International Journal of Multicultural Education
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Using Multiculturalism as a "New Way of Seeing the World": Ontario Aboriginal Educational Policy According to Foucault
No full textBy considering the Ontario First Nation, Métis, and Inuit Policy Framework (2007) from a Foucauldian perspective, the paper presents a policy discourse of knowledge, power, and identity from a multicultural education framework. Through Foucauldian theoretical perspectives, the paper creates alternate possibilities in confronting the ways to understand public educational policy – considered the purpose of multicultural education. This paper invites teachers, administrators, district leaders, and policy makers to consider how educational policy in one Canadian province strategically situates Aboriginal peoples in a historical context, exercises Foucauldian notions of power and care and potentially endorses the subjectification of Aboriginal peoples through recommendations of self-identification practices
Bilingualism and Multiculturalism in Greek Education: Investigating Ethnic Language Maintenance among Pupils of Albanian and Egyptian Origin in Athens by N. Gogonas
No full textImmigrants in Appalachia: Educational Implications for Meeting the Needs of All Children
No full textAs rural Appalachian schools in Ohio in the United States struggle to overcome institutional bias and lack of understanding to accommodate the needs of the growing population of immigrant students from diverse countries, immigrant parents struggle to fit into a new cultural environment and to secure the best education for their children. This qualitative study of 29 southern Ohio counties examines the barriers and opportunities that each faces
The Scholarship Informing the Practice: Multicultural Teacher Education Philosophy and Practice in the U.S.
No full textThis study examines the scholarly literature identified by multicultural teacher educators in the U.S. as most influential to their work. 220 multicultural teacher educators were surveyed about the books and the journals that have most influenced they ways the conceive and practice multicultural teacher education (MTE). Responses were tabulated, creating lists of the most-identified books and journals. These lists were analyzed around three primary questions: (1) What do these data suggest about the philosophical frameworks and operationalizations of MTE among multicultural teacher educators?; (2) What do they reveal about the issues multicultural teacher educators consider more or less integral to MTE?; and (3) What might they uncover about the “null curriculum” of MTE? Findings suggest that, in contrast with much of the existing scholarship, MTE practitioners do engage with critical approaches to MTE, even if this might not be reflected consistently in their practice. They suggest, as well, that MTE practitioners identify more strongly with literature concerning race and racism than with that concerning other identities and oppressions. Implications of these findings are discussed
Teacher Preparation and Diversity: When American Pre-service Teachers Aren’t White and Middle Class
No full textThe majority of American educators are White, middle class, and female. Most textbooks and articles for pre-service teachers assume their readers reflect these characteristics. However, as the K-12 student population becomes increasingly diverse, so do the pre-service teacher candidates at our Southern California public university. This article describes a prerequisite education course on diversity, showing how its original assumption that students needed to be convinced of the importance of diversity changed to a focus on improving the academic achievement and opportunities for linguistically and culturally diverse K-12 students
Immersion and Identity: Experiences of an African American Preschool Child
No full textThis article explores the benefits and challenges of a Spanish language immersion preschool from the perspective of a non-Spanish speaking African American family. Data explored include the decision to enroll, reactions from peers and family, home-school communication issues, language development, and family involvement. In addition, recommendations for families considering this bilingual option are considered. The primary data used for this article come from 127 journal entries written by the mother of the child from the beginning of the preschool admissions process until the end of preschool
Breaking the Silence: Recognizing the Social and Cultural Resources Students Bring to the Classroom by C. Compton-Lilly
No full textBiculturalism and Multiculturalism: Competing Tensions in Visual Arts Education in Aotearoa-New Zealand
No full textNew Zealand has become an increasingly multicultural society since the 1990s. But multicultural education is complicated in this nation by its position on biculturalism, a commitment founded in its postcolonial history. The finding of an investigation in secondary schools, which showed that national and visual arts curricula emphasize biculturalism over multiculturalism, was reflected in art teachers’ pedagogies. In this paper I discuss how multicultural art education could be strengthened within the existing bicultural framework. Bridging the gap between policies and practices would require art teachers to review their practices and implement strategies which take into account the cultural diversity of students to enhance understandings of their own and other multicultural societies
Teaching Practices in Mexico: A Way to Understand Mexican English Learners in the United States
No full textThis paper presents findings from a qualitative study conducted in fifth and sixth grade classrooms in five public schools in Guadalajara, Mexico, in June of 2009. The goal of the study was to learn about current instructional and institutional practices in a region with high migratory rates to the United States, with the express purpose of understanding the type of school experiences Mexican-born English learners usually gain before entering the American school system. Findings include close teacher-student relationships, a strong respect for teachers, school-wide disciplinary chants and in-class routines in which all students participate, and the integration of Enciclomedia in the classroom