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Bilingual, Multilingual, and Multicultural Education Commons

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Articles 1 - 15 of 15

Full-Text Articles in Bilingual, Multilingual, and Multicultural Education

Cultural Competency Training: How Do We Measure Outcomes?, Timothy Lee, Sean Ervin Dr. Nov 2018

Cultural Competency Training: How Do We Measure Outcomes?, Timothy Lee, Sean Ervin Dr.

Journal of Critical Thought and Praxis

Background

The term “cultural competency” in healthcare is meant to convey an understanding of cultural and linguistic differences that exist within and between distinct social groups and a sensitivity to these differences that may allow for improved health care outcomes to occur. The medical literature has validated the importance of cultural competency training to medical education and its possible influence on patient health status and outcomes. Many pre-licensure cultural competency training programs have emerged due to the perceived benefits for healthcare delivery and outcomes. However, few studies have evaluated the clinical impact and success of these training programs. In this ...


Finding Place In Displacement: Latinx Youth And Schooling Along The Borderlands, Daniel I. Rubin, Christopher J. Kazanjian Mar 2018

Finding Place In Displacement: Latinx Youth And Schooling Along The Borderlands, Daniel I. Rubin, Christopher J. Kazanjian

Journal of Critical Thought and Praxis

Global trends of international displacement are rising to historical levels, and in the United States, the Trump Administration has proactively initiated legislation to restrict immigration by displaced peoples and build a wall between the US and Mexico. This is a reality for Latinx youth living along the US/Mexican border in the current political climate, where not only do they battle inequitable educational opportunities, but also a heightened sense of racial discrimination and profiling. This paper argues that it is crucial for teachers along the US/Mexican borderland to implement a culturally relevant curriculum to help Latinx youth fight for ...


"They Can't Expect To Be Treated Like Normal Americans So Soon": Reconceptualizing Latinx Immigrants In Social Studies Education, Ramon Vasquez Mar 2018

"They Can't Expect To Be Treated Like Normal Americans So Soon": Reconceptualizing Latinx Immigrants In Social Studies Education, Ramon Vasquez

Journal of Critical Thought and Praxis

This autoethnography examines the experiences of an assistant professor of elementary social studies methods at a predominantly White institution (PWI). Drawing on the Latina/o Critical Race Theory (LatCrit) methodology of testimonio, the assistant professor in this study, who self-identifies as Chicano, intentionally situates Latinx immigration counter-narratives as oppositional stories to the master narrative of “who belongs.” Using a Critical Race Theory (CRT) framework for analysis, this paper argues that counter-narratives serve as necessary correctives for reconceptualizing racist, essentialist, and nativist master narratives. This paper shows how social studies education courses in teacher preparation programs (TEPs) can serve as sites ...


Immigration Policy Impasse As An Actor: A Matter Of Concern For Educators, Tobie L. Bass Mar 2018

Immigration Policy Impasse As An Actor: A Matter Of Concern For Educators, Tobie L. Bass

Journal of Critical Thought and Praxis

This qualitative, ethnographic research inquiry intends to prompt further conversation about how scholar-practitioners in the social sciences approach divisive topics such as immigration policy in teacher education. In the U.S. Southeast, practicing K-12 teachers and the researcher-instructor participated in a federally funded English for Speakers of Other Languages (ESOL) professional development program through a public university. The professional development program’s goal was to advance teachers’ knowledge of working with culturally and linguistically diverse students. Although the school district where the study took place has a high population of immigrant students, statewide policies prohibiting immigrant students from higher education ...


On Nationalism, Pluralism, And Educators Actively Questioning Our Identities, Shoshana Gottesman Apr 2017

On Nationalism, Pluralism, And Educators Actively Questioning Our Identities, Shoshana Gottesman

Journal of Critical Thought and Praxis

This practitioner reflection focuses on the challenges and possibilities of encounter dialogue-music education organizations in Israel/Palestine using musicking (Small, 1995) and dialogical programming to examine, question, and reflect upon the purpose and role of Israeli and Palestinian national days, markers which build individual and collective identity in irreconcilable dissonance with each other. By entering this vulnerable space, we as educators are not exempt from the internal and critical search for understanding of self and community while educational planning and teaching. By exploring “the heart of the educational mission” (Palmer, 2010, p.50) at its foundations of “how do we ...


Bridging The Racial Divide Through Cross-Racial Dialogue: Lessons And Reflections From My Experience As A Facilitator, Kendra Lowery Apr 2017

Bridging The Racial Divide Through Cross-Racial Dialogue: Lessons And Reflections From My Experience As A Facilitator, Kendra Lowery

Journal of Critical Thought and Praxis

One of the most difficult things about talking about race in the United States, is talking about race, particularly in cross-racial dialogues. One reason for this is because as a society, we tend not to do it, and when we do, we do not do it well (Johnson, 2006; Simpson, 2008), with attempts often ending in increased polarization (Kirwan Institute for the Study of Race and Ethnicity, 2011). After reviewing reasons for the relative lack of cross-racial dialogue and the ways these dialogues benefit individuals and contribute to social justice, I trace my inspiration and preparation for facilitating cross-racial dialogues ...


Welcoming Counterstory In The Primary Literacy Classroom, Laura B. Kelly Jan 2017

Welcoming Counterstory In The Primary Literacy Classroom, Laura B. Kelly

Journal of Critical Thought and Praxis

Counterstories are a tool used by minoritized communities to tell stories that reflect their experiences and knowledge. Counterstories challenge the stock stories and grand narratives accepted by the majority and put forth in school curriculum. As young children tend to speak openly and share their responses to literature candidly, counterstory can be a powerful tool for empowering children in the primary literacy classroom. The author reflects on her experience in primary literacy classrooms engaging children in telling their counterstories in response to children’s literature. The pedagogical promise of counterstory and ways of eliciting and welcoming counterstory in the primary ...


America 101, Varad Dimate, Ryan Eiffert, Charlie Coffey Jul 2015

America 101, Varad Dimate, Ryan Eiffert, Charlie Coffey

Ethos

About 12 students are gathered in a small room in the old Landscape Architecture building. One of the students steps up to make a presentation on his intended major and resulting opportunities. Others take notes and make comments about the presenter on a rubric sheet. This might seem like any other English class one is required to take before graduation. However, these students haven’t yet started with for-credit classes.


Applying A Freirian Lens On Social Justice Education: One Practitioner’S Perspective, D. Scott Tharp Feb 2015

Applying A Freirian Lens On Social Justice Education: One Practitioner’S Perspective, D. Scott Tharp

Journal of Critical Thought and Praxis

Freire’s writings beyond Pedagogy of the Oppressed offer value to social justice educators looking to deeply explore and inform their own practice. His ideas related to class suicide, authority and freedom, political clarity, educational directivity and epistemological circling can enhance social justice educators approach to recognizing personal prejudices, negotiating emotions, personal disclosure, and navigating authority in educational settings. Through phenomenological reflections on my social justice education practice as a curriculum designer and facilitator within higher education, Freire’s ideas are used to analyze my experiences and provide insight for how I can re-imagine my practice to contribute to democratic ...


Queering Center: A Critical Discourse Analysis Of University Lgbt Center Theoretical Foundations, Jen M. Self Jan 2015

Queering Center: A Critical Discourse Analysis Of University Lgbt Center Theoretical Foundations, Jen M. Self

Journal of Critical Thought and Praxis

Queering Center: A Critical Discourse Analysis of University LGBT Center Theoretical Foundations

Abstract

The purpose of the present study was to examine the framing discourse of theorization and practice surrounding university-based Lesbian, Gay, Bisexual, and Transgender (LGBT) resource centers. Building on interdisciplinary work by critical feminist, race, and queer scholars in sociology, social work, education, and political science, this study proposed a vital shift from identity politics (Combahee River Collective, 1977) and multicultural (Jay, 1994; Ward, 2008) theorizing and practice frameworks to praxis grounded in intersectional understandings of identity and resistance to interlocking systems of oppression (Razack, 1999) which (re ...


Con Respeto: A Conceptual Model For Building Healthy Community-University Partnerships Alongside Mexican Migrant Families, Miguel Zavala, Patricia A. Pérez, Alejandro González, Anna Díaz Villela Nov 2014

Con Respeto: A Conceptual Model For Building Healthy Community-University Partnerships Alongside Mexican Migrant Families, Miguel Zavala, Patricia A. Pérez, Alejandro González, Anna Díaz Villela

Journal of Critical Thought and Praxis

In this paper we grapple with the question of how healthy community and university partnerships can be formed in order to support migrant students’ access to higher education. Employing autoethnographic and narrative research, and drawing from our work within the context of the migrant family conference at California State University, Fullerton from 2011 to 2013, we outline a conceptual model for building healthy partnerships. The first section of this paper offers a general overview of the literature on community-university engagement and collaboration as well as provides background information about the migrant farmworker community. The next section puts forward a new ...


Confronting Inequity: Participatory Education Impacting Health At Work, Joseph P. Zanoni May 2013

Confronting Inequity: Participatory Education Impacting Health At Work, Joseph P. Zanoni

Journal of Critical Thought and Praxis

Occupational health educators partnering with Latina/o immigrant communities are challenged to cross the boundaries of traditional dominant culture assumptions about knowledge and action. Together they seek to understand the risks that workers face daily, their pressing needs to work for survival, and the limitations of bringing institutional enforcement to their workplaces. A critical ethnographic approach may start with understanding how knowledge and practices are held and used in immigrant communities and the role of social agency in responding to learning and workplace hazards. Peer educators leading popular education curricula, in community-based organizations, is a promising approach. The effect of ...


Social Justice Education In Higher Education: A Conversation With Dr. Susana Muñoz, Susana M. Munoz, Andres L. Lopez May 2013

Social Justice Education In Higher Education: A Conversation With Dr. Susana Muñoz, Susana M. Munoz, Andres L. Lopez

Journal of Critical Thought and Praxis

The following is an interview with Dr. Susana Muñoz, an Assistant professor of Higher Education at the University of Wisconsin-Milwaukee. Her dissertation, entitled “Understanding college persistence issues for undocumented Mexican immigrant women from the New Latino Diaspora: A case study,” was funded through the Association for the Study of Higher Education/Lumina Foundation dissertation fellowship. She was also awarded the Iowa State Research Excellence award for her dissertation research. Through this interview she shared how she came to doing social justice work, and specifically how her work in student affairs drove her research interest on the experiences of undocumented Latino ...


Youth Participatory Action Research And The Future Of Education Reform, Oiyan Poon, Jacob Cohen Oct 2012

Youth Participatory Action Research And The Future Of Education Reform, Oiyan Poon, Jacob Cohen

Journal of Critical Thought and Praxis

This article presents a youth participatory action research (YPAR) study, which was conducted through a theoretical lens incorporating the social justice youth policy framework and Critical Race Theory. Led by youth from the Vietnamese American Young Leaders Association (VAYLA), the study explored the impacts of post-Katrina school reforms on student experiences at six New Orleans high schools. The findings from the study exposed troubling educational disparities by race, class, limited English status, and geography. The YPAR project’s results counter neoliberal reform advocates’ narrative of a post-Katrina New Orleans school “miracle.” This article illuminates YPAR as both research method and ...


Multicultural Competence For Doing Social Justice: Expanding Our Awareness, Knowledge, And Skills, Susan V. Iverson Oct 2012

Multicultural Competence For Doing Social Justice: Expanding Our Awareness, Knowledge, And Skills, Susan V. Iverson

Journal of Critical Thought and Praxis

The construct of multicultural competence has gained much currency in the literature; yet, less attention has been paid to students’ social justice advocacy and how to facilitate students’ growth in this area. Focusing on multicultural education in graduate programs that prepare future student affairs professionals, this position article provides a critique of multicultural knowledge, awareness and skills, and argues for competencies grounded in a commitment to social justice. While practitioners may be prepared to work with diverse populations, it is argued they are less equipped to foster social change. Developing awareness as critically conscious practitioners, acquiring knowledge as equity minded ...