International Journal of Multicultural Education
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Globalization and Multilingualism: Case Studies of Indigenous Culture-based Education from the Indian Sub-continent and Their Implications
No full textThis paper presents some of the major program initiatives honoring Indigenous knowledge, culture, heritage, arts, and skills through curricular reforms and culturally appropriate educational practices on the Indian sub-continent. It presents case studies of Indigenous culture-based education, with reference to mother tongue and multicultural education practices and discusses their implications
Globalization and Educational Equity in Latin America: Perspectives from the Global South (Globalización y Equidad Educativa en Latinoamérica: Perspectivas desde el Sur Global) (pp. 1-9)
No full textNumerous scholars, practitioners, and advocates of multicultural education have focused attention on the impacts of educational policy and praxis on the world’s most vulnerable populations, highlighting the role of globalization in discussions of educational equity. In response to the need for further scholarship on this topic, IJME’s first bilingual issue features research and praxis articles that critically examine the intersection of globalization, social justice, and education in underrepresented contexts of the Global South especially in, although not limited to, the Americas. This special issue aims at exploring new territories and features new perspectives on educational equity and social justice. We particularly sought submissions for this special issue examining formal and informal education in schools and community settings. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~Las preocupaciones actuales de muchos académicos, educadores practicantes y de aquellos que abogan por la educación multicultural se focalizan en el impacto de las políticas y la praxis educativas en las poblaciones vulnerables alrededor del mundo. Es así que se está prestando cada vez mayor atención al rol de la globalización en la equidad educativa. La primera edición bilingüe de IJME reune artículos sobre investigaciones y praxis que analizan de manera crítica las intersecciones entre la globalización, la justicia social, y la educación en los contextos de menos representación en el sur global; en especial, pero sin limitarse a las Américas. Esta edición especial apunta a la exploración de nuevos territorios y al enfoque en nuevos diálogos sobre la equidad educativa y la justicia social. Particularmente hemos incluido artículos sobre investigación en educación formal y no formal en escuelas y contextos comunitarios
Autobiographies in Preservice Teacher Education: A Snapshot Tool for Building a Culturally Responsive Pedagogy
No full textMany scholars have made the call for teacher educators to provide experiences that can lead preservice teachers to embrace a culturally responsive pedagogy. We investigated the use of brief autobiographies during an internship as a tool (a) for preservice teachers to examine their multidimensional culture; and (b) for teacher educators to assess preservice teachers' developing understandings about cultural responsive pedagogy and then further design curriculum to enhance these understandings. Using qualitative methods, we analyzed the preservice teachers' (N=24) autobiographies and an interview with the professor of this course. Based on the findings of this study, we suggest teacher educators need to develop experiences and opportunities that will enable preservice teachers to reflect on how culture impacts teaching and learning behaviors. Therefore, preservice teachers will be better prepared to teach all students
Culturally Responsive Instructional Leadership: A Conceptual Exploration with Principals of Three New Zealand Mainstream Schools
No full textPrincipals of many New Zealand (NZ) mainstream schools navigate a complex intercultural educational policy environment to address the academic challenges of M?ori and Pasifika students. This inquiry sought to explore the concept of culturally responsive instructional leadership by studying the knowledge, actions, motives, perceptions, and challenges of White principals in a primary school, an intermediate school, and a high school in NZ. The emergent conceptual definition of culturally responsive instructional leadership includes those purposeful, well-intentioned, creative, and collaborative actions that a principal takes to enhance the academic engagement and achievement of minority-culture students
Schooling Teachers, Schooling Ourselves: Insights and Reflections from Teaching K-12 Teachers How to Use Hip-hop to Educate Students
No full textHip-hop-based education (HHBE) research analyzes how hip-hop culture is used to produce favorable educational outcomes. Despite its richness, the work reveals little about how to prepare practicing K-12 teachers to use HHBE toward the critical ends reflected in extant HHBE literature. In this article, we challenge many tacit assumptions of HHBE research by examining the curricular and pedagogical wants and needs of in-service teachers who are interested in HHBE but who are not familiar with hip-hop's unique history and culture. Through a collaborative self-study with a teacher-educator, we, as Black male hip-hop insiders, reflect on the promises and pitfalls of preparing predominantly White teachers to incorporate hip-hop into their teaching and learning repertoire
Book Review: Slam School: Learning Through Conflict in the Hip-Hop and Spoken Word Classroom
No full textDialogues and Learning
No full textEl movimiento social del 15 de abril de 2011 en la comunidad indígena de Cherán, Mich., tuvo dos efectos inminentes: la autodefensa del territorio y el retorno a sistemas de organización tradicionales p’urhépechas. Este artículo muestra el surgimiento de las fogatas como espacio de diálogo y de aprendizajes situados. A través de un taller realizado con los niños de la comunidad, que se analiza como una práctica de educación comunitaria donde el saber se construye en la observación y en la acción, se abordaron las nociones de participación política, pertenencia comunitaria y defensa de la naturaleza. (Este artículo se ofrece solamente en español.)~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~The social movement of April 15, 2011 in the indigenous community of Cheran, Michoacan, had two primary effects: the self-defense of the indigenous territory, and the return to traditional p’urhepechas systems of organization. This article describes the emergence of the bonfire as a space for dialogue and situated learning. The article analyzes a workshop for children, as a practice of community education where knowledge is constructed through observation and action, and where notions of political participation, community membership, and protection of natural resources are addressed. (This article is provided in Spanish only.