International Journal of Multicultural Education
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How Lincoln Learned to Read: Twelve Great Americans and the Educations That Made Them by D. Wolff
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Checkmate: A Chess Program for African-American Male Adolescents
No full textThis investigation looked at the influence of a chess program on adolescents’ attitudes towards schooling at an alternative charter school in a high-risk urban context. Participants included school administrators, subject teachers, and 15 chess players, all of whom were African American male students from low-income backgrounds. Interview data revealed that the game of chess had a positive impact on the adolescents’ attitudes toward schooling in a number of ways by: (1) engaging these adolescents in interactions with a supportive school professional, (2) having the students socialize in a violence-free environment, and (3) providing students with opportunities to explore life beyond their neighborhood
The Varieties of Conceptualizing Culture: A Case of Jewish Israelis
No full textCultural Episteme (CE) is a concept meant to represent a mental framework that systematically organizes cultural knowledge and choice. In the present study 80 Jewish Israeli participants from four adult age groups were interviewed regarding two cultural dilemmas which probed their CEs. Interpretation of the interviews supported the existence of four distinct, self-consistent CEs. These were named Monoculturalism, Pluralistic Relativism, Dialectic Multiculturalism, and Integral Uniculturalism. Distribution of the various CEs varied by age. The significance of the CE is discussed in terms of cultural orientations, identities, and development, and in the context of multicultural environments
Monocultural Education in a Multicultural Society:The Case of Teacher Preparation in Botswana
No full textIn several policy documents reviewing the country’s education system, the Ministry of Education has made noteworthy pronouncements on how to improve teacher education in Botswana. This mainly concerns equipping teachers with pedagogical skills to better address the learning needs of the linguistically and culturally diverse student population. Even though at policy level it is acknowledged that Botswana is a multicultural society, at implementation stage there is no such evidence. This article argues that lack of implementation of policy pronouncements contradicts the government’s aspirations to provide equal learning opportunity to all learners. The infusion of courses in multicultural education at teacher education level is seen as an alternative
