Showing papers in "Multicultural Education Review in 2018"
TL;DR: In this article, the role of science in teaching about diversity in schools and among pre-service teachers is explored, driven by the ubiquitous presence of scientific innovation and global intersec...
Abstract: This investigation explores the role of science in teaching about diversity in schools and among pre-service teachers. Driven by the ubiquitous presence of scientific innovation and global intersec...
27 citations
TL;DR: The necessity to include multicultural education policies and practices in schools and teacher education has been widely recognized both in Finland and internationally as mentioned in this paper, however, terms such as "multiversity education" have not been widely accepted.
Abstract: The necessity to include multicultural education policies and practices in schools and teacher education has been widely recognized both in Finland and internationally. However, terms such as ‘mult...
22 citations
TL;DR: The authors examined the impact of interracial/interethnic dialogue, a model of intergroup contact that highlights the salience of racial and ethnic group membership, to improve intergroup relations.
Abstract: This study examines the impact of interracial/interethnic dialogue, a model of intergroup contact that highlights the salience of racial and ethnic group membership, to improve intergroup relations...
17 citations
TL;DR: The authors examines how the projects seeking to promote damunhwa, literally translated as multi-culture, in South Korea inadvertently reinforce cultural stereotypes and reproduce cultural hierarchies and show that such projects reproduce cultural hierarchy.
Abstract: This essay examines how the projects seeking to promote damunhwa, literally translated as multi-culture, in South Korea inadvertently reinforce cultural stereotypes and reproduce cultural hierarchi...
15 citations
TL;DR: As of March 2017, 30,490 North Korean refugees resided in South Korea, with numbers growing each year as mentioned in this paper, and there is growing concern that feelings of alienation and isolation seem to be key features of the refugees.
Abstract: As of March 2017, 30,490 North Korean refugees resided in South Korea, with numbers growing each year. There is growing concern that feelings of alienation and isolation seem to be key features of ...
12 citations
TL;DR: The authors argue that global citizenship education (GCE) is grounded in epistemology-driven knowledge systems and argue that GCE is culturally inclusive in its literal sense in the sense that it is supposed to be culturally inclusive.
Abstract: Global citizenship education (GCE) is supposed to be culturally inclusive in its literal sense. In this metaphysical study, I argue that GCE is grounded in epistemology-driven knowledge systems tha...
12 citations
TL;DR: Why do people insist on viewing each other based on colour? All humans are interconnected, intertwined collections of groups sharing the same time and space on this earth as mentioned in this paper, and there are no pure human beings.
Abstract: Why do people insist on viewing each other based on colour? All humans are interconnected, intertwined collections of groups sharing the same time and space on this earth. There are ‘no pure’ human...
11 citations
TL;DR: In this paper, the authors explore and characterize the use of WhatsApp group instant messaging as part of the social media trend in the context of parental engagement and participation in public schooling, and explore the role of social media in this process.
Abstract: We explore and characterize the use of WhatsApp group instant messaging as part of the social media trend in the context of parental engagement and participation in public schooling. We rev...
11 citations
TL;DR: Teachers across the globe engage in day-to-day struggles for justice, often with support from unions and community-led groups as mentioned in this paper, and teacher narratives reveal opportunities forbuilding an inclusive theor...
Abstract: Teachers across the globe engage in day-to-day struggles for justice, often with support from unions and community-led groups. Teacher narratives reveal opportunities forbuilding an inclusive theor...
10 citations
TL;DR: With current migration trends, Norwegian classrooms have become increasingly diverse as discussed by the authors and the setting that constitutes the workplace for Norwegian teachers has changed from one of monolingual classroom to one of multi-lingual classroom.
Abstract: With current migration trends, Norwegian classrooms have become increasingly diverse. The setting that constitutes the workplace for Norwegian teachers has changed from one of monolingual classroom...
9 citations
TL;DR: South Korea (henceforth, Korea) has grown into a significant regional destination in global migration networks via central government policies aimed at reaping the benefits of transnational human r...
Abstract: South Korea (henceforth, Korea) has grown into a significant regional destination in global migration networks via central government policies aimed at reaping the benefits of transnational human r...
TL;DR: Global, cross-cultural, meta-culture, poly-cultual, polycultural, transcultural, multicultural, intercultural, and inter-lingual are the intellectual foundations of many co-existing cultures as discussed by the authors.
Abstract: Global, cross-cultural, meta-cultural, poly-cultural, transcultural, multicultural, intercultural. These terms are the intellectual framework – and sometimes the very cornerstones – of countless co...
TL;DR: The authors provide a brief overview of multicultural education and highlight the critiques to the field that demonstrate challenges to implementing an education that is multicultural especially when considering students from minoritized and global majority backgrounds.
Abstract: In this conceptual analysis paper, I provide a brief overview of multicultural education and highlight the critiques to the field that demonstrate challenges to implementing an education that is multicultural especially when considering students from minoritized and global majority backgrounds. Next, I explore the changing political and social context that suggests, among other things, the need for re/newed orientations to multicultural education. I focus on two important scholarly lines of inquiry – Decolonization and Antiblack theorizing – that might inform possible trajectories for multicultural education including a pedagogy of recognition and a pedagogy of refusal. I conclude by identifying questions that lay at the intersection of these two pedagogies and share some final thoughts about the role of social movements in forging a more critical, responsive approach to multicultural education.
TL;DR: In an increasingly connected world, the industry of agriculture finds itself at the centre of the challenges of globalisation, including diversity and social equity issues as mentioned in this paper, and recognising the...
Abstract: In an increasingly connected world, the industry of agriculture finds itself at the centre of the challenges of globalisation, including diversity and social equity issues. Recognising the ...
TL;DR: In the current environment where immigration and racial diversity are at the forefront of various political mechanisms calculated to provoke and arouse ethnocentric reactions, issues of multicultur... as mentioned in this paper
Abstract: In the current environment where immigration and racial diversity are at the forefront of various political mechanisms calculated to provoke and arouse ethnocentric reactions, issues of multicultur...
TL;DR: The period of transition between education and employment can be difficult for young people, particularly young immigrants as mentioned in this paper, and human capital theory argues that higher levels of educational attainment can be beneficial for young immigrants.
Abstract: The period of transition between education and employment can be difficult for young people, particularly young immigrants. Human capital theory argues that higher levels of educational attainment ...
TL;DR: In this article, four articles shed light on how certain educational ideas and/or practices equipped with multiculturalism can promote certain features of Nussbaum's "critical examination of oneself and one's traditions" and "narrative imagination" which are foundational to the cultivation of humanity.
Abstract: Do our education systems cultivate humanity? In Nussbaum’s widely acclaimed book, titled Cultivating Humanity (1998), she posited three capacities that are foundational to the cultivation of humanity: (1) ‘critical examination of oneself and one’s traditions’, (2) ‘an ability to see themselves not simply as citizens of some local region or group but also, and above all, as human beings bound to all other human beings by ties of recognition and concern’ and (3) ‘narrative imagination’ meaning, the ability to think what it might be like to be in the shoes of a person different from oneself, to be an intelligent reader of that person’s story, and to understand the emotions and wishes and desires that someone so placed might have. (pp. 9–11). How can multicultural education contribute to preparing students for those capacities? In this issue, the four articles shed light on how certain educational ideas and/or practices equipped with multiculturalism can promote certain features of the three capacities noted above. Specifically, Dreamson attempts to reconstruct culturally inclusive global citizenship education (GCE). To this end, he first problematizes that non-Western perspectives of ontology, epistemology and axiology have been silenced in contemporary GCE discourses. He then argues that positioning non-Western cultures/religions (e.g. Aboriginality, Buddhism, Confucianism, Hinduism, Islam and Taoism) into contemporary GCE discourses as equal agents is the first necessary step towards reconstructing culturally inclusive GCE. Notably, Dreamson’s conceptualization of culturally inclusive GCE is deeply linked to the capacities proposed by Nussbaum while also critically accommodating Nussbaum’s idea and attempting to go beyond it. Similar as Dreamson’s argument, Wiggan’s article highlights culturally inclusive and relevant educational practices. He takes another critical lens, which he calls “Critical Postmodern Science Pedagogy” (CPSP) for teaching diversity. His framework of CPSP is based on the amalgamation of selected literature (e.g. Critical Pedagogy and Science, Culturally Relevant/Responsive Pedagogy and Science and Multicultural Science). This framework has potential to add another repertoire of educational practices that may (1) address issues of diversity in classrooms and schools and (2) facilitate some aspects of the capacities suggested by Nussbaum. Smith’s article documents how teachers across different sectors (i.e. early childhood, primary and secondary) in New Zealand respond to ‘increasing ethnic and cultural diversity’. On the one hand, the study reveals tensions and discrepancies around culturally inclusive pedagogy practices across the sectors. On the other hand, the example of culturally inclusive visual arts presented in this study could be a useful tool for cultivating Nussbaum’s three capacities noted above. Childs’s article tackles the issue of psychological well-being of immigrants in Australia. Using the Longitudinal Surveys of Australian Youth project, Childs shows that young immigrants tend to be far less employed than Australians despite their relatively higher levels of educational attainment. Further, within the category of immigrants, ‘young female, first generation immigrants from refugee source countries’ were most vulnerable to psychological distress. These findings imply that although Australia has placed societal value and policy efforts on building a multicultural society in recent years, on the ground level many immigrants from refugee source countries are
TL;DR: The authors argue that citizens must be woke and engaged in multicultural activism in order to bring about social justice and equity in the Twenty-First Century, and they argue that "citizen must be enlightened and engaged" in multiculturalism.
Abstract: This article argues that citizens must be woke and engaged in multicultural activism in order to bring about social justice and equity in the Twenty-First Century.
TL;DR: This article examined the validity of deficit perspectives on multicultural children in South Korea and found that children of mixed parentage who are said to suffer from speech problems and school failure are more likely to be overweight.
Abstract: As a way to examine the validity of deficit perspectives on multicultural children in South Korea—namely, children of mixed parentage who are said to suffer from speech problems and school failure,...
TL;DR: In a multicultural democratic society, the increasing demographic diversity within and across nation-states calls attention to pedagogical knowledge and skills needed to engage students in a diverse environment.
Abstract: In a multicultural democratic society, the increasing demographic diversity within and across nation-states calls attention to pedagogical knowledge and skills needed to engage students in ...
TL;DR: In this article, the authors describe how, with the increasing formalization of knowledge, the "university" as a pedagogic model has been naturalized by and within the paradigm of the modern education system.
Abstract: With the increasing formalization of knowledge, the ‘university’ as a pedagogic model has been naturalized by and within the paradigm of ‘modern’ (higher) education system. While the institutionali...