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Bilingual, Multilingual, and Multicultural Education Commons™
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Articles 1 - 3 of 3
Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
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 …