International Journal of Multicultural Education
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Examining Teacher Candidate Resistance to Diversity: What Can Teacher Educators Learn?
No full textHow teachers interpret and respond to diverse students’ cultural identities is critical to students’ success. Therefore, teacher educators require candidates to gain experience with multicultural populations during fieldwork. What can teacher educators learn from candidate perceptions of these experiences? This study features a case analysis of a fascinating candidate’s descriptions of multicultural school experiences. The candidate negated the need to be culturally responsive by inaccurately simplifying culture and using the binary constructs of “same” and “different”. The article contends that educators must provide a platform for the deconstruction of “same” and “different” and offers a visual model as a pedagogical discussion tool
Multicultural Arts Education in the Post-Secondary Context?: Creating Installation and Performance Art in Surrey, Canada
No full textIn 2007, Simon Fraser University’s satellite campus in Surrey, British Columbia, received an Official Languages Dissemination Grant from the Social Sciences and Humanities Research Council of Canada to examine the role of official bilingualism in the multilingual context through installation and performance art. This essay considers the processes of creating student-based art about language identity in the case-specific example of Surrey. Positing the significantly multilingual community of Surrey as a “microcosm of the emerging national reality,” the author discusses the challenges of representation, the “concealing art” that unchallenged official bilingualism represents, as well as the social benefits of making centralized public arts space a legitimate venue for multicultural arts education and student-based expressions about language and identity.Photo by: Jordan Mannin
Immigrant Narratives: Power, Difference, and Representation in Young-Adult Novels with Immigrant Protagonists
No full textAs of 2008, about 23% of children in the United States were immigrants or the children of immigrants. This paper examines how immigrants are portrayed in books aimed at teenagers. From a sample of 20 young-adult novels we look at the demographics of both protagonist and author and examine how three main themes are addressed: 1) experiences prior to immigration, 2) journeys of immigration, and 3) adjustments due to immigration. Finally, we explore how the issues of power, difference, and representation play out in these immigrant narratives
Teachers Act Up!: Creating Multicultural Learning Communities Through Theatre by M. Cahnmann-Taylor and M. Souto-Manning
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Watering America’s Religious Roots: The Case for Religious Pluralism in American Public Schools
No full textThe longest lasting and most intimate interaction with government for most Americans takes place in US public schools. The Court’s choice to enter into the national religious debate intensified the rhetoric and polarized many Americans into opponents and proponents of increasing religious instruction in public schools. This work narrates the positions of Christian Americanists, pluralists, and secularists in this debate. It argues that court-originated policy governing religion in schools is a failure. A return to Constitutional Pluralism would benefit all people in the United States
Cross-Cultural Collaboration for Locally Developed Indigenous Curriculum
No full textFor over 400 years, Wabankaki children of Maine and eastern Canada have been assimilated into schools established by European immigrants. Low high school graduation rates, poor achievement outcomes, and overrepresentation of students in special education reveal an “invisible crisis” that threatens the survival of the indigenous culture and communities. Here we describe a collaborative cross-border project between the Gesgapegiag Mi’gmaq First Nation and northern Maine university professors that produced culturally based curricula in science and early childhood education. Our work involved indigenous ownership, cultural content, language, and instructional strategies
