International Journal of Multicultural Education
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A Multicultural Education Praxis: Integrating Past and Present, Living Theories, and Practice
No full textIn our current climate of heightened conservatism and criticism, multicultural education is as important as ever. This article argues for the need to reframe multicultural education as a praxis based on its social justice- oriented principles, values, and practices. Using practitioner action research, I examine my implementation of such a praxis in a college course. I discuss critical reflections on demonstrating the interconnections between current and historical social movements, theory and lived experiences, and the students’ and my learning. I conclude by arguing that reframing multicultural education as a praxis could encourage more coalitions within and beyond schools
Implementation of Multicultural Education in Unschooling and its Potential
No full textUnschooling is a form of homeschooling in which parents allow children to self-direct their education. To determine if there was any evidence of unschoolers attending to the goals of multicultural education, we conducted a content analysis of a germinal resource—the 1977-1981 issues of Growing Without Schooling (GWS). Our analysis revealed that, in the early years, the content of this magazine depicted some degree of exposure to issues of oppression related to race, gender, and social class, but relatively rare engagement from the perspective of the marginalized, and minimal focus on taking social action to mitigate societal inequities
Flourishing Together: Co-Learning as Leaders of a Multicultural South African Educational Research Community
No full textIn South African public higher education, the miseducative legacies of the past weigh heavily. This article offers our learning as leaders of a multicultural community of university educators that seeks to contribute towards repairing the damages of a divided and discriminatory past by means of self-study research. Through a collaborative arts-informed analysis process, we have heard multiple perspectives from community participants and expressed our own learning in dialogue with theirs. This has enabled us to recognize shared qualities of caring, listening, and creativity as vital to a socially just reimagining of higher education communities
Multicultural Education Past, Present, and Future: Struggles for Dialog and Power-Sharing
No full textUsing Kymlicka’s analysis of conflicts between “imperatives of state control” and “objectives of social movements,” I draw on my experiences with multicultural education to extrapolate some trends from the past and present that may inform the future. After briefly describing the origins of multicultural education (mainly within the United States), I situate struggles over education in the context of the global expansion of neoliberalism, critique “neoliberal multicultural education,” then briefly describe some efforts that push back. This essay concludes with four recommendations for moving forward
A Journal Editor’s Identity Journey: An Autoethnography of Becoming, Being, and Beyond
No full textThis autoethnography essay describes the identity journey of the founding editor-in-chief of the International Journal of Multicultural Education (IJME). In this essay the author shares her story of founding and becoming the editor of this international journal, the sociocultural meaning of being a journal editor to her, and her decision to leave this journal editor position. She frames the multicultural identity discourse in an autoethnographic narrative style and links her journal editor identity with the journal’s identity focusing on justice, open-access, and peer-review
Answering Damarin’s Call: How iOS Apps Approach Diversity, Equity, and Multiculturalism
No full textIn 1998, Suzanne Damarin put forward a call for technologists and multicultural educators to work together to create technologies that promote inclusiveness and equity for students. As significant technological advancements have happened along with major changes in educational policy over the past 20 years, this study set out to examine if Damarin’s call has been answered. In this article, the researchers first explain how they systematically identified a group of iOS applications designed for iPads and analyzed them for their design quality and content through a lens of diversity, equity, and multiculturalism. They then share their findings and offer implications before concluding with a response regarding the status of Damarin’s call
Culturally Responsive Curriculum and Pedagogy in the Commonwealth of the Northern Mariana Islands
No full textThis study explores culturally responsive curriculum and pedagogy in the Commonwealth of the Northern Mariana Islands (CNMI). In particular, it examines the ways in which teachers and administrators view curriculum and pedagogy within the multiple and overlapping cultural contexts that the CNMI inhabits. By using an open-ended questionnaire, onsite interviews, and an exhaustive recruitment strategy, the study afforded every middle and high school social studies teacher in the CNMI an opportunity to participate in this study. The findings reveal a wide range of attention to cultural responsiveness, and numerous successes and challenges within middle and high schools
We Are Woke: A Collaborative Critical Autoethnography of Three “Womxn” of Color Graduate Students in Higher Education
No full textThis critical collaborative autoethnography examines how three “womxn” of color (Asian American, Latina, and African American) graduate students experience and resist intersectional racism and sexism in higher education. The authors reflect on their individual journeys to “wokeness” and share their collective process of cultivating a community of “sista” scholars integral to their wellness, wokeness, and persistence in an oppressive educational system.
Positioning of Korean Immigrant Mothers of Children with Disabilities
No full textThis study examines the ways in which Korean immigrant mothers take up roles to position themselves while they engage in their children’s education across a wide range of settings—academic, social, and linguistic. Data sources included interviews with four Korean mothers, home and community observations, and field notes. Positioning theory is a research approach that provides a useful analytic means for understanding positioning of Korean immigrant mothers as being parents of children with disabilities attending American schools. The results demonstrate that Korean immigrant mothers seek to learn how to be supportive mothers of children with disabilities by negotiating and facilitating contextual affordances and limitations between home, school, and community in order to obtain valuable potential resources for their children’s linguistic repertories and social skill development and their future success.
Beyond US-Centered Multicultural Foundations on Race
No full textOur conceptual essay begins with the recognition of the U.S. racialized tragedy and embattled discussions on race. Within this tragedy and embattled discussion, we attempt to renew and reinvigorate authentic, dialogic, and vulnerable exchanges on race. With this focus, we critique yet further advance multicultural foundations’ notions of racial identity predominant in the academy and in broader national discussions on race. Critiquing yet advancing multicultural foundations, we emphasize conceptual content from five books on race and power by Cornel West. Working through West’s conceptual content, we emphasize complex and historicized identifications and relationalities as key concepts in the present moment