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Bilingual, Multilingual, and Multicultural Education Commons™
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Articles 1 - 7 of 7
Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
The Measure Of Youth Policy Arguments: An Approach To Supporting Democratic Participation And Student Voice, Ben Kirshner, Shelley Zion, Daniela Digiacomo, Ginnie Logan
The Measure Of Youth Policy Arguments: An Approach To Supporting Democratic Participation And Student Voice, Ben Kirshner, Shelley Zion, Daniela Digiacomo, Ginnie Logan
Democracy and Education
Although experiential approaches to democracy education are gaining increased support from educators and scholars, few educational resources exist to support youth in constructing and delivering high-quality, evidence-based policy arguments to authentic audiences. Such presentations are often the first time that young people step into the public sphere and speak to public officials; they represent rich opportunities for youth political development and activism. In this paper, we introduce an assessment tool, called the Measure of Youth Policy Arguments (MYPA), which is intended to be a resource for community and school educators. Drawing on data from two years of field-testing and iterative …
Pathways To Strengthen Multicultural Education. A Book Review Of Citizenship Education And Global Migration: Implications For Theory, Research, And Teaching, Isolde De Groot
Democracy and Education
The edited book Citizenship Education and Global Migration, published by the founding director of the University of Washington’s Center for Multicultural Education, James Banks, offers a rich and multivocal account of conceptual and empirical work on multicultural education in light of persistent—and perhaps intractable—issues that follow from migration movements in the history of mankind, as well as recent shifts in migration patterns. To illustrate the significance of the book, I highlight some of the theoretical frameworks that the authors adopt and some of the teacher initiatives employed within and across different contexts. As a teacher educator in citizenship and …
Is Culturally Responsive Pedagogy Enough? Toward Culturally “Real”-Evant Curriculum. A Response To "Democratic Foundations For Spiritually Responsive Pedagogy", James A. Gambrell
Is Culturally Responsive Pedagogy Enough? Toward Culturally “Real”-Evant Curriculum. A Response To "Democratic Foundations For Spiritually Responsive Pedagogy", James A. Gambrell
Democracy and Education
In this response to Lingley's (2016) article "Democratic Foundations of Spiritually Responsive Pedagogy," the author invites the framework of (a)spiritually responsive curriculum to include a more direct engagement with a culturally relevant curriculum as well. The author agrees with Lingley's postulation that (a)spirituality is deeply embedded within the worldview of many students in K–12 classrooms, whether educators include this important aspect of their epistemology or not. Similar to the problems that come when we ignore identities of race, gender, (a)sexuality, (dis)ability, and social class, ignoring these important characteristics of students’ lived experiences is detrimental to learning outcomes and reinforces dominating …
Deliberative Democracy: A Contested Interactive Space. A Response To "Deliberative Democracy In English Language Education: Cultural And Linguistic Inclusion In The School Community", Esperanza De La Vega
Deliberative Democracy: A Contested Interactive Space. A Response To "Deliberative Democracy In English Language Education: Cultural And Linguistic Inclusion In The School Community", Esperanza De La Vega
Democracy and Education
This is a response to Liggett’s (2014) call to implement “deliberate democracy” in English language education classrooms. While the concept of participating in deliberate democracy is a solid ideal and worthy of pursuit, I present questions and scenarios that illustrate the complicated nature of the tasks. By sharing my testimonio along with the research, I propose that in order for teachers to guide their students' participation in deliberate democratic activities, they must step back and understand the context of the sociocultural interactive space created in the classroom and whether ELL students are able to and/or prepared to speak in an …
Deliberative Democracy In English-Language Education: Cultural And Linguistic Inclusion In The School Community, Tonda Liggett
Deliberative Democracy In English-Language Education: Cultural And Linguistic Inclusion In The School Community, Tonda Liggett
Democracy and Education
One of the most notable aspects of democracy in schooling lies in the challenge of schools to prepare individuals with the skills to participate and deliberate with others who have varying beliefs and worldviews. Deliberation and dialogue are seen as core components for academic achievement and cross-cultural connections between English language learners (ELLs) and native English speakers. I analyze the notion of deliberative democracy in English language education as a way to promote a certain type of education that would foster ELL inclusion as well as expand the perspectives of native English speakers. I argue that this type of education …
A Teacher-Educator Uses Action Research To Develop Culturally Conscious Curriculum Planners, Muriel Simms
A Teacher-Educator Uses Action Research To Develop Culturally Conscious Curriculum Planners, Muriel Simms
Democracy and Education
Experienced teachers need to have opportunities to discuss and plan curriculum in ways that meet the academic needs of a demographically changing student population. According to the experienced teachers in this study, these opportunities did not occur in their teaching environments or in their teacher preparation courses. Moreover, the literature on multicultural education supported the experienced teachers’ claims. To address the problem of the lack of opportunities to discuss and plan a multicultural curriculum, this teacher-educator used a self-study approach to experiment with action research as a way to change her own curriculum to be multiculturally based.
Moving Beyond Seeing With Our Eyes Wide Shut. A Response To “There Is No Culturally Responsive Teaching Spoken Here”, Kenneth J. Fasching-Varner, Vanessa Dodo Seriki
Moving Beyond Seeing With Our Eyes Wide Shut. A Response To “There Is No Culturally Responsive Teaching Spoken Here”, Kenneth J. Fasching-Varner, Vanessa Dodo Seriki
Democracy and Education
A struggle exists to engage in culturally relevant pedagogy (CRP) that authentically represents the voices and interests of all across the K–20 spectrum, from higher education institutions, to teacher preparation programs, and into U.S. classrooms. This article responds to Hayes and Juárez's piece “There Is No Culturally Responsive Teaching Spoken Here” by extending the conversation with the suggestion that one of the major problems in speaking CRP has to do with a disconnect between articulated commitments and actual practices. This response article takes a critical look at the landscape in which educators work to reveal the nature of overrepresentation of …