International Journal of Multicultural Education
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Theory-to-Practice: Researching Indigenous Education in the United States
No full textThis article advances theories and scholarship focused on Indigenous educational research in the U.S. by engaging with the scholarship of Bryan Brayboy and Sandy Grande. This article provides an overview of the history of Indigenous education research and suggests that engaging with Indigenous-centered theories is essential for scholars undertaking this research endeavor. This article also acknowledges how past research practices inform current research and offers researchers a brief demonstration of how to apply these theories to their own educational research practices
More than Words: Teacher Candidates Turn and Talk about the Hidden Messages in Children’s Literature
No full textMulticultural education curriculum often seems to get lost in the implicit biases of formal education. As K-12 classrooms continue to increase in linguistic, cultural, racial, gender, socioeconomic, and ability diversity, the call for educators to develop mind frames of equity becomes more urgent. This study asks teacher candidates to explore children’s literature for overt and covert messages of oppression, silencing, and indoctrination. Each theme is discussed within the context of picture books and their corresponding analysis. A suggested chart for selecting critically intelligent books is provided as a consolidated extension of the study’s findings.
The Wrong Tools for the Job: Teachers' Voices on Cultural Capital Mismatch
No full textThis case study investigates how teachers in a school with a large population of low-income students of color in the U.S. perceived students’ cultural capital and associated teachers’ roles. Twenty-seven teachers were interviewed and discussed four domains of cultural capital mismatch between students and teachers: behavioral, experiential, academic, and family norm. Teachers often characterized these misalignments as students’ deficits and undertook parenting or friendship roles. This study highlights the need to support and train pre-service and in-service teachers’ critical consciousness, so that teachers leverage students’ cultural tools to enhance instruction and to counteract deficit views of students of color
Fostering Pre-service English Teachers’ Intercultural Awareness through Lesson Designs
No full textThis study explored Taiwanese pre-service teachers’ intercultural awareness through lesson designs. Based on the data analysis of textbook evaluation; lesson plans; self, peer, and expert evaluations on lesson plans; videos; and reflection notes, this study had the following major findings. First, the textbook evaluation helped the participants to identify the visual culture and linguistic elements in the textbooks and their relevance to young Taiwanese learners’ home or target culture. However, these participants lacked competence in identifying the appropriateness and authenticity of the cultural concepts in the textbooks, introducing relevant cultural issues, and designing activities on practice and production procedure
Funds of Knowledge at San Basilio de Palenque : A path for preserving its identity
No full textThis case study examines how teachers preserve and foster the funds of knowledge students bring to school in the Palenque community. Data were collected using the funds of knowledge Matrix instrument, open-ended questions, interviews, and participant observation. An analysis of data was done using a domain analysis process, a category of cultural meanings. The findings included the creation of three new categories: ethnobotany, Kuagros, and Kulum. The study identified teachers' educational practices that fit the culturally relevant/responsive profile. These involve rethinking curriculum, instruction, what funds of knowledge are and a more ethnographic approach to education.
 
Using Transformational Leadership to Create Brave Space in Teaching Multicultural Education
No full textThe study explores how multicultural education instructors use transformational leadership to establish “brave space” as a foundation for critical conversations about identity. Establishing brave space within education courses is essential to facilitating pre-service teachers’ understanding of social justice; yet, little research exists regarding the use of transformational classroom leadership to achieve this. This qualitative study is comprised of semi-structured interviews with three instructors through a lens of transformational classroom leadership. Our findings suggest that transformational leadership practices such as modelling the way, challenging the process, encouraging the heart, etc. facilitate students’ understanding of identity, relational trust, and their tacit values
A Complex Mix of Confidence, Uncertainty, and Struggle: Korean Secondary Social Studies Teachers’ Perspectives and Practice on Multiculturalism
No full textThis study examines perspectives and practices regarding multiculturalism among 20 secondary social studies teachers in South Korea. Utilizing semi-structured interviews and critical discourse analysis, the study seeks to capture how teachers’ understandings of multiculturalism (Damunhwa in Korean) and its practice are influenced by curriculum changes, interactions with Damunhwa students, school duties, and personal experiences. The study finds that teachers know curriculum changes clearly, have little understanding of Damunhwa students, and experience discrepancies between high intellectual recognition of multiculturalism and their own ingrained biases
A Pedagogy of Inclusion for All Students: Three Small Steps Forward to Achieve Socially Just Education for All
No full textThis article chronicles the findings of two university professors who wanted to support cultural awareness and competence in their teacher education students at both pre-service and graduate levels. Many of their students did not understand the concept of social justice as it applies to classroom practice. The authors propose a model for first approaching the topic of culturally inclusive pedagogy that begins with self-awareness; progresses to understanding and valuing others; and advances as action in the educational setting to support equity for all. This is not a comprehensive model, but addresses beginning steps for creating an inclusive, diverse classroom community.
Fostering Culturally Relevant Teaching Through Family Visits
No full textThis study examines if teachers can learn to be more culturally relevant in their classrooms by reading culturally relevant literature and then engaging in the practice of family visits. The study employed a basic qualitative design with data sources such as transcripts of discussions and visits, interviews, and participant journals. Results show that family visits led to new and more culturally relevant classroom practices. Based on this study, teachers who engage with culturally relevant training, including the practice of family visits, may become more culturally relevant in their classrooms
An Education Scholar and a Tightrope Walker: Reflexivity and Self-Discovery through the Research on How African American Women Navigate the Contested Spaces of Predominately White Colleges and Universities
No full textChronicling my research on academically successful Black women attending predominately white institutions (PWIs), I reflect upon the anxiety, anger, and disillusionment that I personally experienced in graduate school. I discovered while completing the dissertation that other Black women at PWIs navigate similar challenges. Using narrative inquiry, I explore how this research program developed and how the high-achieving women interviewed shaped my ideas about gender, race, and belongingness and the complexity of coping with racism. I wish for other women of color to realize they are not alone in their frustrations; I hope my research helps these women understand that their presence is both needed and valued in the academy