International Journal of Multicultural Education
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Reading and Analyzing Ethnographies through Literature Circles: A Praxis Model for Encouraging Multicultural Educators
No full textThis study explores the process of implementing literature circles using ethnographies as the texts to better prepare teachers for multicultural/ multilingual teaching contexts. Data collected by the course instructor and two of the participants, using a Critical Teacher Action Research (CTAR) methodology, indicate that participants think critically, connect to the texts and others, and identify ways to enhance school practice based on the funds of knowledge described in the ethnographic works when participating in literature circles. The author provides the process of implementing literature circles in teacher education courses and provides an action plan for further practice
Book Review: Integrating Multilingual Students into College Classrooms: Practical Advice for Faculty
No full textBook Review: Mentoring Faculty of Color: Essays on Professional Development and Advancement in Colleges and Universities
No full textMulticultural Initiatives Across Educational Contexts in Psychology: Becoming Diverse in Our Approach
No full textEducational context plays a role in promoting and maintaining multicultural competence. Whereas in the past decade psychology has considered the impact of multiculturalism in educational training; however, less attention has been paid to the institutional contexts that house these efforts. In this paper, four professional psychologists with expertise in multicultural education enumerate the barriers they encountered as they attempted to establish culture-centered educational contexts. Focusing on three specific educational contexts (a psychology department, a training clinic, and a medical setting), they provide insightful and compelling narratives that educators can relate to and apply to their own institutions. The article concludes with recommendations
Reading in their Own Interests: Teaching Five Levels of Analysis
No full textThis article examines the usefulness of engaging culturally relevant texts with five levels of analysis to foster critical thinking and academic writing. Teachers who are not critical of seemingly a theoretical, ahistorical reading methods often overlook the ways that cultural biases in instructional methods ignore the cultural and critical needs of urban students of color (Bartolome, 1994; Morrell, 2008). Using five levels of analysis (explicit, implicit, theoretical, interpretive, and applicable) addresses this concern by challenging students to comprehend the central ideas of texts, interrogate in terms of social justice, connect concepts to their immediate realities and extrapolate useful ideas to apply to their everyday lives. 
The Voces Project: Investigating How Latino/a Immigrant Children Make Sense of Engaging in School and School Mathematics
No full textThis study investigates how a group of Mexican immigrant children in the United States made sense of engaging in school and school mathematics. The research focused on a population of Latino/a middle school students who were a distinct minority, building a model that shows how a complex set of cognitive, sociocultural, and institutional factors mediated these students’ engagement and success in school. The results of this research will help educators understand the complex social environment that faces immigrant children and impacts their performance and engagement in school and school mathematics
