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1.
Aram deKoven 《Multicultural Perspectives》2013,15(3):155-159
Conversations about racism and White privilege are rarely easy, but are necessary in order to have a more equitable society. Through honest and properly facilitated dialogues, people can work through their prejudices toward other people. In this article the author explores two ways in which White preservice educators inadvertently halt classroom conversations about racism. 相似文献
2.
Angela L. Putman 《Journal of Intercultural Communication Research》2017,46(6):497-517
Utilizing discourse from college students who participated in a three-day seminar on systemic racism, intersectionality, and white privilege, this study examines and critiques ideologies within college students’ discourse that are foundational to whiteness. Three ideological discourses emerged before, during, and after the seminar – Liberal Pluralism, Meritocracy, and “Reverse Racism.” The discourses were analysed using Critical Discourse Analysis and findings are presented from the study that include the implications of ideological discourses that perpetuate the pervasiveness of whiteness and white privilege. The paper concludes with implications for communication scholars and educators, most specifically those who teach intercultural communication. 相似文献
3.
Kevin Moore 《Multicultural Perspectives》2020,22(2):101-105
Peggy McIntosh published “White Privilege: Unpacking the Invisible Knapsack” in 1989. Thirty years later, I revisit McIntosh’s seminal work on White privilege to reframe her discussion to one involving heterosexual privilege, most notably as that privilege affects LGBTQ teachers. I rewrite several of McIntosh’s first-person statements to reflect sexual identity instead of race in order to shed light on the pervasive heteronormativity that has the ability to negatively impact lesbian and gay teachers’ experiences in the workplace. 相似文献
4.
Johnny Saldaña 《Multicultural Perspectives》2013,15(3):14-18
Two workshops on Augusto Boal's Forum Theatre were conducted with two high school student groups coincidentally divided by class: one lower to lower‐middle, and one upper‐middle to upper. Students created oppression scenarios for improvisation that focused primarily on horizontal hostility: the group versus the stigmatized individual. The two workshop environments, however, differed in quality due to the facilitator's perception of class as an influential variable. Students in the upper middle‐class to upper‐class group made choices and exhibited actions characteristic of those living in the culture of affluence and privilege. I reflect critically on the event's implications for multicultural educators. 相似文献
5.
Many individuals who study abroad return to their home country with the hope of applying new learnings. This paper reports on a videotaped group discussion with three such returnees, in-service English language educators from Vietnam. It considers ways that these educators feel that they have changed through their study abroad experiences and how these changes are accepted and contested after their return to Vietnam by their students, colleagues and the public. By exploring the themes that emerge, we open up discussion about how returnees embrace, negotiate and contest diverse aspects of multiple worlds and the complex and layered nature of post-return identity. 相似文献
6.
Andrew Burchell 《Cultural and Social History》2013,10(4):551-570
ABSTRACTThis article uses debates surrounding teachers’ in loco parentis position to explore the social and cultural responses to school corporal punishment in post-1945 English schools. Analysing materials produced by educators and campaigners, it argues that retentionists conceived of their right to inflict physical chastisement as one based on an imagined and discursive status as a parent. This was challenged by opponents who stressed not only the severity of the practice but sought to directly counter the view that parental rights should be automatically delegated to teachers. Whilst the abolition of corporal punishment was ultimately a consequence of an ECHR ruling, it is suggested that it can also be read as the culmination of a longer shift in the status and forms of parental rights in twentieth-century Britain. 相似文献
7.
《Multicultural Perspectives》2013,15(3):11-18
This study investigated perceptions of differing generations of Ashkenazi Jewish Americans regarding the concept of their "race," and also their understanding of their "White privilege." In labeling their race, participants constructed an overall spectrum of terms, some reflecting a chosen ethnoracial identity and some reflecting a given ethnoracial assignment. The majority of participants found it extremely difficult to position themselves on the racial binary as currently constructed in the United States in which White is located on one side and "persons of color" on the other. Most participants expressed the belief that Ashkenazim have White privilege vis-á-vis persons of color. This privilege, however, is limited to Jews who can "pass" as White gentiles. To most participants, the categories Jew and Judaism not only confound the U.S. racial binary but also expose the fact that race as a concept is a social construction (often arbitrary) reflecting historical, social, economic, and cultural contexts. 相似文献
8.
Francesina R. Jackson 《Multicultural Perspectives》2013,15(4):227-228
The Boston Marathon bombings in April 2013 created a new kind of discomfort in the United States about “self-radicalized” terrorists, particularly related to Muslim immigrants. The two suspected bombers, brothers with Chechen backgrounds, had attended U.S. public schools. News media portrayed the brothers as “immigrants” and often showed them as having a struggle between their Chechen and U.S. identities. This article proposes that educators consider reframing the talk and discourses about immigrants and immigration toward a more complex understanding of transnationalism. The author demonstrates her work as a former English language learner teacher and her current research in the area of transnationalism to argue for educators to teach meaningfully about this concept. The goal, the author argues, is to help create a deeper understanding of newer arrivals to the United States so that the more newly arrived have greater choices about who they become and the identities they perform. 相似文献
9.
Dual-language programs are becoming increasingly popular among educators and the public in general. In these programs, students aim at attaining full proficiency in English and another language while reaching an academic achievement at or above grade level. This article describes a series of pedagogical practices in the context of dual-language classrooms. We set the discussion across three defining characteristics of our constructivist perspective: learning as collaboration, teachers as facilitators, and language and culture as intertwined elements in schools. In sum, we postulate that dual-language programs bring equity to schools. 相似文献
10.
This qualitative study systematically documents pre-service teachers' responses to a writing prompt asking them to name a personal “unearned” privilege on an end-of-term final assessment. Findings suggest that typical White/European heritage pre-service teachers can name privileges that have advantaged their own lives, even after one 14-week critical multicultural education course. Categories reveal patterns in participants' responses about their own privilege that are traditionally attended to in critical multicultural education curriculum, such as White privilege. However, student responses show that students are most comfortable talking about inherited privileges related to social class and race is named at a lower rate. Other responses show a range of privileges that students can draw on when they reflect on the structured nature of privilege in society. Overall, our findings suggest that when opportunities are created for students to grapple with complex, personal, emotional concepts, the vast majority of students are willing and able to perform this type of reflection and analysis. This work begins a discussion of what kinds of social privilege are more easily discussed in a high stakes assessment after experiences in critical multicultural education. Our findings provide nuanced understandings of how typical pre-service teachers name their own personal unearned privileges and deconstruct their experiences of privilege. Our findings suggest that attention to privileges associated with social class could provide powerful entry into examinations of other personal privileges in critical multicultural education. 相似文献
11.
The Responsibilities of White Teacher Candidates and Teacher Educators in Developing Racial Literacy
This article aims to help teacher educators consider how to build racial literacy in their White teacher candidates, providing guidance through pedagogical strategies and approaches based on our and others’ research. In addition, much of the pedagogy that we developed in working with our White teacher candidates can be translated to teachers working with White students at other levels, and it can also help teacher educators develop their own racial literacy. 相似文献
12.
The present research analyses the construction of the personal learning environment of unaccompanied foreign minors in relation to their educational level with the aim of improving learning flexibility. A sample of 600 unaccompanied foreign minors from the autonomous cities of Ceuta and Melilla, responded to a questionnaire comprised of 40 questions about their personal learning environments. Results suggest that younger minors make less use of their personal learning environment, which happens for all dimensions of the questionnaire, which are self-concept of the learning process, planning and learning management, use of resources and tools, and communication and social interaction. Teachers and educators have the important role of supporting minors and teaching them to manage their personal learning environment in order to make optimal use of it. These results are discussed in terms of recommendations for the Spanish educational system or any other context with similar characteristics. 相似文献
13.
Natalia Fernández 《Multicultural Perspectives》2016,18(3):153-158
When multicultural educators and archivists collaborate to design projects that engage students with multicultural history through archival research, students can learn in-depth research skills with primary source documents, creatively share their knowledge, and, on a broader level, engage with their local community history. The projects shared in this article serve as examples of how partnerships between multicultural educators and archivists can occur, the types of projects that can be developed and how they are implemented, and students' responses to their work. The three student projects, including a display, a history guidebook, and an oral history project, are intended to offer a variety of ideas to inspire multicultural educators to reach out to their local archivists to develop archival research projects of their own. And, to promote effective and fruitful partnerships, also included are lessons learned as well as tips for successful collaborations between multicultural educators and archivists. 相似文献
14.
Angelina E. Castagno 《Multicultural Perspectives》2013,15(1):43-48
This article offers a synthesis of the multiple approaches and definitions of multicultural education offered in the literature. The article suggests that the presence of so many similar typologies only serves to confuse the reader and obscure the meaning of multicultural education. This confusion is problematic, as it leaves educators in a place of uncertainty about effective educational practice. 相似文献
15.
As social justice–oriented teachers and teacher educators, it can seem as if we are fighting a losing battle against neoliberal education policies designed to disrupt and dismantle our field. In this article we draw upon traditions of critical race theory, counterstorying, and critical hope to examine the complex realities of contemporary teacher education and envision an alternate reality in which our profession develops and thrives. To do so, we first present a series of autoethnographic critical case studies that highlight dilemmas of practice. We then invite readers to examine each case through multiple lenses, as they grapple with the complexities of a visionary path forward. In so doing, we offer tools for critical professional development that articulate, deconstruct, and reimagine social justice–oriented teacher education and activism in this changing landscape. We close with recommendations to increase our collective capacity as social justice teacher educators, placing a central emphasis on the need for community, critical professional development, and hope. 相似文献
16.
Tracey Kumar 《Multicultural Perspectives》2018,20(2):111-116
Given changes in the U.S. school-age population, it is crucial that colleges of education prepare teacher candidates to work effectively with students from diverse backgrounds. Because diversity constitutes such a small portion of the curriculum in many teacher education programs, it is crucial that teacher educators find creative ways to incorporate diversity into the courses they teach. In this article a teacher educator at a predominantly White institution in the American Southeast describes how she introduces culturally relevant pedagogy and connects it to the content, activities, and assessments included in the remainder of a course. 相似文献
17.
Tejaswini Niranjana 《Inter-Asia Cultural Studies》2013,14(1):97-108
Abstract In December 2005, a film called Be With Me, by Singapore director, Eric Khoo, was disqualified from entering the Best Foreign Language Film category at the following year’s Academy Awards on the grounds that it contained ‘too much English’. An Academy spokesperson attempted to explain this decision with what was apparently obvious, that ‘English is not a foreign language’. In an age where issues of cultural migration, hybridity, diaspora and globalisation are de rigueur, this intractable declaration seems almost comic. However, it indicates a continued ambivalence in the role of the English language in the making of a cultural identity: the perennial post‐colonial conundrum that shows no sign of going away. Singapore’s post‐independence decision to keep English as the first language of the country means that the use of English, albeit with local variations, is a quotidian reality. I would like to use this incident to reflect, not so much on the politics of Oscar selection, as perhaps more importantly, on the implications it presents for the internationalisation, and thus the ownership, of English, as well as its role as a marker for both local and global subjectivities – especially when the irony of the situation is compounded by the fact that Khoo’s film is, in effect, mostly silent. 相似文献
18.
When preparing college-age teacher candidates to teach in diverse contexts, knowing how they reconcile knowledge, self-author, and negotiate social relationships can enhance pedagogy and inform program design. In this article, the authors use a developmental framework they created to examine how teacher candidates’ visual metaphors about White privilege provide insight into the developmental nature of their conceptual thinking. 相似文献
19.
《Multicultural Perspectives》2013,15(2):35-40
The changing demographic representation of students in United States public schools has significant implications for colleges of education. These changes make it imperative for colleges of education to produce candidates that possess the knowledge, skills, and sensitivity to deal with diverse student populations. To do so effectively, teacher educators would have to understand the meaning of cultural diversity and how to effectively integrate it into all facets of their teacher education programs. Such integration processes will include helping candidates to become more diversity mature (that is, to be comfortable with who they are) so that they can develop the self-efficacy that will propel them to contribute to the goals of a multicultural society. This article suggests the systems approach based on the systems analysis theory as a model for integrating cultural diversity in colleges of education. The process of systems analysis consists of a sequence of activities that includes (a) definition of the problem, (b) determination of the objectives and criteria for performance, (c) examination of alternative plans, and (d) evaluating the chosen alternative in light of resulting outcomes from the process. Using the systems approach to integrate cultural diversity will lead to a comprehensive assessment of current diversity efforts in individual colleges of education. Integrating cultural diversity will also entail collaboration among the systems and subsystems within and outside the college community, and finally, it will lead to the designing of a cultural diversity plan that takes advantage of the values inherent in the material and human resources possessed by the institution. This article challenges educators to examine their commitment to promoting cultural diversity and offers a plan to make their programs more multicultural in nature. 相似文献
20.
Jeffrey S. Winter 《Multicultural Perspectives》2013,15(1):37-42
This article presents findings from a qualitative study exploring how Israeli teacher educators prepare candidates to address multicultural issues. Background is presented regarding multicultural education in Israel along with a discussion concerning Israel's unique diversity-related challenges. Findings explore multicultural practices that are used by Israeli teacher educators designed to support development of multicultural sensitivity and create deeper understanding of different groups. Discussion of the data and recommendations for Israeli and American schools are presented. 相似文献