International Journal of Multicultural Education
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Manufacturing Dissent: The New Economy of Power Relations in Multicultural Teacher Education
No full textoai:ijme-journal.org:article/4This article challenges conventional understandings of White preservice teacher resistance by contextualizing it within the historically-situated pedagogical relations of the multicultural teacher education classroom. It describes the power effects of a cultural mismatch-driven, “critical” reflection approach to the preparation of the White preservice teacher and offers as an alternative a practice of Loving Subversion. In this approach, critical reflection is used not to reinscribe White racist identity but to develop a purposeful sense of White anti-racism. A practice of Loving Subversion is necessary, it is argued, if we are to build genuine capacity among White preservice teachers for effective work with culturally and linguistically diverse students
A Mirror, a Window: Assisting Teachers in Selecting Appropriate Multicultural Young Adult Literature
No full textThe purpose of this article is to describe a rubric created to assist teachers in selecting multicultural, young adult literature for use in their classrooms. Too often, teachers use the same texts year after year and are afraid of delving into the rich cannon of multicultural literature offered because they are not sure how or what to select. This rubric assists teachers and students in choosing texts that respect the authority of the author and the culture they are depicting
How Schools Can Best Support Somali Students and Their Families
No full textImmigrant students often pose a challenge to educators. In particular, the Somali population of students presents a unique challenge due to the nature of their immigration, their history and culture, the fact that most are Muslim, and the fact that they are often labeled as “Black” by native-born peers. This article discusses the needs of Somali students and their families in education systems around the world and presents recommendations for schools to ease their transition. Future directions for research are also presented