International Journal of Multicultural Education
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African, Native, and Jewish American Literature and the Reshaping of Modernism by A. Kent
No full textEngaging in Travesuras: A Latino Fifth-Grader’s Disassociation from the Schoolboy Label
No full textThis case study examines José, a bilingual Latino fifth-grader, and his complex and dynamic engagements in travesuras (mischievous behaviors). José’s travesuras served to disassociate him from being labeled a “schoolboy.” This disassociation was evident in how José: (1) renounced “school-like” work and (2) downplayed his intelligence. José had been pigeonholed—for the most part—as a smart student who should have known better than to behave inappropriately. Implications point to how to create more nurturing and enriching experiences for urban Latino youth such as José
Whose Immigration Story?: Attending to Hidden Messages of Material in Social Studies
No full textSometimes materials used in schools with good intentions can have effects opposite from those stated. Through the microscopic analysis of a parent-student immigration interview assignment on a social studies unit on immigration, this article aims to uncover the hidden story that underlies the questions asked. In so doing, it intends not only to problematize the promotion of a simplistic and outdated narrative but also to use this analysis as a foundation for the development of a counter-narrative of complex and up-to-date attention to immigration. The article concludes with a developing checklist for evaluating existing and new material related to immigration
Multicultural and Global Citizenship in a Transnational Age: The Case of South Korea
No full textTransnational flows and influx influence perspectives about the concepts of citizenship limited within nation-state borders. The author challenges liberal assimilationist conceptions of citizenship education in order to explore possibilities for the advancement of both multicultural citizenship and global citizenship education. He situates South Korea’s case within this discourse and suggests multicultural citizenship and global citizenship education as alternative, defensible, and appropriate paradigms at the transnational and global age. In the final part of the paper, he discusses the implications of this paradigm for citizenship education in South Korea
