International Journal of Multicultural Education
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Minority Language Policy and Practice in China: The Need for Multicultural Education
No full textIn this article, we examine minority language policy and practice in China and discuss the large gaps between what is stipulated by law and what occurs in practice. Based on a literature review and findings from our study, we contend
that adopting multicultural education in China would help law makers and local officials value and respect minority languages and culture and help teachers design culturally relevant curricula. The overall purpose for multicultural
education in China would be to create a culture and language environment for minority students to improve academic achievement and to address social injustice
Interest Convergence in Intergroup Education and Beyond: Rethinking Agendas in Multicultural Education
No full textIntergroup movements in the United States in the 1920s-50s provided leadership to schools and communities grappling with rising racial and ethnic unrest. C. A. M. Banks (1996, 2004, 2005) argues that the conceptual limitations of the movement’s scholarship and its decline yield important lessons for multicultural educators. Building upon her work, I use Bell’s (1980) interest-convergence principle to analyze the movement’s successes and failures given the interests and values of prominent political, socioeconomic, and educational constituencies of the time. As an analytic lens, the interest-convergence principle simultaneously clarifies and complicates future agendas in multicultural education research, pedagogy, and curriculum
Film Review:Dialogue at Washington High, Peacemakers, and Media Construction of the Middle East
No full textHeritage Language and Ethnic Identity: A Case Study of Korean-American College Students
No full textThe current study explores how heritage language proficiency affects the ethnic identity of four Korean-American college students who have maintained a high level of heritage language proficiency. Findings from in-depth interviews are consistent with previous studies which show close relationships between heritage languages and ethnic identity, yet the study reveals that a high level of heritage language proficiency is not necessarily associated with a heightened sense of ethnic identity for the selected students. Interview data suggest that participants’ perceived expectations from society in general contribute to identity conflicts. A path to maintaining heritage language should start from creating a safe environment, especially in schools where heritage language speakers are protected from negative stereotypes
Different Drummers: International Perspectives on Multicultural Education
No full textThis study compares social studies textbooks used in elementary schools of Canada, China, Mexico, Taiwan, and the U.S. in terms of how multicultural education is integrated into the curriculum. Based on Banks’ framework of multicultural curriculum reform, the researchers examined the dimensions of content integration, knowledge construction, and prejudice reduction to assess the level of multicultural education represented in each textbook. The results were interpreted in the cultural, historical, and political contexts of each society
Interpreting National History: Race, Identity, and Pedagogy in Classrooms and Communities by T. Epstein
No full textMulticultural Education in a K-12 Modern Language Department: Reconciling the Professional Development Experience
No full textThis paper explores how teachers in a K-12 foreign language (FL) department experienced a school-wide, sustained professional development program designed to integrate multicultural curriculum across all disciplines using James Banks’ (2005) framework while simultaneously revamping assessment practices through Wiggins and McTighe’s (1999) backward design for classroom assessment. Data reveal that the initiative challenged and affirmed teachers in terms of what is “multicultural” in a FL curriculum. While sustained and embedded professional development is touted as best practice in professional development, some teachers in this study experienced weariness from the process, which was sometimes perceived as having an unclear vision. Data also suggest some important differences in how the professional development initiative was perceived by U.S.-born, native English speakers and non-U.S.-born, nonnative English speakers. Challenges of and recommendations for meeting the disciplinary and individual teacher’s needs within a school-wide curriculum transformation initiative are discussed
