International Journal of Multicultural Education
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From Reading to Restoration: Using Book Clubs and Critical Dialogue to Challenge, Critique, and Change Us and Our Work
No full textThis transformative autoethnography focuses on the authors’ learning about diversity, equity, and inclusion (DEI) as a result of their participation in university diversity-related book clubs and subsequent extensive dialogue with one another. The paper features three implementation vignettes where the authors engage in critical self-reflection and self-critique as they (re)consider ways to improve their educational practice as it pertains to DEI. The paper ends with implications for educators to consider as they engage in critical self-reflection/self-critique around DEI in their work
Higher Education Access for Undocumented Students in the United States: Mapping the Policy Terrain
No full textThis article focuses on higher education access for undocumented immigrants in the United States. Since individual states develop and govern their own policies, the political landscape around college access is always in a state of flux. This is confusing to school counselors, families, and students. We use cartography to make sense of this increasingly complex policy terrain. In addition to displaying a state-by-state overview of access and funding options for undocumented students, we interrogate the (un)intended consequences of these policies and reveal “sites for change and activism” (Marx, 2023, p. 286)
Unlocking Cultural Treasures: Viewpoints of Preschool Teachers Working with Refugee Children on Funds of Knowledge
No full textFunds of knowledge (FoK) is one of the most practical approaches used in multicultural classrooms, particularly in countries hosting numerous refugees. This phenomenological study examined the experiences of 21 preschool teachers working with refugee children regarding how they define FoK and the value of knowing FoK. Accordingly, teachers had comprehensive perspectives regarding FoK. They perceived FoK as valuable in developing bonds and overcoming prejudices. This study revealed the necessity of internalizing the asset approach for inclusive early childhood settings. Policymakers worldwide should incorporate FoK into teacher training and early childhood education curricula. Increasing studies regarding FoK is strongly recommended
Weathering the Storm: How Mothers with Refugee Backgrounds Helped their Children with School During the COVID-19 Pandemic
No full textThis paper focuses on the experiences of ten women in Canada with refugee backgrounds from the Horn of Africa as they helped their adolescent children (ages 12-18) navigate the challenges of at-home online learning during the global COVID-19 pandemic. We situate our analysis within specific aspects of Yosso’s (2005) Community Cultural Wealth framework to demonstrate that, while the women’s efforts were hampered by online learning technologies, they were able to harness aspirational and familial capital to keep their children engaged in schoolwork. The women felt deeply involved in their children’s education, particularly in terms of following up on children’s homework, monitoring their activities, and providing guidance
“A Brief Moment in the Sun”: Mapping White Backlash in the History of K-12 Black Education in the United States
No full textWhite backlash is the immediate, violent response of some white people to the actual and perceived racial and educational progress of oppressed groups. In this paper, we take a historical detour to map this phenomenon, specifically in the history of K-12 Black education. We demonstrate that the current state of education is not an exceptional moment, but part of a long genealogy of anti-Black educational violence and white backlash. Yet, we suggest that operating from an understanding of the inevitability and imminence of white backlash offers necessary tools in the continued fight for liberatory Black educational futures
Walking the Map
No full textIn this article, I discuss how walking as mapping serves as a method for observing and disrupting spatial geopolitics, opening possibilities for alternative systems of living. I explore three theoretical perspectives—posthumanism, Indigenous and decolonializing theories of land, and Black geography—that, while distinct, nonetheless share some overlapping characteristics: the recognition and contestation of knowledge systems, the turn toward a relational ethics of living, and a call for critical and creative methods of intervention into existing systems. In the final half of the paper, I consider these orientations and their call for creative and critical methods of intervention as I review my scholarship on walking and how it has served as a form of counterstory mapping
“Ready for Change”: Pre-service Teacher Perspectives on Diversity Preparation in Rural Appalachia
No full textThrough the lens of transformative learning theory, this qualitative study examines how pre-service teachers (PSTs) in a teacher education program in rural Appalachia shared their perspectives on their preparation to work with diverse students. It examines how their lived experiences and their teacher education program impacted their approach to understanding and addressing diverse needs of their students. Results illustrate the unique way the pre-service teachers [re]imagined their program to better equip future PSTs for diverse classrooms. We argue for programmatic approaches to developing a teaching corps prepared for diversity in the classroom and challenging the shortsighted notion that students in rural Appalachia are unwilling to face the realities of diverse classrooms
Exploring the Identities of Korean Americans Through Identity Journey Mapping in a Study Abroad Program
No full textThis study explores the identities of Korean American college students through identity journey maps during a faculty-led study abroad program in Korea. Drawing from Asian Critical theory (AsianCrit), this study presents how participants of Korean descent challenged a monolithic and unitary notion of Korean American identity while acknowledging multifaceted, dynamic, and fluid nature of their transnational identity. Furthermore, it suggests that identity journey maps can serve as a pedagogical tool to counter racial stereotypes and discrimination against Asian Americans
Fostering Teachers’ Empathy and Inclusion in Israeli Society
No full textIn this study that draws from the fields of Social Psychology and Multicultural Education, 45 Arab and Jewish pre-service and 108 Arab and Jewish in-service teachers were presented with a program designed to foster intergroup empathy and inclusive views. The two groups went through a similar process: choosing their outgroup, finding media that presented their outgroup's narratives, and reflecting on the experience. This study used mixed methods, including content analysis of the teacher's reflections. The findings indicate that mediated contact is an essential element of the empathy-enhancing process and that the narrative approach evokes expressions of empathy and inclusion. Differential outcomes between teachers were observed, which can clarify the process effects and how they foster empathy and inclusion
Analysis of School Educational Spaces: A Challenge for Spatial Relevance in Contexts of Sociocultural Diversity
No full textThis research addresses the problem of the imposition of educational spaces in multicultural contexts. The research is of qualitative nature, based on an interpretative hermeneutic paradigm. It uses collective case study design. The selection of participants was non-probabilistic and intentional, and snowball sampling was used, selecting 15 teachers and 24 students. It is concluded that Chilean schools in multicultural contexts show a lack of social and cultural relevance in the construction and organization of spaces. In addition, it is concluded that educational establishments should consider the implementation of pedagogical and didactic strategies in contact with nature, given that, as has already been demonstrated, children often prefer outdoor experiences as ideal spaces for learning