International Journal of Multicultural Education
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Long Ago and Far Away: Preservice Teachers’ (Mis)Conceptions Surrounding Racism
No full textThis study examines a large data set of preservice teachers’ definitions of racism at the beginning and at the end of a teacher training program in the Southeastern United States. Using the methodology of Critical Content Analysis that is grounded in Critical Race Theory, the authors found that the majority of the definitions illustrate a removed, passive, and old-fashioned conception of racism indicative of reluctance on the part of both preservice teachers and their university trainers to grapple with the historical and cultural context of the geographical area as well as to acknowledge the systemic nature of racism
Multicultural Ethnic Music Education in Communist China
No full textThe Central Communist Party (CCP) of the People’s Republic of China (PRC) describes China as a unified multinational country. National policies advocate cultural diversity in the educational system with particular emphasis on the notion that diverse ethnic minorities contribute to zhonghua minzu—a single united Chinese nationality. Drawing upon the theoretical frameworks of musical authenticity as well as two tenets of liberalism theory, equal concern and cultural neutrality, the study aims to understand how government-designed national K1–9 music textbooks represent the Chinese ethnic minority’s musical and cultural traditions.
Navigating the Meanings of Social Justice, Teaching for Social Justice, and Multicultural Education
No full textThis article uses well-received contemporary scholarship—works by Iris Young, Nancy Fraser, Morva McDonald, Connie North, and Geneva Gay—to illuminate a high degree of coherence among the substantive meanings of social justice, teaching for social justice, and multicultural education. Based on these relationships, the article suggests that social justice is an inherent feature and goal of multicultural education, and the discourses between teaching for social justice and multicultural education should be mutually associated with one another to more effectively promote social justice. The article closes by outlining personal literacy that has the potential to enrich research and practice in multicultural education
Beyond Ethnic Tidbits: Toward a Critical and Dialogical Model in Multicultural Social Justice Teacher Preparation
No full textThis praxis article outlines the value of using a critical and dialogical model (CDM) to teach multicultural social justice education to pre-service teachers. Based on practitioner research, the article draws on the author’s own teaching experiences to highlight how key features of CDM can be used to help pre-service teachers move beyond thinking about multicultural education as ethnic tidbits. Illustrative examples of CDM-in-use demonstrate that learning about multicultural social justice education is a social and developmental process that requires teacher educators to scaffold complex ideas by using dialogical approaches to learning that incrementally build on emergent and shared knowledge
Responses to Islam in the Classroom: A Case of Muslim Girls from Minority Communities of Interpretation
No full textCoinciding with the rise of Islamophobia in the United States is a small but growing set of educational scholarship around the curricular impact of and response to Islamophobia. The qualitative case study discussed in this manuscript aims to contribute to this conversation by investigating how Muslim girls from minority communities of interpretation (n=6) made sense of and responded to the curriculum on Islam in their Social Studies classes. The central finding describes how sample students responded to Islamophobia in the classroom by building bridges across differences. Ultimately, this study advocates a curriculum on Islam honoring complexity.
Filial Piety and Academic Motivation: High-Achieving Students in an International School in South Korea
No full textThis study uses self-determination theory to explore the mechanisms of filial piety in the academic motivation of eight high-achieving secondary school seniors at an international school in South Korea, resulting in several findings. First, the students attributed their parents’ values and expectations as a major source of the students’ understanding of filial piety responsibilities in their academic pursuit. Second, the participants found ways to justify the authoritative parenting they received through a reciprocal relationship, especially when their parents were autonomy-supportive. Third, the definitions of filial piety responsibilities varied, depending on the students’ personal and familial idiosyncrasies
From Contagious to Resilient and Beyond: A Periodization of Four Decades of Educational Research on LGBTQ Issues
No full textThis article presents a periodization of educational research on lesbian, gay, bisexual, transgender, and queer (LGBTQ) issues between 1970 and 2010. Developed through a frame analysis of 105 educational research reports, the periodization maps ideological and chronological patterns in the conceptual frames of research on LGBTQ issues. Five paradigmatic frames for understanding LGBTQ issues in education are discussed: (a) homosexuality as a social contagion; (b) homosexuality as a private identity; (c) LGB youth as “at-risk”; (d) LGBTQ youth as victims; and (f) LGBTQ youth as resilient. The author calls for an expansion beyond individual-level analyses into investigations of educational practice
“I Worry about My Community”: African American Women Utilizing Communal Notions of Citizenship in the Social Studies Classroom
No full textThis qualitative multiple case study utilizes a Black feminist ethic of caring (Collins, 2009; Thompson, 1998) to explore how three African American women social studies teachers draw on their personal and community knowledge to conceptualize and teach the construct of citizenship to their students of color. Instead of conveying traditional notions of citizenship that value blind patriotism to the nation-state and individualism, they instead chose to teach citizenship as relational and centered on uplifting their cultural community. This study hopes to shed light on how critical notions of citizenship may be presented and utilized in classrooms
¡Ya basta con la ciudadanía restrictiva!: Undocumented Latina/o Young People and Their Families’ Participatory Citizenship
No full textThis article describes a community-based participatory action research project (PAR), “Voces Diversas e Importantes” [Diverse and Important Voices] that the intergenerational Family School Partnership (FSP) collective enacted to support citizenship participation and increase the possibilities undocumented Latina/o students and families have for transforming practices and perspectives within the school context and community. In this PAR project undocumented young people and their families challenge the notion that legal citizenship alone provides educational rights and equity. Central to this study is how participants troubled and disrupted the racialization and gendered components of citizenship as well transformed their participation into leadership practices that leveraged organizational changes and heightened positive educational pathways for young undocumented students in the high school.
Civics Is Largely About Politics: The Possibilities and Challenges of a Citizenship Education Pedagogy that Embraces Democratic Politics and Recognizes Diversity
No full textResearch investigating the practice of citizenship education in multicultural schools is scarce. Drawing on classroom observations and teacher and student interviews in four multicultural Grade 10 Civics classrooms in Ottawa, Canada, this case study discusses one teacher’s unique citizenship education pedagogy, an approach that embraces democratic politics and affirms diversity. Vignettes of class instruction illustrate the teaching strategies implemented and the struggles faced in employing this pedagogical approach. The case study contends that a critical multicultural citizenship education must have a strong political orientation and, additionally, be responsive to the existing social and cultural diversity that defines our democratic community.