International Journal of Multicultural Education
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Subaltern Praxis: A Vygotskian and Freirean Framework in NGO Education
No full textThis article examines the functionality and ideological underpinnings of an NGO system in Beirut, Lebanon. This grassroots NGO, in partnership with the Migrant Community Center and migrant domestic workers from African and Southeast Asian countries, creates an educational space that is both transformative and libratory. This activist space is informed by an anti-racist and feminist ideology. Based on the narratives of this system’s stakeholders, I forward a subaltern praxis, a transformative model for the development sector informed by Vygotsky’s constructivist frameworks and Freirean ideology
A Global Pandemic in a Multicultural Society: Comparison between Jewish and Arab Teachers' Metaphors of Teaching
No full textThe COVID-19 pandemic has changed the education system around the world. This article examines the perceptions of teachers who are members of the Jewish majority and the Arab minority in Israel, particularly on their e-learning role during the pandemic. Based on analysis of metaphors chosen by 20 Jewish and 14 Arab teachers, results of the study indicate two themes: (1) a collectivist perception prevalent among the Arab teachers and (2) an individualistic perception prevalent among the Jewish teachers. Recommendations to the education system are based on the cultural differences and inequalities between these groups
From Digital Divide to Digital Literacies and Mother-Child Pedagogies: The Case of Latina Mothers
No full textThis article reports on a qualitative study of 22 Latina mothers and their experiences supporting their children’s remote education during COVID-19. Drawing on digital literacies and mujerista theory, the authors analyzed focus group data to find the following: Latina mothers’ struggles involved not just understanding online learning platforms but an educational system that was not responsive to the economic constraints and stressors faced by families; Latina mothers perceived the school district’s response to COVID-19 as performative and inadequate; Latina mothers developed mother-child pedagogies or pedagogies in which the mother and child are involved in teaching to and learning from each other. The findings lend support to the idea that the digital literacy divide does not exist outside of social and economic structures, and to the resourcefulness of everyday Latina mothers
Immigrant Identity and Experiences in U.S. Higher Education Research: A Systematic Review
No full textAs immigrant students continue to enter the U.S. educational pipeline at growing rates, it has become increasingly important for researchers, practitioners, and policymakers to understand these students’ pathways into and through college as well as the factors impacting their success. Using a systematic review, this analysis provides a comprehensive understanding of how global mobility shapes and is shaped by U.S. higher education, particularly in how immigrant identity and immigrants’ experiences are depicted in U.S. higher education scholarship
The Elephant in the Classroom: Using YouTube Comments to Address the Essential but Unacknowledged Topic of Race
No full textDrawing on critical race media theory, this praxis article describes how instructors can effectively introduce critical race literacy theory in a teacher education class using online videos. Ultimately, this study helps us to better understand how viewing YouTube videos and responding critically to YouTube user comments can help preservice teachers acknowledge and challenge their pre-existing beliefs related to teachers and students of color in a teacher education writing course. Data analysis reveals that preservice teachers’ idealism for compassionate teaching is embedded in a superficial understanding of sociocultural differences and lacks an understanding of how race affects student learning.
Supporting Online Learning in an Unfamiliar Language: Immigrant Parents and Remote Schooling during COVID-19
No full textThe sudden burst of COVID-19 and the shift to remote schooling have posed a special challenge for families whose first language is not English. Engaging in a narrative inquiry, I tell stories of parents from three Chinese immigrant families and how they coped with young children’s remote schooling during COVID. I present the challenges immigrant parents face and the strategies they adopt to support their children. This inquiry offers useful insights into remote schooling during the pandemic by adding perspectives from immigrant parents, who can provide opportunities for educators to learn how to better support minoritized students.
Interracial Trust between Black Doctoral Student Protégés and White Mentors
No full textPsychologists have found that many Black persons in the United States have significant levels of mistrust of White persons. This serves as a protective factor in response to pervasive structural and systemic racism. Yet interracial trusting relationships exist. In this phenomenological study, 10 Black counseling doctoral students described their interracial trust experiences with White faculty and/or clinical supervisor mentors. The authors constructed six themes from the data: setting less rigid boundaries, practicing transparency, taking the initiative, being congruent, honoring the proteges’ strengths and experiences, and advocating for equity. Implications and strategies for supervisors and educators are shared
Black Music is American Music: Learning Underrepresented Aspects of Black History in College through Critical Race Media Literacy
No full textThe New York Times 1619 Project materials on American popular culture were presented to college students at a Historically Black University & College (HBCU) and Predominantly White Institution (PWI). Guided by Critical Race Media Literacy, we employed quantitative and qualitative analysis to explore the knowledge-based and emotional responses to Black historical media. The findings suggest that HBCU and PWI students had similar levels of prior knowledge. HBCU and PWI students experienced disparate emotional responses to the material. Overall, both HBCU and PWI students’ knowledge increased on this topic following the study as the content is underrepresented in education and popular culture.
“Who made these rules? We’re so confused.”: An Introduction to the Special Issue on Critical Race Media Literacy
No full textIn this introductory essay, editors of the special issue on critical race media literacy frame the current global contexts of race, racism, and media in which this issue is situated. Building from the work of authors included in this special issue, this essay calls readers to engage and disrupt racism in popular, educational, and other forms of media, both inside and beyond the classroom
Critical Race Media Literacy for These Urgent Times
No full textTara J. Yosso reflects on the genealogies of her research on visual microaggressions and the future directions for critical race media literacy scholarship. She identifies a need for sustained attention in three areas: (1) intentionality of racial imagery, and recognition of media as pedagogy; (2) the role of history and the continuities of racial scripts applied against different groups; and (3) contestations of the White supremacist project across generations