International Journal of Multicultural Education
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English Is Not All That Matters in the Education of Secondary Multilingual Learners and Their Teachers
No full textUtilizing the critical race theory (CRT) construct of majoritarian stories and the already identified story of English-is-all-that-matters in the education of multilingual learners and their teachers, this study illustrates the influence of this powerful narrative in classroom practice. By promoting English-only instruction, maintaining a limited perspective of what it means to know English, and treating multilingual learners as if they were monolingual, this study demonstrates that multilingual learners’ educational opportunities are being limited through a persistent and unhelpful overemphasis on English
Mis/Representations of Asian/Americans in the Curricula: Perspectives from Second-Generation Japanese American Youth
No full textThis case study explores how six second-generation Japanese American youth recalled learning about cultural diversity at their high schools, particularly information that was intended to represent their identities as ethnic and racial minorities. Semi-structured interviews were used to investigate how the participants made sense of curricular content that did not represent their experiences accurately or completely. Site documents including course documents and syllabi were also analyzed. The findings suggest that (a) Asian Americans have largely been excluded from definitions of diversity and multiculturalism and (b) when White teachers included lessons intended to teach about Asian Americans, the content generally reinforced Orientalist stereotypes, particularly colonizing images of the cultural exoticism-pathology binary and/or racial sameness. The implications section details practical strategies for K-12 teachers to include more balanced information about Asian American experiences in the curricula
Multicultural Education in Finland: Renewed Intercultural Competences to the Rescue?
No full textThis paper reviews discourses on multicultural education and the concept of intercultural competencies in the European and Nordic country of Finland. We focus on their present uses and perceptions by decision-makers, researchers, and also student teachers. Some prognosis for the future is made based on a short case study from art teacher education in this context. The case study represents an approach that replaces an understanding of intercultural competencies only grounded in knowledge with an approach, instead, grounded in criticality. In this way, the article represents an attempt to evaluate how intercultural competencies can and should be reconceptualised in global scholarship today
Book Review: Reaching Out to Latino Families of English Language Learners by D. Campos, R. Delgado, & M. E. Soto Huerta (2011)
No full text“God Gave Us Two Ears and One Mouth for a Reason”: Building on Cultural Wealth through a Call-and-Response Pedagogy
No full textAs presented by Lee and Majors (2003), “The use of call and response is a familiar structure [within communities of color] for sustaining talk, for communicating perspective, and for marking engagement” (p. 64). In this paper we delineate the need for a call-and-response pedagogy in engaging students of color in a responsive, critically multicultural manner while creating opportunities for the expression of their cultural wealth. Drawing from over three years of experience as facilitators of an after-school poetry class in a Los Angeles area high school, we synthesize classroom dialogue and student poetry and writing to revel the potential of such mediums to generate reflexive pedagogy and classroom discourse. We believe this approach offers the potential for teachers and students to engage in a collaborative, democratic process of naming oppressive structures
Levels of Community Cohesion; Theorizing the UK Agenda and the Implications for Policy and Practice in Schools
No full textThis paper explores the concept of “community engagement,” a central theme within a British research project examining the issues of cultural sustainability among faith-based schools. Discussion is informed by the views of Muslim and Jewish school community stakeholders at the time when the policy of social cohesion was being legally introduced into schools in the United Kingdom. The article provides: (a) an introduction to the context of the British government agenda on “community cohesion” (promoting greater knowledge, respect, and contact between groups within the community) in the aftermath of 9/11, the riots in northern towns in England in 2001, and the bombings in London; (b) an historical perspective on the establishment of denominational schooling in the UK with reference to Muslim and Jewish schools; (c) explication of the research design; (d) exploration of the theory and conceptualisation of community cohesion drawing on qualitative data from the study; and (f) the implications raised for policy and practice in all schools
