International Journal of Multicultural Education
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International Students’ Lived Experiences with Intercultural Competence in a Southwest Florida University
No full textIntercultural competence reflects higher education institutions’ commitment to the internationalization of campus, programs, and curricula and results in attracting/retaining international students. Numerous studies explore international students’ challenges adapting to the receiving country; however, limited research investigates their experiences with intercultural competence. Thus, a phenomenological study was conducted to investigate the lived experiences of 12 international students with intercultural competence at a Southwest Florida university. The constant comparison method identified three dimensions of the participants’ lived experiences: institutional, curricular, and interpersonal. The findings indicated a lack of intercultural competence in each dimension, significantly impacting students’ academic and social experiences
Special Issue Editorial: : Digital Inclusion and Digital Divide in Education Revealed by the Global Pandemic
No full textThe global pandemic has brought about fundamental changes in education. The abrupt closing of schools has disrupted the teaching and learning processes and presented challenges for schools worldwide. This Special Issue explores “digital inclusion” through the use of technology-facilitated learning platforms and modalities within the multicultural environment of schooling. It especially gives attention to cases that highlight the responses of parents, teachers, administrators, and students in countries that have the digital infrastructure and technological advancement and in those that do not in order to question the “digital divide” and the challenges and implications that this disparity brings to education
Rendering Latinas Invisible: The Underrepresentation of Latinas in K-12 History
No full textThere is a lack of research on the prevalence of Latinas in K-12 history textbooks. This research offers a content analysis of the unique gendered contributions of Latinas in history to fulfill this gap in educational research. Twelve middle and high school textbooks were examined using content analysis to assess the extent of Latina inclusion in history as well as how Latinas were characterized when discussed in books. The author confirms that there is an underrepresentation of Latinas in history textbooks. Latinas only represent .0063 of the individuals mentioned in historical content with few pictures of these successful Latinas. If young Latinas do not see Latina role models who are doctors, scientists, inventors, or entrepreneurs, they may be less apt to pursue those occupations. The author contends that it is imperative for all students, including Latinas, to see culturally relevant role models represented in textbooks to create a more inclusive and engaging classroom experienc
“No Difference Between African American,Immigrant, or White Children! They Are All the Same.”: Working Toward Developing Teachers’ Raciolinguistic Attitudes Towards ELs
No full textThis study explored Midwestern US teachers’ raciolinguistic attitudes toward English learners. Two research questions guided the study: “How did teachers perceive racism and linguicism” and “How did a professional training influence teachers’ awareness of them?” Critical race theory was used to examine how racism evolved into racialized linguicism. Data analysis demonstrated that teachers tended to conflate the experiences of African American students and English learners, even though they are linguistically and culturally distinct. They also tended to understand the racism and linguicism encountered by the two groups in Black/White and Standard-English/Nonstandard-English binaries. Implications consider the future direction of TESOL teacher education
“I Think I’m the Bridge”: Exploring Mentored Undergraduate Research Experiences in Critical Multicultural Education
No full textAlthough mentored undergraduate research has been shown to deepen student engagement across various disciplines, this type of extended learning opportunity is not a prominent feature of research and practice in teacher education. Our article addresses this gap by analyzing the experiences and growth of a group of five preservice teachers engaged in a mentored undergraduate research experience in several sections of an introductory critical multicultural education course. Specifically, we examined how pre-service teachers’ personal, academic, and professional engagement with critical multicultural education is impacted when they are positioned as researchers and receive additional training outside the traditional class format. Our findings indicate that their involvement as student co-researchers fostered a new awareness, sensitivity, and emotional investment in issues of social justice beyond what they gained in their introductory multicultural education course. Pre-service teachers described navigating personal relationships with new awareness and sensitivity and adjusting future plans in accordance with their deeper understanding and commitment to educational equity. We argue that mentored research opportunities are an innovative way to address professor/student power differentials in teacher education research and offer a unique model of critical multicultural teacher education that promotes deep engagement with issues beyond the classroom setting
COVID-19, Distance Learning, and the Digital Divide: A Comparative Study of Higher Education Institutions in the US and Pakistan
No full textThis multiple case study describes the experiences of students, faculty and administrators with distance learning during this pandemic in the context of a Midwestern University in United States and an elitist University in Lahore, Pakistan. The participants were invited to talk about their experiences through a Zoom interview. Data were analyzed thematically and the findings revealed that the issue of the digital divide was as much as problem in higher education as in K-12. Digital divide in Pakistan is far greater due to lack of investment in educational technology. The paper ends with acknowledging the potential limitations and making recommendations for leadership and teaching practice
Incorporating the Critical Music Framework: An Autoethnographic Reflection
No full textI articulate an autoethnographic narrative of using different songs to counter dominant interpretations of gender, class, immigration, slavery, and education in the social studies classroom. Framing it as the Critical Music Framework, the practice of using music addressing social issues and historical representations of women and people of color provided secondary students with reflective, learning opportunities. The resulting conversations illustrate the importance of music not just on the personal, but also the academic aspects of individuals.
The Holistic Analysis of Multicultural Teaching Framework: Capturing Teachers’ Pauses and their Hybrid and Fluid Multicultural Practices
No full textJames Banks’s framework for determining the levels of integration of multicultural content in teachers’ pedagogy has long been a tool used by researchers worldwide. This article introduces the Holistic Analysis of Multicultural Teaching Framework that rethinks Banks’s framework to allow research analysis to capture the hybrid and fluid aspects of teachers’ multicultural practices as well as the pauses in their practices over time. Data from a study on U.S. dual language teachers’ classroom implementation of multicultural practices serves to illustrate the utility of the Holistic Analysis framework in analyzing teachers’ multicultural practices. Implications for teacher educators and researchers are discussed.
Pre-Service Teachers Confronting and Examining Media Bias
No full textThis paper examines how teacher candidates come to understand the role that media plays in perpetuating and reinforcing stereotypical views of marginalized groups through engagement in weekly news groups. This study sought to look at how critical media skills influenced how students interacted with media content. Findings suggest that by critically engaging in controversial current event topics that participants began to recognize the value and importance in finding multiple and reliable sources. They also began to question and interrogate the problematic ways that race and racism is portrayed in and through the media
Children as Cosmopolitan Citizens: Reproducing and Challenging Cultural Hegemony
No full textThe article argues that, although digital and social media provide space and means for children's cosmopolitan citizenship, the tendency to reproduce cultural and ethnic stereotypes and prejudice prevalent in mainstream media can limit their capability and willingness to act and think as such. Drawing upon qualitative participatory research conducted with more than seventy children living in the Czech Republic, the article explores how children's media practice had a tendency to reproduce cultural hegemony. The paper ultimately argues that multicultural education and media education can together support children in reflecting on and challenging cultural hegemony, while at the same time potentially contribute to their transnational participation and cooperation with the use of digital and social media