International Journal of Multicultural Education
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The Great White North? Exploring Whiteness, Privilege and Identity in Education by Carr & Lund
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Culturally Competent and Socio-politically Conscious Teaching: A Teacher Educator Works to Model the Journey to Critical Cultural Competence
No full textThe purpose of this article is to present the self-study of a teacher educator who is concerned about cultural competence, socio-political consciousness, social justice, and peace in her preparation of teacher candidates. She recounts her experiences at the European Peace Institute (EPU) in Stadtschlaining, Austria, and how experiences with these students impact her perspective on teacher education in the United States. Sharing the voices from students at EPU provides a means of consciousness-raising for the teacher educator. She provides examples of ways to bring a more culturally competent and socio-political awareness to teacher education programs in the United States
La Casa De Esperanza: The House That Multicultural Education Built
No full textUsing a house (la casa) as a metaphor, this manuscript attempts to provide a broad overview of the field of multicultural education as an academic discipline. It includes viewing multicultural education from a macrolevel perspective (el barrio), describing many paths multicultural educators have taken (los calles), and reading the stories of oppression and resistance which they face (los paredes). It details the icons in the field (la entrada), the people with whom we work everyday (la sala), the places for networking and academic engagement (el patio), the myths and stereotypes as well as our responses to these about multicultural education (la cocina), and the tough issues we have yet to address fully (el ropero). It ends with a description of promising practices and a long-term vision (including the DREAM Act) for multicultural education (el techo). Chicano Art is used throughout
Promoting a True Pluralistic Dialogue: A Particularistic Multicultural Teacher Accreditation Program for Israeli Bedouins
No full textThis paper reports on a preliminary assessment of a unique teacher accreditation program that was established in a college in southern Israel in an attempt to improve the Arab Bedouins’ educational system and to promote a true dialogue between Bedouins and Jewish students on the basis of a particularistic multicultural approach. Data was collected and analyzed by employing a combination of several qualitative methods including content analysis of program-related documents and interviews with students and faculty. The results provided support for the idea that a 3-year particularistic stage in their program allowed Bedouins students to have more productive encounters and dialogue with Jewish students during a subsequent fourth year
