International Journal of Multicultural Education
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In Search of Confianza: A Qualitative Analysis of Salvadoran Parents’ Experiences in U.S. Urban Schools
No full textThis qualitative study of six recently arrived parents from El Salvador who have been in the U.S. for no longer than a year explores their experiences in U.S. schools and offers recommendations for actualizing an ethos of humanitarianism in schools. In particular, the study addresses the perspectives of recently arrived Salvadoran parents about their children’s education and how can schools effectively collaborate with parents to support the emotional, social, cultural, and educational needs of their children. The study drew on testimonios to learn about Salvadoran parents’ perspectives about their children’s education to improve the services their children need in schools
"Keep it Sacred!": Indigenous Youth-Led Filmmaking to Advance Critical Race Media Literacy
No full textDue to the influence of digital media, today’s educators encounter unique challenges—and possibilities—surrounding efforts to advance civic dialogue and critical literacy. This case study, which focuses on two projects with rural Indigenous communities, describes student-led research and filmmaking as teaching pedagogy and research methodology within formal and informal educational spaces. Findings demonstrate the potential for Indigenous counter-narratives to support place conscious and culturally revitalizing media education; increased learner motivation through student-centered pedagogy, anti-colonial education and civic engagement; and expanded intercultural dialogue and intergenerational understanding. The study offers implications for educators, researchers, and community partners
Teachers Foster Intergroup Empathy
No full textThis study examined a professional development program aimed at supporting Jewish civics teachers in their efforts to promote empathy among their students toward Israeli Arabs. Previous results indicated an increase in outgroup empathy among teachers who watched and reflected upon clips from a television sitcom. This article focuses on skills teachers developed and strategies they designed and implemented following their experience with empathy processes. Our findings underscore the educative potential of indirect mediated contact in segregated societies, and the importance of developing empathic processes among teachers before they embark on the challenge of supporting their students in such endeavors
Racism and Sexism in Superhero Movies: Critical Race Media Literacy in the Korean High School Classroom
No full textPast research on critical race media literacy (CRML) in multicultural education has primarily focused on identifying ways of fostering critical awareness of racism in the U.S. educational context. This study aims to present a situated account of a CRML pedagogy in the Korean high school classroom where students critique the racial and gender discrimination perpetuated in films. Using qualitative research data, such as teacher interviews and student presentation videos, the current study depicts ways in which Korean female high school students raise critical awareness of racism and sexism with the help of an English-speaking native teacher.
Whitewashing Through Film: How Educators Can Use Critical Race Media Literacy to Analyze Hollywood’s Adaptation of Angie Thomas’ The Hate U Give
No full textGrounded in critical race media literacy (CRML), we contend that a comparison of The Hate U Give novel and adapted film can allow for more nuanced conversations in the classroom regarding the functions of racism in America, including intersectionality and colorism. When comparing these texts, educators should ground their analysis in CRML. CRML is one way that educators can facilitate the engagement of critical analysis around the representation of racialized people in media. We argue that when The Hate U Give was rendered into a film, a number of the changes weakened the novel‘s counterstory messages around racism and white supremacy.
Understanding “Koreanness”: Racial Stratification and Colorism in Korea and Implications for Korean Multicultural Education
No full textThis paper explores the social construct of Koreanness and its implications. The first section reviews literature on Whiteness, and states that Koreanness shows many similarities to Whiteness in the United States. Next, drawing upon the framework of Bonilla-Silva, this paper argues that a tri-racial system is emerging in Korea, with Koreanness at its center. Then, the study examines how racism and colorism permeate Korean society and culture, with special attention to education. The paper concludes that Koreanness should be addressed in multicultural education in Korea: in teachers’ reflection of their identities, teacher education, instruction, and anti-racism curriculum
Introducing Critical Race Media Literacy in an Undergraduate Education Course about Technology and Arts-Based Inquiry
No full textCritical race media literacy refers to the ability to 1) recognize negative stereotypical portrayals of historically oppressed groups in media, 2) question media producers’ intentions, and 3) produce media content that does not perpetuate stereotypes. Critical race media literacy can be taught in many college classes, but an undergraduate education course that utilizes a multimodal approach to teach students about the various ways learning occurs in the digital age is an excellent opportunity to develop this skill in undergraduates. This article provides specific examples of teaching techniques used in an undergraduate course about technological media and arts-based inquiry
Impact of Service-Learning on Hispanic College Students: Building Multi-cultural Competence
No full textThis article explores the experiences of Spanish-speaking heritage language university students in a sign language interpreting program who were enrolled in service-learning classes. In the service-learning classes, the students partnered with a community service-agency for the deaf that provided intervention services to Spanish-speaking families with deaf children. The findings indicate that the students developed a deeper awareness of their own multicultural and multilingual identity. Moreover, the students gained authentic experiences in brokering linguistic and cultural differences between the American deaf and Hispanic communities in an effort to enhance intervention services for the deaf Hispanic children.
Much Bigger Than a Hamburger: Disrupting Problematic Picturebook Depictions of the Civil Rights Movement
No full textWhile more diverse children's literature about youth activism is available than ever before, popular picturebooks often perpetuate problematic tropes about the Civil Rights Movement. In this article, we conduct a critical content analysis of the award-winning picturebook The Youngest Marcher and contrast the book's content to a critical race counterstory of the Movement focused on the collective struggle for justice in the face of racial violence. We argue for the need to engage students in civic media literacy through a critical race lens and offer ways to nuance the limited narratives often found in children's literature
Redacting ‘Stock Stories’ of Education Inequities: Toward Legitimate Digital Participation
No full textThis practitioner research study examines one critical race media literacy (CRML) activity that invited students to digitally redact deficit framings of youth from minoritized and historically marginalized backgrounds. I illustrate how Latinx and Asian students used the project to re-articulate deficit narratives of themselves, their friends, and family members. I also convey how white students used the assignment to author incipient identities as racial allies. Based on these findings, I develop the notion of legitimate digital participation to distill how young people used CRML to craft more humanizing cultural narratives and self-determined political identities.