International Journal of Multicultural Education
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Re-thinking the Place of Indigenous Languages ??in Chile: Globalization and Intercultural Bilingual Education
No full textEste artículo enfatiza la importancia de develar la relación entre lenguaje, educación y globalización. Enfocándonos en el caso de la Educación Intercultural Bilingüe en Chile y sus esfuerzos de revitalización del mapudungun, argumentamos que es posible desafiar la influencia negativa de la globalización si se hace explícita la relación entre lenguaje, educación y globalización. Igualmente se incluye la noción de globalización desde abajo (Appadurai, 2000) como lente principal para dicho argumento. Junto con esta propuesta, son centrales para este estudio las contribuciones de Freire (1970) y Bourdieu (1994). A través de dichas perspectivas se analizan tres problemas derivados de la ausencia de un examen crítico de la globalización. (Este artículo se ofrece solamente en español.)~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~This study emphasizes the importance of uncovering the relationship between language, education and globalization. Focusing on the case of Intercultural Bilingual Education in Chile and its efforts to revitalize Mapudungun, we argue that the negative influence of globalization could be reduced if we make explicit the relationship between language, education and globalization. In this respect we include the notion globalization from below (Appadurai, 2000) a main lens for our argument. Along with this proposal, central to this study are the contributions of Freire (1970) and Bourdieu (1994). Through these perspectives, we analyze three problems arising from the absence of a critical analysis of globalization. (This article is provided only in Spanish.)This study emphasizes the importance of uncovering the relationship between language, education and globalization. Focusing on the case of Intercultural Bilingual Education in Chile and its efforts to revitalize Mapudungun, we argue that the negative influence of globalization could be reduced if we make explicit the relationship between language, education and globalization, and also if we include the notion globalization from below (Appadurai, 2000). Along with this proposal, central to this study is the work of Freire (1970) and Bourdieu (1994). Finally, we analyze three problems arising from the absence of a critical discussion of globalization
Book Review: Fostering Success of Ethnic and Racial Minorities in STEM: The Role of Minority Serving Institutions
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The Impact of Adopting a Mainstreamed Model of Service Provision: The Experiences of University Staff Members
No full textA qualitative case study examined the challenges of service provision and utilization regarding international students at an Australian university. Using a Social Constructivist Grounded Theory methodology, 73 participants were interviewed, including 38 staff members (16 academic, 22 non-academic), 25 international students, and 10 domestic students. The university had recently changed its model of service provision from specialised to mainstreamed. All students became viewed as one cohort, with the same needs, accessing the same services. Challenges associated with this move were discussed, and it was found that opinions about the effects of the new model depended on the staff members’ role at the university and how much contact they had with international students. Teaching and support staff members reported struggling when working with international students under this model of service provision, and staff members reported facing challenges in providing support outside of their role descriptions, lack of specialised staff, and lack of specialised services. It was concluded that the use of this model, added to increasing enrolment numbers and decreasing support both for staff and students, could lead to an increased likelihood that some staff view and treat some international students with a “deficit” lens
Postglobal Teacher Preparation: Border Thinking along the Global South through International Cross-Cultural Experiences (La Preparación Post Global del Maestro) (pp.76-96)
No full textPreservice teachers’ international cross-cultural experiences can provide opportunities for the exploration of epistemic frontiers. In this article we suggest that postglobal teacher preparation is a critically reflective approach that engages preservice teachers in border thinking, which allows for other ways of knowing while studying abroad. Through international cross-cultural experiences, preservice teachers can recognize the disparate impacts of neoliberal economic globalization on educational and social equity within the metaphorical global South and the global North. We examine the narratives constructed by preservice teachers through the reflection of their international cross-cultural experiences during a Honduras Study Abroad Program. The article also explores the implications of a postglobal preparation for preservice teachers. (This article is provided in English only.)~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~Las experiencias culturales internacionales de aquellos que se preparan para ser maestros pueden proveer oportunidades para la exploración de fronteras epistémicas. Este artículo sugiere la preparación postglobal como una aproximación crítica y reflexiva que puede comprometer a los que se preparan para ser maestros hacia una forma fronteriza de pensamiento la cual les permite explorar otras formas de conocimiento. A través de esta experiencia los maestros en preparación también pueden tener la oportunidad de reconocer los impactos desiguales de la economía neoliberal y capitalista sobre diversas plataformas educacionales y sociales dentro de lo que metafóricamente se conocen como sur y norte globales. En este artículo se analizan narrativas construidas por los maestros en formación durante un programa de estudios internacionales en Honduras. Se exploran también implicancias para la preparación postglobal en la educación de maestros. (Este artículo se ofrece solamente en inglés.
Picturing Culturally Relevant Literacy Practices: Using Photography to See How Literacy Pedagogies Matter to Urban Youth
No full textThis article reports on the findings of a photography and literacy project the authors conducted with 117 diverse city students. Relying on a critical pedagogy framework, the foundations for this study include research on cultural relevance, literacy, and visual sociology. The authors used Youth Participatory Action Research (YPAR) and photo elicitation methods to allow young adults to document their impressions of the purposes of, supports for, and impediments to school. Through a multi-stage process of analyzing these pictures and writings, the authors discovered insights about what youth believe are literacy pedagogies that are relevant to their cultures and help them to achieve in school. 
Children's Book Review: Marginalization and the Resiliency of the Human Spirit Captured in Two Distinct Biographies
No full textConversations on Indigenous Education, Progress, and Social Justice in Peru (Conversaciones sobre Educación Indígena, Progreso, y Justicia Social en el Perú) (pp. 10-25)
No full textThis article attempts to contribute to our expanding definitions of Indigenous education within a globalized world. Additionally, the article critiques notions of progress modeled by powerful nation-states due to their histories based on the intended consequences of marginalizing Indigenous populations for the purposes of material gain. Last, global discourses on meaningful Indigenous participation in educational design are discussed as they illuminate culturally and politically based movements that defy singular narratives of Indigenous peoples and education. (This article is provided in English only.)~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~Este artículo intenta expandir nuestras definiciones de educación en el contexto de un mundo globalizado. De esta manera, el artículo presenta una crítica a las ideas de progreso que han sido impuestas por estados-naciones que concentran el poder. Se argumenta que esta imposición es el resultado de procesos históricos basados en la marginalización de poblaciones Indígenas con el propósito de enriquecer materialmente a las sociedades occidentales. La discusión finalmente se enfoca en los discursos globales que enfatizan la relevancia de la participación Indígena en el diseño de la educación, y que destacan la contribución de los movimientos políticos y culturales al desafío de los discursos esencializados sobre los pueblos Indígenas y sus relaciones con el desarrollo de educación. (Este artículo se ofrece solamente en inglés.