International Journal of Multicultural Education
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Become History: Learning from Identity Texts and Youth Activism in the Wake of Arizona SB1070
No full textThe title of this article comes from a poster in Pedro’s Arizona classroom. The poster read, “The only violence in schools should be the kind you read about in history classes. Be smart. Don’t become history.” This message became increasingly salient to me while investigating Pedro’s engagement with literacy. Using critical theory and contextualizing his work in the policies and shifting demographics of Arizona, I offer vignettes of Pedro’s participation in classroom and protest literacy. Pedro’s participation calls out a different message from the poster: his action and reflection through literacy is about becoming history
Multicultural Education as Community Engagement: Policies and Planning in a Transnational Era
No full textThrough viewing multicultural education as policy and planning that is enacted at national, regional, and local levels in Nepal and Vietnam, we explore the challenges and possibilities of engaging communities. We examine transnationalism, neoliberalism, and globalization as these impact national policies, community ideologies, regional/local economy, social welfare, and education. Critical ethnographic studies further focus on history, place, and culture in engaging communities of policy makers, educators, students, families and activists in reflection and transformation, policy making, and planning. These studies serve to re-envision multicultural education as critical community engagement and transformation within a transnational era
Book Review: Mothers United: An Immigrant Struggle for Socially Just Education by A Dyrness (2011)
No full textRace, Language, and Schooling in Italy’s Immigrant Policies, Public Discourses, and Pedagogies
No full textIn this article, we use the framework of critical race theory (CRT) to show how race, language, and schooling have played out in the historical project of the Italian nation-state. We then demonstrate how this historic racialized identity construction is currently excluding immigrants from Italian national identity. Finally, we argue that CRT can be a valuable alternative to intercultural education in that it both addresses the educational needs of immigrant and minority students in Italian schools and challenges racist and anti-immigrant discourses circulating in the broader society
Critical Performative Pedagogy: Emergent Bilingual Learners Challenge Local Immigration Issues
No full textRecent anti-immigration policies and practices in the Southeast of the United States have presented difficult challenges for newly arrived bilingual learners and their families. To validate student voices within this socio-political context, our school/university collaboration implemented an arts-based participatory approach to English Language Arts. Informed by critical discourse analysis, this paper investigates how, in the context of anti-immigration policies, a lack of social resources, and English-only instructional practices, our approach supported immigrant students in engaging agentively in social action-oriented literacy activities. Part of a larger ethnographic study, the paper focuses on a curricular project enacted in spring and fall 2010
The Positive Impact of Culturally Responsive Pedagogy: Montana’s Indian Education for All
No full textMontana’s Indian Education for All Act is an unprecedented state constitutional mandate requiring educators to integrate American Indian content into all instruction. Not all educators in this western state in the United States embrace this requirement, but those who do become change agents as they lead students to challenge the status quo. Tensions between Indians and non-Indians influence Montana’s historical and contemporary social fabric. From reservation border towns to urban school districts, and even in the state government, a pervasive lack of cultural awareness contributes to misunderstandings and persistent inequities. Yet, in this climate, students are stepping up and speaking out
Toward Common Ground: The Uses of Educational Anthropology in Multicultural Education
No full text<!-- /* Font Definitions */ @font-face {font-family:Arial; panose-1:2 11 6 4 2 2 2 2 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0in; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman"; mso-bidi-font-family:"Times New Roman";} @page Section1 {size:8.5in 11.0in; margin:1.0in 1.25in 1.0in 1.25in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.Section1 {page:Section1;} --> <!-- /* Font Definitions */ @font-face {font-family:Arial; panose-1:2 11 6 4 2 2 2 2 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0in; margin-bottom:.0001pt; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:Arial; mso-fareast-font-family:Arial; mso-bidi-font-family:Arial; color:black;} @page Section1 {size:8.5in 11.0in; margin:1.0in 1.25in 1.0in 1.25in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.Section1 {page:Section1;} -->This article reviews advances of interest to multicultural educators and researchers in the complementary disciplines of multicultural education and educational anthropology including: the culture concept; biological and sociological conceptions of “race;” postmodern understandings of identity and subjectivity; and ethnographic accounts of how students’ school experiences are shaped by globalization, immigration, class culture, neoliberalism, and popular culture. We further consider ways that teachers can support students from diverse backgrounds, and sociocultural approaches to understanding educational policy impacts and appropriation. Our hope is to narrow the distance between these two fields so that common aims can be even more effectively realized