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Bilingual, Multilingual, and Multicultural Education Commons

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

Examining Culturally Responsive Understandings Within An Undergraduate Teacher Education Program, Kelly M. Gomez Johnson, Anne E. Karabon, Derrick A. Nero Dec 2018

Examining Culturally Responsive Understandings Within An Undergraduate Teacher Education Program, Kelly M. Gomez Johnson, Anne E. Karabon, Derrick A. Nero

Journal of Curriculum, Teaching, Learning and Leadership in Education

This article examines how a group of elementary and secondary preservice teachers engaged in understanding “culture” and culturally responsive teaching while enrolled in an early program course. We analyze how culturally-related experiences, emotions, and perspectives contribute to the overall understanding of cultural competency training in teacher education. Preservice teachers varied in their use of individual- and structural-orientations, in isolation and in combination, as they developed and progressed as socially just teachers. These findings reveal that despite attempts to develop and shift toward asset-based perspectives, far more culturally embedded coursework and practicum experiences are necessary. This paper includes a reflection on ...


Book Review Of "Culture, Curriculum, And Identity In Education" By H. Richard Milner (Ed.) (2010), New York, Palgrave Mcmilla., Edward Shizha Jan 2011

Book Review Of "Culture, Curriculum, And Identity In Education" By H. Richard Milner (Ed.) (2010), New York, Palgrave Mcmilla., Edward Shizha

Edward Shizha

Identity involves different facets of human self-definition and is unequivocally a vital element of individuals’ lives, especially in diverse societies. Culture and identity are intertwined. In education, culture in the curriculum plays a vital component in students’ identity formations. Supportive school environments provide socially, culturally and linguistically appropriate curricula that legitimize identity formations. Teachers and the curricula they teach are sources of identity formation. Every classroom encounter is largely dictated by the teacher’s role and the perception the teacher has of the students.


High-Stakes Testing And Special Populations, Gary H. Sherwin, Todd Jennings May 2005

High-Stakes Testing And Special Populations, Gary H. Sherwin, Todd Jennings

Wisdom in Education

This opinion paper critically examines the use of high-stakes testing on special populations. Without appropriate accommodations, standardized exams are not valid for some students with special needs. Unfortunately, many classroom teachers who must initiate testing accommodations lack knowledge of appropriate accommodations and regularly fail to provide the necessary testing accommodations. The deficit understanding of testing accommodations makes comparisons between classrooms, schools, and districts invalid since some scores loose validity. Solutions specific to standardized testing and students with special needs are offered and a more encompassing solution to the problems incurred from these tests when used for high-stakes is suggested.


High-Stakes Testing And Assessment: One Is Not The Other, Enrique Murillo, Alayne Sullivan May 2005

High-Stakes Testing And Assessment: One Is Not The Other, Enrique Murillo, Alayne Sullivan

Wisdom in Education

Since the institution of the common school and the advent of universal education, Americans have placed tremendous faith in public schools. Public education cultivates an informed citizenry, one of the pillars of a liberal democracy. But more importantly, schools are a repository for our common dreams of human potential and individual self-actualization. Because they so thoroughly shape the lives and life-chances of our youth, school issues are freighted with an emotional charge. Education remains the last fully public American institution, one in which millions of students cast their common lot daily and strive to become better readers, better citizens, better ...