International Journal of Multicultural Education
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Native Women: Decolonization and Transcendence of Identity
No full textThis article exposes the experiences of two Native women describing their acts of resistance against, and questioning, of the establishments in which they work. The Native women in this article redefine themselves outside of the dominant society’s socialization, and, especially, the boundaries of the institutions to which they belong. Through this redefinition, it becomes clear that the women have begun to decolonize the oppressive borders with which society and academia have tried to surround them. These Native women have defined the concept of transcending identities
Using Human Universals to Teach Multicultural Persepctives
No full textTeaching college students about multicultural perspectives is now ubiquitous in college learning environments, especially in the humanities and social sciences. Methods employed, however, for bringing about the goals of social justice and commercial opportunity are somewhat superficial for internalizing and influencing long-term behaviors. The effects are more accessible when starting from the point of universal human fears and needs and then examining the behaviors and rationales for behaviors dissimilar peoples use to allay those fears and meet their needs. Learning outcomes that demonstrate an understanding of how universal fears and needs influence behaviors of human beings may be more likely to promote justice and opportunity in people’s daily work and lives and likely to be more enduring
Recovering the Space for Indigenous Self-Determination: Multicultural Education in Colonized Hawai‘i
No full textIn this piece, the author presents key problems with multiculturalism and multicultural education as expressed by those involved in indigenous education in Hawai‘i. The author describes the racialized identities and hierarchies in the island setting and articulates an approach to multicultural education, grounded in multicultural experiences in Hawai'i. This organic approach, which is rooted in the blending of indigenous and settler cultures, addresses the impasse by emphasizing the rights of indigenous people, including the right to self-determination
An Infused Approach to Multicultural Education in a Pre-service Teacher Program: Perspectives of Teacher Educators
No full textThe purpose of the research was to examine a 5-year graduate elementary education program which holds the possibility of providing an “infused approach” leading to a transformative understanding of multicultural education. Through close evaluation we sought to understand the various learning experiences faculty members implemented to enhance pre-service teachers' understandings of how to teach in diverse contexts. The experiences include community-based experiences, school-based experiences, aesthetic experiences, and storytelling. In addition, we highlight frustrations, barriers, and tensions that teacher educators encountered over time as they participated in discussions and experiences related to multicultural education with pre-service teachers. With this knowledge we can address multicultural issues and enhance and transform pre-service teacher education
Prospective Teachers’ Reflections: Responding to a Call for LGBT-inclusive Classrooms
No full textSixty-seven pre-service teachers wrote critical self-reflections following a lecture on lesbian, gay, bisexual, and transgender (LGBT) people and schools. Most students were receptive to the lecture content. Many worked to reconcile religious beliefs with their desire to create a safe environment for all students. Two students remained strongly resistant. Students reflected on future teaching, personal reactions, and prior experiences with lesbian and gay people. They also made links to other forms of oppression. This study adds to the growing consensus that LGBT issues can and should be included in pre-service education courses to foster cultural competency and social justice
A University Serving the Oppressed: The Opportunity Afforded by Demographic Changes in Higher Education
No full textThe demographic makeup of the students who will be attending college in the future is undergoing significant changes, as more students of color and students from lower socioeconomic backgrounds seek higher education. While presenting a major challenge, these changes also present an opportunity to rethink assumptions about the culture of higher education, and the pedagogical practices best suited to serve the student of the future. Higher education needs to undergo a dramatic paradigm shift if it is to successfully serve student populations that have historically been oppressed and marginalized by higher education