International Journal of Multicultural Education
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A Bourdieuian Analysis: Teachers’ Beliefs about English Language Learners' Academic Challenges (pp. 40-55)
No full textUsing Pierre Bourdieu's concept of habitus, this work analyzes five teachers' beliefs about English language learners' academic challenges. In reference to reproductive and inventive qualities of habitus, this article argues that teachers' beliefs that are linked to their socio-cultural backgrounds can delimit or enhance ELLs' academic lives, as those beliefs shape what teachers teach and what they see as a productive pedagogy in working with ELLs. The analysis indicates that tensions across teachers' beliefs, as well as within each teacher's set of beliefs, can serve as an opening to transform their perspectives toward more equitable pedagogical practices for ELLs
Book Review: Words at Work and Play: Three Decades in Family and Community Life (pp. 68-70)
No full textFostering Awareness through Transmediation: Preparing Pre-Service Teachers for Critical Engagement with Multicultural Literature (pp. 1-20)
No full textResearch has extolled the potential of transmediation in expanding learners' analytical and critical insight. However, this approach requires teachers prepared to employ this multimodal way of knowing. This study examines the impact of transmediation course experiences on pre-service teachers' comprehension of and critical engagement with multicultural children's literature, particularly in relation to multicultural awareness and social justice; their instructional planning; and their intended practice. Findings suggest presenting and supporting transmediation as a critical literacy approach can have a powerful effect on pre-service teachers' understanding of texts, on their sensitivity to diversity issues, and on their beliefs about teaching and learning
Book Review: Bridging Literacy and Equity: The Essential Guide to Social Equity Teaching (pp. 62-64)
No full textBook Review: Reprocessing Race, Language and Ability: African-Born Educators and Students in Transnational America (pp. 56-59)
No full textThe Notion of Authenticity in Multicultural Music: Approaching Proximal Simulation
No full textAs countries become increasingly multicultural, it can be argued that the authentic teaching and learning of multicultural music in educational settings is essential. Crucial to this is the provision of cultural context to retain as much of the original meaning of the music as possible. This paper discusses the main arguments for authenticity in multicultural music and the implications for its learning and teaching. Researchers argue that the formal aspect of music transmission has been overlooked in multicultural music teaching and learning. The intention of the author is to introduce the concept of Proximal Simulation and its constituting elements, namely Authentic Performance Conventions; Authentic Audiation; Authentic Sensory Experiences and Emotions, and offer suggestions for safeguarding musical traditions through Authentic Transmission (teaching and learning) practices. This discussion also explores the qualities of the ‘Transcontextualisation’ theory proposed by musicologist Osamu Yamaguti in 1994, in the contexts of multicultural music performance and transmission
Political Theorizing and Policy Implications: The Case of a Rawlsian Approach to Multicultural Education
No full textThis article provides a philosophical foundation for the legitimacy of multicultural education by developing the analyses of Rawlsian political philosophy. For Rawls the most important primary good is that of self-respect, and this can be reinterpreted to make a convincing argument for multicultural education, provided that it has a strong connection to cultural minorities' sense of self-respect. After clarifying this connection, this article addresses the objection raised against the idea of equating multicultural education with a social basis of students' self-respect. It ends with a brief overview of a recent example of multicultural education in Japan
