International Journal of Multicultural Education
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Remixing Selfies: Arts-based Explorations of Funds of Knowledge, Meaning-Making, and Intercultural Learning in Literacy
No full textThis article describes an arts-based writing project, the Cultural Selfie, used in a pre-service teacher education classroom to explore the concept of funds of knowledge and to develop intercultural awareness. The Cultural Selfie as a visual interpretation provided a space for pre-service teachers to reflect critically on their everyday cultural and literacy practices and their teacher Self. In doing so, they used literacy as a form of meaning-making to examine concepts such as privilege, cultural bias, and discomfort, as well as strength and weakness in relating to different cultures
In their Own Voices: Experiences of Dalit Students in Higher Education Institutions
No full textThis qualitative study explores the experiences of Dalit students in one of the state universities of Uttar Pradesh in India. An Interpretative Phenomenological Analysis (IPA) was conducted to understand the experiences of Dalit students at higher education institutions, including caste-based prejudice and discrimination on campus. A total of seven themes emerged indicating caste-based prejudice and discrimination against Dalit students in both explicit and subtle ways at various levels of the university. Caste-based discrimination, humiliation, and exclusion were experienced by Dalit students at the level of fellow students, faculty, and administration.
Exploring language and education policies for the indigenous minorities in Australia and Malaysia
No full textThis paper examines the implication of language and education policies for the indigenous minority populations in two contrasting multicultural and multilingual post-colonial nations, Australia and Malaysia. By comparing and contrasting ethnolinguistic and educational policies in these two diverse nations, this paper explores how indigenous minorities have been positioned within each nation’s quest for meeting the challenges of becoming multilingual and multicultural nations. The authors argue that although both countries promote multicultural ideals, they fall short in their acknowledgement of the dignity of difference for their indigenous communities. Thus, the authors assert that educational and language policies for indigenous peoples must acknowledge the importance of difference and therefore include indigenous cultural ways of knowing, being and doing to achieve successful educational outcomes
From Past Aspirations to Present Achievements: A Case Study of Three K-8 Schools Successfully Educating Roma Students
No full textThis case study focuses on education in three K-8 schools in Medjimurje County, Croatia. The object of inquiry is the development of successful educational practices for Roma students. Until recently, only a limited number of Roma students completed basic K-4 schooling. Today all students at these three schools complete K-8 education, with some Roma students going on to pursue secondary and tertiary education. We examine some of the processes that took place in creating the change, along with the principals’, teachers’, and Roma assistants’ views and actions
A case study on the effects of glocal second language setting on the language learning motivation of foreign learners of Turkish
No full textThis case study examines the relationship between the glocal second language setting and the motivational levels of foreign learners of Turkish. Selected by purposeful sampling, the participants were 10 foreign learners of Turkish taking a year-long preparatory class in language education at AtaTömer. The content analysis of the data collected through six open-ended questions and semi-structured interviews showed that, being aware of the importance of motivation in language learning, the participants considered taking courses from native speaker teachers and having intercultural interaction with native speakers and classmates from different countries as motivating factors, while initial concerns for preserving cultural identity in the new community and some language-related difficulties were considered as demotivating factors in the glocal second language setting.
Discovering Voices: College Students and Middle Schoolers Explore Identities, Differences, and Connections through the Structure of a Poem
No full textCo-authored by a college professor, a middle-school teacher, a college undergraduate, and a 7th grader, this article focuses on college and middle-school students’ experiences of discovering their own and others’ voices. The discovery unfolds through composing and reflecting on poems in the form of Jacqueline Woodson’s “it’ll be scary sometimes,” which focuses on the experience of being different. The students’ dis-covering of voices deepens their own and their teachers’ education and creates spaces, structures, and processes that affirm students’ diverse histories and identities. Honoring differences and finding connections in these ways contribute to greater equity and inclusiveness
Understanding the “Other”: Rethinking Multiculturalism in South Korea through Gadamer’s Philosophical Hermeneutics
No full textIn this paper, we interrogate the current state of multiculturalism and multicultural education in South Korea and offer a possible theoretical framework that is lacking in the field of multicultural education. We provide three principles of multicultural understanding grounded in Gadamer’s philosophical hermeneutics to inform multiculturalism in South Korea and beyond. Based on these principles, we propose that multiculturalism be understood and educated as a way of being, that is, as an ontological multiculturalism, which contributes to a deeper understanding of what it means to be multicultural citizens in the global age.
Exploring Experienced Teachers’ Constructions of Culturally and Linguistically Diverse Students in an Online Class
No full textThis article examines online discussions during a teacher education class for experienced teachers seeking licensure in teaching English learners. It seeks to understand experienced teachers’ constructions of culturally and linguistically diverse (CLD) students. Using discourse analysis to emphasize talk as situated and action-oriented, the article indicates how belief claims expressed during experienced teachers’ online discussions construct specific versions of what it means to be a CLD student. Findings further suggest that participants managed their authority to speak about students’ needs in patterned ways. These findings have implications for teaching and learning, particularly for the preparation of experienced teachers
Learning to “brave up”: Collaboration, agency, and authority in multicultural, multilingual, and radically inclusive classrooms
No full textThe Summer Language Academy (SLA) is an innovative and intensive summer program for high-school aged newcomers/new Americans, English learners, and emergent bilinguals, as well as for teachers working with them. In the SLA, students and educators collaboratively explore questions of identity, language, and culture through high-interest texts, arts-based curriculum, and redefinition of teaching and learning as reciprocally shared endeavors. In this article, we examine SLA implementation and impact in two neighboring districts, focusing on the opportunities and tensions that arise when new and veteran educators are challenged to increase their consciousness and capacity regarding multicultural, multilingual, and radically inclusive teaching.
Multicultural Education: Using Our Past to Build Our Future
No full textThis is the edior's note for the EMME-IJME 20th Anniversary Special Issue