacher Education standards and prepare students for the Principles of Learning and Teaching (PLT) test are also presented and discussed. 相似文献
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Ramona Fruja Amthor 《Multicultural Perspectives》2017,19(4):193-206
In order to bring forth the specific intricacies of the migration experience among comparatively understudied immigrant and refugee youth, this article bridges an intersectionality framework with multicultural education scholars’ calls to flexibility and fluidity in conceptualizing culture and identity. Drawing on in-depth interviews, the analysis is anchored by two pervasive themes: (a) the dynamic nature of identity positions whose intersections make the adaption of youth irreducibly nuanced and (b) the need for self-definition in the process of adaptation. Racial and ethnic positioning, national origin, class, legal status, and religion intersected in the participants’ lives in important ways, but they did not fulfill the same role across the cases. Attention to how these social locations intersect offers insight into the importance of context-based examinations of immigrant youth positioning, in addition to the centrality of structural analyses. Taking on an intersectionality lens, educators can engage both with the need to examine newcomer youth's situations structurally, while also tuning in to their interpretations, local contexts, and how various structural positions are foregrounded or obscured in their immigrant and refugee students’ paths. 相似文献
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《Multicultural Perspectives》2013,15(3):8-14
The author argues that cultural racism undergirds both individual and institutional racism, and, thus, it is the driving force behind racist policies and practices in educational institutions and in society. Because both liberal and conservative agendas operate within an ideology of White supremacy, both have been inadequate in addressing cultural racism. A multicultural movement that explores the concept of "Whiteness" and that encourages educators and students to take an antiracist stance can provide an important response to cultural racism. 相似文献
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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
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As educators who work with preservice teachers on critical multicultural education, we often struggle with our students’ desire for us to provide them with the how-to’s of multicultural education—a kind of “answer list.” In this paper, we share the analogies we have developed and found effective in explaining to our students why the list that they imagine not only doesn’t guarantee success, but could actually result in undermining core principles of critical multicultural education. 相似文献
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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
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Tricia Gallagher-Geurtsen 《Multicultural Perspectives》2013,15(1):40-44
Awareness of privilege and the unearned power that it brings those who have it is a crucial aspect of becoming a multicultural educator. For some time White and male privilege has been a topic of discussion among educators and people concerned about social justice. All aspects of privilege need to be understood and articulated in order to continue our work to provide equitable educational opportunities for all. This article focuses on Standard native English speaker's linguistic privilege and how educators can increases their awareness of it in order to more equitably educate students learning English. 相似文献
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In this article the authors postulate a mutual symbiosis between multicultural and inclusive bi-lingual education. Combining bi-lingual and multicultural education to create a symbiotic relationship can stimulate reform in schools and can promote inclusive educational systems, thereby keeping native languages and cultures alive for minority students and enhancing native English speakers’ language and cultural understandings. 相似文献