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Articles 1 - 7 of 7
Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
The Mena Youth Bulge: Let’S Help Them Save The World, Sandra Ratcliff Daffron
The Mena Youth Bulge: Let’S Help Them Save The World, Sandra Ratcliff Daffron
Woodring College of Education Faculty Publications
They are called the “Youth Bulge,” the millions of young adults under 24 years old that make up an average of 50% of the population of the 25 countries and territories of the Middle East and North Africa (MENA). They live in massive poverty and inequality that Mandela calls “terrible scourges of our times.” [1] These MENA youth are literate, watch other youth of the world on their cell phones and want what other young people have, a job, a family of their own, a safe place to live and status. The chances of achieving the life they want seem …
Multicultural Education As A Human Right: Framing Multicultural Education For Citizenship In A Global Age, Francisco Rios, Susan Markus
Multicultural Education As A Human Right: Framing Multicultural Education For Citizenship In A Global Age, Francisco Rios, Susan Markus
Woodring College of Education Faculty Publications
This paper explores the various ways scholars in the field have framed the need for multicultural education. These include changing demographics and closing the academic gap, developing cross-cultural competence, confronting colonization and cultural hegemony, and promoting democratic citizenship. This paper asserts the value of framing multicultural education as a human right: the right to learn about oneself, to learn about others, and to learn citizenship skills associated with a deep democracy in a global age.
Reflective Reactions: Learning What It Means To Read And Reread Self Within A 6th Grade Social Action Project, Joy L. Wiggins
Reflective Reactions: Learning What It Means To Read And Reread Self Within A 6th Grade Social Action Project, Joy L. Wiggins
Woodring College of Education Faculty Publications
This article focuses on the ways in which social action can be read and reread through one white female teacher’s experience. More specifically, how I read my actions and how I was read by them illustrates the compelling need to consistently reevaluate our perception of what we believe aligns with the ideals of building socially just and safe communities and what could subvert the very causes we are trying to help. This article originally started as a tribute to the success of my sixth-grade students writing letters to the mayor about the problems with drugs, gangs, and homeless people in …
La Casa De Esperanza: The House That Multicultural Education Built, Francisco Rios
La Casa De Esperanza: The House That Multicultural Education Built, Francisco Rios
Woodring College of Education Faculty Publications
Using a house (la casa) as a metaphor, this manuscript attempts to provide a broad overview of the field of multicultural education as an academic discipline. It includes viewing multicultural education from a macrolevel perspective (el barrio), describing many paths multicultural educators have taken (los calles), and reading the stories of oppression and resistance which they face (los paredes). It details the icons in the field (la entrada), the people with whom we work everyday (la sala), the places for networking and academic engagement (el patio), …
Lessons Learned From A Collaborative Self-Study In International Teacher Education: Visiones, Preguntas, Y Desafíos, Francisco Rios, Carmen Montecinos, Marcela Van Olphen
Lessons Learned From A Collaborative Self-Study In International Teacher Education: Visiones, Preguntas, Y Desafíos, Francisco Rios, Carmen Montecinos, Marcela Van Olphen
Woodring College of Education Faculty Publications
International experience is a critical part of any efforts at internationalizing the teacher education curriculum (Cushner & Mahon, 2002). Professional teacher preparation standards (NCATE, INTASC) have made clear that teachers, particularly those teaching foreign language and social studies, need to have international experiences. These experiences need to be extended to higher education faculty as well given that their experiences have the potential to influence both the pedagogy and curriculum of teacher education experiences. Indeed, it is folly to ask teacher education faculty to promote an international teacher education without having experienced and studied international education any more than we would …
Negotiation And Resistance Amid The Overwhelming Presence Of Whiteness: A Native American Faculty And Student Perspective, Angela Jaime, Francisco Rios
Negotiation And Resistance Amid The Overwhelming Presence Of Whiteness: A Native American Faculty And Student Perspective, Angela Jaime, Francisco Rios
Woodring College of Education Faculty Publications
This opening stanza of the poem Indian Boarding School: The Runaways by Louise Erdrich (1984) describes the importance of and comfort with returning to one’s home, “the place we head for in our sleep.” In this poem, Erdrich describes the dreams of Native students who runaway from their boarding school experiences (for a detailed account of the culturally horrific, indeed even fatal, boarding school experiences, see Spring, 2006). But the runaways are also moving toward something: their homes where they can be culturally, socially, and spiritually nourished. Home is where the center of the soul belongs. Children of the boarding …
Assessing Preservice Teachers’ Concerns And Comforts With Multicultural Education, Carmen Montecinos, Francisco Rios
Assessing Preservice Teachers’ Concerns And Comforts With Multicultural Education, Carmen Montecinos, Francisco Rios
Woodring College of Education Faculty Publications
Currently, racial/ethnic minority students represent a third of the K12 student enrollment across the United States; by the year 2035, they will represent over 50 percent (American Educational Research Association, Division K Newsletter, 1998). This significant increase in the ethnic diversity of the K12 population, coupled with persistent disparities in educational attainment among various ethnic/racial groups in the United States, has supported an educational reform movement known as multicultural education (Banks, 1997). This movement’s goal is to redesign schooling in ways that "increase educational equity for a range of cultural, ethnic, and economic groups" (Banks, 1997, p. 7). Teacher …