International Journal of Multicultural Education
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Bridging Home and Host Country: Educational Predispositions of Chinese and Indian Recent Immigrant Families
No full textThis research focuses on the predispositions that recent Chinese and Indian immigrant families bring with them to the United States and how these are reinforced by the communities in which they locate. The findings draw from 144 interviews in California. Three themes dominate: positioning through schooling, transnational family, and extended community and education. Our perspective joins Asian diaspora studies with cultural capital and social structural theories, enabling a more nuanced understanding of ways in which schooling in the home country informs how children are positioned in the American schooling system
Claiming Space: An Autoethnographic Study of Indigenous Graduate Students Engaged in Language Reclamation
No full textThis article explores the critical role of an emerging generation of Indigenous scholars and activists in ensuring the continuity of their endangered heritage languages. Using collaborative autoethnography as a research method, the authors present personal accounts of their pursuit of language reclamation through graduate degree programs. These accounts speak to the importance of access to Indigenous languages and the necessity of space at universities to engage in language reclamation. The authors view higher education as a tool—though one that must be improved—to support Indigenous language reclamation efforts
Teacher Education Nepantlera Work: Connecting Cracks-Between-Worlds with Mormon University Students
No full textTeacher educators work with students of various backgrounds, often distinct from their own. This paper explores how one teacher educator examines her positionality in relation to Mormon students and how, despite not sharing their faith, she is able to work the “cracks-between-worlds” of difference and commonality toward understanding and learning. Through Anzaldúa’s concept of autohistoria-teoria, theorizing through one’s biography, the author explores and theorizes her experiences. She encourages educators to consider how they engage students, learn from other nepantleras (bridge-builders), and create more opportunities toward shared understanding while also complicating and letting go of a dogged sense of teaching students what is “right.
Converging Recommendations for Culturally Responsive Literacy Practices: Students with Learning Disabilities, English Language Learners, and Socioculturally Diverse Learners
No full textThis study examines culturally responsive pedagogy across the fields of special education, multicultural literacy education, and teaching English language learners. A systematic review of recommendations identified culturally responsive practices in five key areas: dialogue, collaboration, visual representation, explicit instruction, and inquiry. Educators are encouraged to adopt a critical and responsive stance that incorporates students’ cultural knowledge and lived experiences when implementing these recommendations. Creating classrooms that promote culturally responsive and effective instruction is grounded in the definition of literacy as a social practice and leads to more equitable learning opportunities in all areas
Racial-Equity Policy as Leadership Practice: Using Social Practice Theory to Analyze Policy as Practice
No full textThis, primarily theoretical, paper takes up the longstanding problem of the disconnection between education policy and leadership practice. The authors propose the use of social practice theory as a tool for educational leaders at the state, school district, and school levels, to eliminate the disconnection between policy design and leadership action. Using Oregon as an example, the authors illustrate a relationship between equity-policy design and leadership practice that may help identify weaknesses and strengths in equity-policy designs and ultimately support better equity policy for leadership practice.  
Using My ‘You Lie Moment’ to Theorize Persistent Resistance to Critical Multicultural Education
No full textIn this article I detail correspondences between a breach of decorum that occurred during a speech delivered by President Obama before a joint session of the United States Congress and an encounter between a teacher education student and me in a graduate-level multicultural education course. The encounter served as a powerful, albeit inadvertent, impetus to theorize the nature of persistent resistance to diversity and critical multicultural education in one teacher education unit
Dancing with Ethnic Identities: How a Taiwan Aboriginal Dance Club Influenced Junior High Students
No full textResearch in Taiwan has shown that aboriginal students often have low self-esteem and a negative view of their life due to their heritage. This research studied 14 Taiwan aboriginal students to understand how the experience of aboriginal dance club influenced their ethnic identity. The result showed that the experiences of socializing with other aboriginal group members and learning about traditional tribal culture creating a more positive ethnic identity. Moreover, through international performances, they gained self-confidence and diverse perspectives. The study suggests that schools should give support to students to learn about their ethnic culture to explore their ethnic identity.
“My Skin Color Stops Me from Leading”: Tracking, Identity, and Student Dynamics in a Racially Mixed School
No full textThe practice of separating students according to ability level, also known as academic tracking, allows racially mixed schools to maintain segregated classrooms. This article examines the effects of academic tracking on the racial identity and educational opportunities of students at a mixed-race suburban charter school. Through five months of participant observation research, I found that the long-term practice of academic tracking created racial boundaries among students, silenced students of color in honors classes, and limited educational opportunity for all students. However, subsequent efforts to detrack, although superficial, resulted in positive outcomes for all students.
Giftedness as Property: Troubling Whiteness, Wealth, and Gifted Education in the US
No full textThe purposes of this article are to illumine the racist genealogy of gifted education policies and practices in the United States, to demonstrate how deficit discourses continue today, and to provide personal examples from the field of how educators can begin to question the status quo, resist taken-for-granted assumptions, and alternatively make substantive changes at the local level. I also aim to demonstrate how giftedness is an example of whiteness as property, or unearned white privilege, that, unintentionally or not, maintains a social caste system in schools
Toward a Theory of Culturally Relevant Leadership for School-Community Culture
No full textThe purpose of this article is to explore concepts related to culturally relevant pedagogy and connect them to nascent theoretical work in the field on culturally relevant leadership. The article review literature on educational leadership and culture and suggest shortcomings of the way it is currently conceptualized. The article concludes with suggestions for further exploration and development along conceptual and empirical lines