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1.
Yoonjung Choi 《Multicultural Perspectives》2013,15(1):12-18
Through this case study the author explores how an exemplary teacher utilized social studies curriculum and pedagogy to engage English language learners (ELLs) in learning in a culturally relevant and meaningful way and discusses practical implications for teaching and learning. 相似文献
2.
sj Miller 《Multicultural Perspectives》2018,20(2):70-80
Gender and gender identity are policed by the social environment in myriad ways. For those who challenge normative binaries, they can be positioned to experience different forms of violence. Though mindsets, social movements, and changes in policies have spurred material, social, and economic gains for those who challenge expectations of gender identity binaries, schools continue to inherit dichotomous messages about gender identity. On one hand, schools are expanding anti-bullying policies by enumerating gender identities, shifting names of Gay-Straight to Queer and Sexuality Alliances to attend to intersectional identities, addressing gender identity concerns in professional development trainings, but the field of teacher education has yet to systemically and longitudinally address gender identity for students from pre-K to university levels. As a result, educators are left ill-prepared about how to affirm and recognize gender identity in coursework, curriculum, and pedagogy. As we come to understand how and in what ways schools foreclose possibilities for students to experience gender identity self-determination, shifts in awareness can open up possibilities for schools to honor and liberate gender identities. 相似文献
3.
Nila Ayu Utami 《Inter-Asia Cultural Studies》2016,17(1):140-147
The 60th anniversary of the Bandung Conference seems to be a timely moment to re-evaluate how we frame the Bandung Conference. Glorified as the momentous event of forging Asian-African solidarity to fight colonialism and imperialism, scholars and intellectuals oftentimes look upon the Conference for an alternative framework on solidarity. Although not beyond criticism, the Bandung Spirit remains a sought-after awareness that connects the common historical experience of colonialism and pushes forward the process of decolonization. Much needed, however, is the contextualization of Bandung Conference to Indonesia's state of politics and social affairs. It is imperative that we begin to see the Bandung Conference not as a solitary event in the historiography of Indonesia, but as an event within the trajectory of the newly emerging state. In that sense, we have to reframe the Bandung Conference as dependent upon other events within both the chronological and sporadic history that characterizes the post-independence struggle in Indonesia. 相似文献
4.
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
5.
AnnMarie Alberton Gunn 《Multicultural Perspectives》2016,18(4):214-220
This case study research investigated preservice and in-service teachers’ (N = 23) experiences and understandings as they participated in a multicultural children and young adults’ literature course that incorporates visits to a Holocaust museum. A graduate level course was redesigned within a framework of social justice pedagogy by focusing on critical analysis of multicultural literature, teacher inquiry, as well as a civic engagement project. Findings from this study illuminated how this course design encouraged teachers to move beyond a focus on tolerance and acceptance, and toward a social justice orientation through critical exploration of issues such as racism, oppression, and the ways bias and privilege operate within their own lives, schools, and society. 相似文献
6.
Linda Darling-Hammond 《Multicultural Perspectives》2017,19(3):133-138
Fear and bigotry have spread through schools on the heels of a presidential campaign that promoted divisiveness grounded in racism and discrimination. This article describes the need for and a path toward explicit anti-racist teaching and anti-racist action to counteract this surge of hate speech. In addition, to create a more equitable and just education system and society, the article outlines actions needed to change key aspects of institutionalized racism and intolerance that are embedded in our schools: a) Correcting the unequal resources leading to inequitable opportunities, programs, teacher and leader distribution; b) providing equal opportunity for the kind of deeper learning demanded in the 21st century: A curriculum that supports critical thinking, problem solving, communication, collaboration, and applications of knowledge to real-world problems; c) developing social/emotional as well as academic skills; and d) supporting personalization and relationships so that students feel cared about and cared for and experience culturally responsive, engaging, and empowering learning opportunities in contexts that provide supportive relationships and community. 相似文献
7.
Bernard Beck 《Multicultural Perspectives》2013,15(2):89-92
School teachers have been used as heroic characters in movies for a long time. Their heroism compensates for the failures of social life in our society by treating problems in the classroom, not the real world, and by acting as the mediators between diverse sub-cultures and the larger society. They are the agents of rationality, scholarship, and inclusiveness in addressing great social issues. In recent years, many movies about bad workers have appeared, including comedies and melodramas. Bad Teacher is a new kind of movie that treats the usually heroic teacher as a kind of bad worker. The critique of the teacher comes at a time when school teachers are being demonized in political discourse, and it makes use of disparaging stereotypes for dramatic effect. 相似文献
8.
J. Scott Baker Frankie Bjork Elyse Bley Elizabeth Eckhoff Elizabeth Hubing 《Multicultural Perspectives》2013,15(3):159-166
Teaching diversity and social justice can be difficult when working with teacher candidates (TCs) from primarily homogenous areas, with little to no exposure to pluralistic realities. In multicultural classes, TCs often struggle to understand intersections of race, gender, orientation, socioeconomic levels, religion, ability, and citizenship. In this article, an educational studies professor and four undergraduate students discuss their methodological use of Artist/Researcher/Teacher (a/r/tography) to introduce intersectionality to young students in the classroom. The article discusses a/r/tography as a method in teacher education and provides arts-based examples of how intersectionality can be taught in the PK–12 school system. 相似文献
9.
Debbie Sonu 《Multicultural Perspectives》2020,22(2):106-112
This article unfurls in the aftermath of an event where three first grade children at a reputable progressive elementary school were found playing slavery during school recess. As word caught on, parents ignited into a frenzy: some railed against the teacher, others demanded an answer, while still others believed this was precisely the meaning of progressive schooling. In swift response, school administrators sent a conciliatory email apologizing for their misjudgment. Slavery, they declared, was too difficult a topic and developmentally inappropriate for such a young age. Guided by critical childhood studies and concepts of difficult knowledge, this reflective article explores how adults drew from developmental frameworks and used children as proxies to protect themselves from the complicated conversation of race and slavery. It unpacks this event through three entry points: encountering difficult knowledge in primary school; the moralization of child development; and the ongoing work inherent to social justice-oriented schooling. It is hoped that readers can take this example into their own teacher education programs and school faculty meetings to query how adults can open up spaces for critical encounters rather than launch accusations when faced with the emotional charge of oppressive histories. 相似文献
10.
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
11.
Abstract Our main concern is to see if cultural studies can intervene more productively in the dominant educational processes, in ways that align with the sustainable interests of its critical project. As cynicism becomes the commonplace ‘distinction’ of our young graduates, we raise two questions: why should cultural studies be concerned with the spread of cynicism within our own institutional and pedagogic space? And what would be the implications of such critical reflection on our current practices, as scholar and teacher of this critical project? The paper draws on our continual engagement with the curriculum reform of secondary school subjects (Integrated Humanities and Liberal Studies) in Hong Kong, in an attempt to explore the limits and opportunities of education as social practice, as well as the effectivity of cultural studies within the contemporary contexts and crises of education. First we describe how taking part in the specific school reform projects has begun to change the critical and pedagogic orientation of cultural studies we do at the university. Then we discuss the implications of our recent experiments in doing cultural studies in and with the local schools. In all, we want to examine what brings us to our own search for a certain ‘politics of hope’, by re‐thinking and re‐mapping cultural studies as a collective, pragmatic programme in the local educational set‐up. For, without a constructive pragmatics, the students of cultural studies cannot be expected to work effectively across diverse institutional settings. Thus, criticism and the production of critical knowledge in the contemporary academy would go on to foster a state of cynicism among its graduates and the ‘stakeholders’ concerned. Cultural studies, we believe, can make itself more useful through concrete ways of mediating its expertise in the complex processes of education. As such, we emphasize the contemporary relevance and uses of cultural studies for educational transformation. 相似文献
12.
13.
While discrimination against immigrants and resources for them likely influence immigrants’ acculturation success, how various resources moderate the influence of discrimination has not been clear. Achievement and social integration are indicators of acculturation success. From structural-functionalist theory, resources that mitigate the adverse influence of discrimination are likely to be those functional to the host society or its social integration. Earlier social integration with the host society thus may be a crucial determinant of acculturation success, partly by mitigating the adverse impact of discrimination. Conversely, resources such as welfare reception, affiliation with an organization in the home place, and fluency in the language of host society may aggravate the detriment of discrimination. These expectations are sustainable with a study of secondary school students who migrated from the Chinese mainland to Hong Kong. Among the 1243 students, 416 had come to Hong Kong within 2 years. The supportive findings indicate that acculturation success in the face of discrimination would require early social integration into the host society and disconnection from the home place. Importantly, while fluency in the host language appeared to be conducive to acculturation success, it aggravated the adverse effect of discrimination on the success. Hence, communication in a discriminative context would be dysfunctional to the operation of host society. 相似文献
14.
Desi Dwi Prianti 《Inter-Asia Cultural Studies》2018,19(1):103-116
This paper will spotlight changing views with regard to Indonesian men's body aesthetics. It will explore how, in response to discourse contained in lifestyle magazines, the physical bodies of Indonesian men have become the primary mechanism through which to exercise agency. However, many local Indonesian customs consider men's agency to be dependent upon their ability to control bodily desire. The paper aims to give an overview of how modernization and westernization as contemporary conditions in postcolonial Indonesia serve as the background to the narratives provided by men's lifestyle magazines. In order to provide an insight into how modern white narratives are valued in Indonesia, I will begin by examining the history of Dutch colonialism as a basis for racial classification. Proceeding, I will discuss how that history relates to contemporary practices of social stratification: the belief that being married to a westerner will bring perfection to one's descendants’ genes; the trend of consuming special vitamins and formulas that will change particular parts of the body; and the assumption that having western genes will bring both success and wealth. Moreover, I will also discuss the ways in which the magazines define the “ideal” body, and how that “ideal” body thus becomes the hegemonic body – one that functions as the gateway for men to achieve a good life. 相似文献
15.
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
16.
Shiv R. Desai 《Multicultural Perspectives》2017,19(4):229-233
A key focus of teacher preparation should be critical self-reflection, especially given the current context of market-driven school reform, which often leads to school closings, increases school segregation, and devastates local communities. The question, then, becomes how best to guide critical self-reflection for preservice teachers so that they are aware of their biases, privileges, and positions of power, as well as being cognizant of how these school reforms detrimentally impact poor communities of color. More often than not, when such discussions are broached, preservice teachers want to change the topic to practical teaching strategies rather than addressing issues of social justice. Therefore, the purpose of this article is to explore how “Theatre of the Oppressed” can be utilized to help prepare preservice teachers to become highly effective and socially just educators. More importantly, how can “Theatre of the Oppressed” be employed to engage teacher candidates in critical reflection and consciousness, as well as increase their understanding of systemic inequality. 相似文献
17.
In this qualitative study, the authors explore the connections between a preservice teacher education curriculum and the development of teacher identity. Focus is given to the impact Ruby Payne's (2001) A Framework for Understanding Poverty has on the ideological development of preservice special education teachers embarking on an urban practicum. Implications for teacher education are discussed. 相似文献
18.
Eli Kean 《Multicultural Perspectives》2020,22(2):57-67
Queer is difficult to pin down conceptually; it is willfully disruptive, intentionally destabilizing everything from identity to knowledge to politics to power. The intent of this article is to illuminate some of the ways teacher educators are conceptually connecting queer to transgender identities and experiences in their classroom curriculum and pedagogical strategies. The data discussed in this article refers to three courses designed for pre-service teachers and include transgender content. A syllabus analysis and interviews illuminated the various ways queer is being conceptualized in different ways by each teacher educator. Trans identities and experiences were affirmed to various degrees through the participants’ conceptualizations of queer as an identity, queer as an embodiment/expression, queer as an analytical approach, and queer as a political project. Fundamental to the instructors’ understanding of queer was an intentional subversiveness, an affinity for non-conformity and disruption, and a commitment to anti-assimilationist practices. Furthermore, the participants saw trans and queer connecting through a common gender socialization experience and social positioning outside gender norms, and through a mutual vulnerability to heteronormativity as a system of oppression—particularly those who are both trans and queer. 相似文献
19.
Julie Gorlewski 《Multicultural Perspectives》2013,15(4):20-27
English Language Arts class in a predominantly white suburban high school may seem like an unlikely site for transformational pedagogy. Teachers and students speak the same national language and most of the teachers grew up and were educated in working class communities. Despite these roots, it is far too easy for teachers to forget that our “portfolios of experiences” have created access to middle class cultural values. If teachers unconsciously internalize middle class values, we might unwittingly judge working class students as academically deficient rather than engage in empowering, critical pedagogies. Teachers might reconsider student resistance as a force for co-creating curriculum to empower otherwise marginalized students. This piece explores the nuances of social class, power, and language through the experiences of a teacher and her 11th grade students as they negotiate two units of study that are heavily laden with social class: poetry and college entrance. Analysis and reflection indicate that students in a white working class high school can benefit from pedagogies that embrace, rather than dismiss, student resistance. 相似文献
20.
Philip E. Lampe 《Int J Intercult Relat》1979,3(2):175-185
A study was undertaken to determine the importance of ethnicity in an ethnic studies program. Three different dimensions were examined (1) the importance of the ethnicity of the teacher in the opinions of administrators and students; (2) ethnic differences among students in attitudes and expectations regarding such a program; (3) the relationship between the structure or content of the ethnic studies program and the long-range ethnic goals of society. Results of a nationwide sample of academic deans and a sample of students from two colleges in San Antonio, Texas, indicate that the ethnicity of teachers is an important concern for both administrators and students. It was also found that attitudes and expectations, as well as what the primary function of the program and the long-range ethnic goals should be, differed with the ethnicity of students. 相似文献