ethanporcaro/eric-fulltext-meta huggingface dataset:
Challenging the Dominant Narrative: Critical Bilingual Leadership (&quot;Liderazgo&quot;) for Emergent Bilingual Latin@ Students
Author: Wiemelt, Joseph
Date: 2015-00-00
Type: Journal Articles
Subjects: Bilingualism,Instructional Leadership,Hispanic American Students,Spanish,Cultural Awareness,Culturally Relevant Education,Caring,Race,Critical Theory,Qualitative Research,Semi Structured Interviews,Administrator Attitudes,Principals,Social Justice,Transformational Leadership,Bilingual Education,Elementary School Students,Middle School Students,Educational Practices

The growing &quot;Latinization&quot; of the United States is drastically changing the demographics of the students served in PK-12 public schools (Irizarry, 2011). To understand how educational leaders can best serve this changing student population, we used Critical Bilingual leadership, &quot;Liderazgo,&quot; to interrogate the aim to create a culturally and linguistically responsive school. We found that &quot;Liderazgo&quot; was operationalized across the following themes: promoting dual language programming as the foundation for equity; drawing on experiential knowledge as a strength; fostering relationships through transcaring; and exercising instructional bilingual leadership.
Bridging Home and Host Country: Educational Predispositions of Chinese and Indian Recent Immigrant Families
Author: Gordon, June A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Immigrants,Asians,Interviews,Expectation,Cultural Capital,Social Theories,Parent Aspiration,Relocation,Educational Attitudes,Family Characteristics,Family Attitudes,Community Influence,Adjustment (to Environment),School Choice,Foreign Countries,Ethnography

This research focuses on the predispositions that recent Chinese and Indian immigrant families bring with them to the United States and how these are reinforced by the communities in which they locate. The findings draw from 144 interviews in California. Three themes dominate: positioning through schooling, transnational family, and extended community and education. Our perspective joins Asian diaspora studies with cultural capital and social structural theories, enabling a more nuanced understanding of ways in which schooling in the home country informs how children are positioned in the American schooling system.
&quot;Sometimes the Perspective Changes&quot;: Reflections on a Photography Workshop with Multicultural Students in Italy
Author: Danzak, Robin L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Photography,Workshops,Self Concept,Cultural Pluralism,Multilingualism,Foreign Countries,After School Programs,Program Evaluation,Visual Literacy,Questionnaires,Student Attitudes,Cooperation,Sociocultural Patterns,Teamwork,Qualitative Research,Cultural Background,Immigrants,Elementary School Students,Secondary School Students,Conflict

This article describes and evaluates an 8-week photography workshop, FotoLab, conducted in Italy at an afterschool-tutoring program for students acquiring Italian as an additional language. Seventeen students, age 8-17 and originating from 9 countries, participated. Co-facilitated by three international educator-researchers, FotoLab's purpose was to promote self-expression, collaboration, and visual literacy. Through a qualitative inquiry of the FotoLab curriculum, photographs and videos, field notes, and student questionnaires, this article reflects on themes of multiculturalism and multilingualism, collaboration, and visual literacy within a sociocultural animation framework. While expressions of cultural and linguistic identity emerged, findings emphasize the challenges and benefits of teamwork and shared learning. Participants expressed growth in their ability to create and interpret images, a perception affirmed in weekly presentations of their photographs and in a culminating, community event. Overall, outcomes highlight the flexible and dynamic nature of sociocultural animation as an effective practice for multicultural-multilingual contexts.
Black Educational Activism for Community Empowerment: International Leadership Perspectives
Author: Wilson, Camille
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Blacks,Activism,Advocacy,Racial Bias,Resistance (Psychology),Social Bias,Politics of Education,Change Agents,Social Capital,Elementary Secondary Education,Public Schools,School Community Relationship,Educational Improvement,Change Strategies,Comparative Education,Educational History,Transformational Leadership,Citizen Participation,Qualitative Research

This article discusses themes emerging from studies of Black educational activism conducted in London, Toronto, and Detroit. An analysis of narrative data reveals that Black educational activists resist racism and other forms of oppression; act as border crossers and/or boundary spanners as they navigate complex community-based, institutional, and political terrains; serve as change agents from the grassroots to institutional level; and develop and enact distinct types of social capital to yield community versus individual uplift. The authors conclude that activists should be valued as leaders and strategically engaged in K-12 public school systems to combat racism and build effective school-community alliances.
Preparing School Leaders to Interrupt Racism at Various Levels in Educational Systems
Author: Boske, Christa
Date: 2015-00-00
Type: Journal Articles
Subjects: Leadership Training,Racial Bias,Educational Practices,Transformative Learning,Equal Education,Reflection,Personal Narratives,Graduate Students,Data Collection,Data Analysis,Grounded Theory,Critical Thinking,Teacher Responsibility,Racial Attitudes,Racial Differences,Whites,Middle Class

This narrative inquiry seeks to advance the field of educational leadership preparation by exploring ways to interrupt personal, interpersonal, and institutional racism through the senses--ways in which people perceive their experiences and relation to others. Findings suggest that participants engage in actions aligned with revelations from their reflective process and utilize their positions as a lever to address racism at various levels within educational systems. Participants utilized their transformed storied selves to challenge the disparate impact of power and privilege on educational and social equity within school communities.
Leadership for Equity and Social Justice in Arab and Jewish Schools in Israel: Leadership Trajectories and Pedagogical Praxis
Author: Arar, Khalid Husny
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Justice,Arabs,Jews,Praxis,Principals,Socioeconomic Influences,Leadership Role,Semi Structured Interviews,Educational Policy,Administrator Attitudes,Administrator Characteristics,Institutional Characteristics,Resource Allocation,Social Support Groups,Instructional Leadership,Foreign Countries,Qualitative Research,Elementary Secondary Education,Personal Narratives

The research investigated how principals in Israel's Jewish and Arab school systems perceive and practice their role in promoting equitable education to bridge socio-economic and pedagogic gaps. It asked how Jewish and Arab principals understand the concept of social justice and what they do in order to promote social justice reality in their schools. Semi-structured interviews were conducted with 10 Arab and Jewish principals. Analysis of interviews indicated that Israeli education policy perpetuates ethnic and social gaps. The principals reported different personal trajectories that shaped their perceptions of social and described strategies used to promote social justice.
Complementary Alternation Discourse Constructions in English: A Preliminary Study
Author: Iza Erviti, Aneider
Date: 2015-00-00
Type: Journal Articles
Subjects: English,Structural Analysis (Linguistics),Discourse Analysis,Sentence Structure,Language Research,North American English,Computational Linguistics,Cognitive Processes,Language Processing

This paper examines the essential features of a group of constructions that belong to the family of complementary alternation discourse constructions in English. In this group of constructions, X and Y are two situations such that Y is less likely (or more likely) to happen than X. Each member of this group (X Let Alone Y, X Much Less Y, X Never Mind Y, X Not To Mention Y, Not X Nor Y, X Still Less Y, Not X Not Even Y, and X To Say Nothing of Y) introduces subtle changes in focal structure, resulting in changes on the overall coherence of the text. Based on these theoretical explanations, the paper specifies the conditions for the use of one connector with preference over the others. Finally, the paper argues that in these constructions we find two types of cognitive operations at work: simple cognitive operations (negative addition and/or re-association) and operation amalgams, which combine different cognitive operations.
The Year We Thought about Love (2014) Ellen Brodsky--Director/Producer
Author: Caruso, John, Jr.
Date: 2016-00-00
Type: Journal Articles
Subjects: Films,Documentaries,Homosexuality,Adolescents,Vignettes,Student Diversity,Theater Arts,Self Disclosure (Individuals),Social Attitudes,Social Bias,Sexual Orientation,Social Discrimination

This article describes a film entitled &quot;The Year we Thought about Love&quot; (2014) in which a LGBQT troup of teens who are part of a youth troupe called True Colors present the diversity of lesbian, gay, bisexual, and transgender lives in art. Their mission is to break through personal isolation, challenge the status quo, and build thriving communities. In eight vignettes, a camera crew follows the 16 member cast in rehearsals, school assemblies, and their homes as they transform life issues into performances for social change. The award winning video has accommodations for equity and diversity. The film is closed captioned with subtitles in Spanish and Haitian Creole.
&quot;My Skin Color Stops Me from Leading&quot;: Tracking, Identity, and Student Dynamics in a Racially Mixed School
Author: Modica, Marianne
Date: 2015-00-00
Type: Journal Articles
Subjects: Ability Grouping,Track System (Education),Student Diversity,Racial Differences,Suburban Schools,Charter Schools,Participant Observation,Racial Bias,Honors Curriculum,Disproportionate Representation,Equal Education,Minority Group Students,Whites

The practice of separating students according to ability level, also known as academic tracking, allows racially mixed schools to maintain segregated classrooms. This article examines the effects of academic tracking on the racial identity and educational opportunities of students at a mixed-race suburban charter school. Through five months of participant observation research, I found that the long-term practice of academic tracking created racial boundaries among students, silenced students of color in honors classes, and limited educational opportunity for all students. However, subsequent efforts to detrack, although superficial, resulted in positive outcomes for all students.
Fostering Awareness through Transmediation: Preparing Pre-Service Teachers for Critical Engagement with Multicultural Literature
Author: Hadjioannou, Xenia
Date: 2014-00-00
Type: Journal Articles
Subjects: Cultural Pluralism,Teacher Education,Teaching Methods,Preservice Teachers,Student Attitudes,Cultural Awareness,Critical Thinking,Childrens Literature,Student Diversity,Social Justice,Outcomes of Education,Case Studies,Qualitative Research

Research has extolled the potential of transmediation in expanding learners' analytical and critical insight. However, this approach requires teachers prepared to employ this multimodal way of knowing. This study examines the impact of transmediation course experiences on pre-service teachers' comprehension of and critical engagement with multicultural children's literature, particularly in relation to multicultural awareness and social justice; their instructional planning; and their intended practice. Findings suggest presenting and supporting transmediation as a critical literacy approach can have a powerful effect on pre-service teachers' understanding of texts, on their sensitivity to diversity issues, and on their beliefs about teaching and learning.
Curriculum Change and Self-Governing Agreements: A Yukon First Nation Case Study
Author: Lewthwaite, Brian Ellis
Date: 2015-00-00
Type: Journal Articles
Subjects: Case Studies,American Indians,Educational Change,Foreign Countries,Self Determination,Governance,Social Change,American Indian Culture,Curriculum,Tribally Controlled Education,Interviews

Recent developments in Canada's Yukon Territory draw attention to how political changes have potential for accelerating practices in education that are responsive to Indigenous Peoples' cultural knowledge systems and practices. In this study, through the use of case study methodology, an account of the changes that have occurred in one First Nation are presented. Further, the study seeks to identify the processes influencing the development. Finally, tensions at the classroom, school, and community levels arising from these changes and anticipated changes are described.
Using My &quot;You Lie Moment&quot; to Theorize Persistent Resistance to Critical Multicultural Education
Author: Marshall, Patricia L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Multicultural Education,Critical Theory,Resistance to Change,Cultural Differences,Units of Study,Educational Practices,Humanism,Grievance Procedures,Racial Attitudes,Case Method (Teaching Technique),Teaching Experience,Intergroup Relations,Classroom Environment,Preservice Teacher Education,Graduate Students

In this article I detail correspondences between a breach of decorum that occurred during a speech delivered by President Obama before a joint session of the United States Congress and an encounter between a teacher education student and me in a graduate-level multicultural education course. The encounter served as a powerful, albeit inadvertent, impetus to theorize the nature of persistent resistance to diversity and critical multicultural education in one teacher education unit.
A Bourdieuian Analysis: Teachers' Beliefs about English Language Learners' Academic Challenges
Author: Shim, Jenna Min
Date: 2014-00-00
Type: Journal Articles
Subjects: Beliefs,Teacher Attitudes,English Language Learners,Barriers,Sociocultural Patterns,Teacher Background,Educational Practices,Performance Factors,Teacher Expectations of Students,Teacher Student Relationship,Elementary Secondary Education,Whites,Semi Structured Interviews,Family Characteristics,Parent Aspiration,Cultural Differences,Teacher Competencies,Learning Problems

Using Pierre Bourdieu's concept of &quot;habitus,&quot; this work analyzes five teachers' beliefs about English language learners' academic challenges. In reference to reproductive and inventive qualities of &quot;habitus,&quot; this article argues that teachers' beliefs that are linked to their socio-cultural backgrounds can delimit or enhance ELLs' academic lives, as those beliefs shape what teachers teach and what they see as a productive pedagogy in working with ELLs. The analysis indicates that tensions across teachers' beliefs, as well as within each teacher's set of beliefs, can serve as an opening to transform their perspectives toward more equitable pedagogical practices for ELLs.
Towards a Different Construction of Blackness: Black Immigrant Scholars on Racial Identity Development in the United States
Author: Hernandez, Kathy-Ann C.
Date: 2015-00-00
Type: Journal Articles
Subjects: Self Concept,Minority Group Students,Immigrants,Ethnography,Females,Ethnicity,Blacks,Models,Personal Narratives,Interviews

In this collaborative autoethnography, two immigrants interrogate their evolving self-definitions as Black women in the U.S. academy. Using a variety of data sources, they uncover several commonalities and differences in their experiences which have coalesced into a four-part model in their journey towards a different construction of Black identity: positioning themselves in the Black box, apprehending their outsider-within positionalilty, navigating the &quot;us/them&quot; to &quot;we&quot; switch, and integrating a different construction of Blackness while remaining true to their cultural/ethnic identity. In elaborating on these themes, they critique the journey towards apprehending minority identity status for people like them.
Political Theorizing and Policy Implications: The Case of a Rawlsian Approach to Multicultural Education
Author: Matsumoto, Masakazu
Date: 2013-00-00
Type: Journal Articles
Subjects: Multicultural Education,Educational Philosophy,Humanism,Social Values,Migrant Children,Immigrants,Case Studies,Educational Theories,Barriers,Educational Practices,Foreign Countries

This article provides a philosophical foundation for the legitimacy of multicultural education by developing the analyses of Rawlsian political philosophy. For Rawls the most important primary good is that of self-respect, and this can be reinterpreted to make a convincing argument for multicultural education, provided that it has a strong connection to cultural minorities' sense of self-respect. After clarifying this connection, this article addresses the objection raised against the idea of equating multicultural education with a social basis of students' self-respect. It ends with a brief overview of a recent example of multicultural education in Japan.
Using Their Words: Six Elements of Social Justice Curriculum Design for the Elementary Classroom
Author: Picower, Bree
Date: 2012-00-00
Type: Journal Articles
Subjects: Social Justice,Curriculum Design,Models,Elementary Education,Elementary School Students,Social Attitudes,Consciousness Raising,Activism,Social Action,Social Change,Teaching Methods,Elementary School Teachers,Racial Identification,Ethnicity,Stereotypes,Ethnic Groups,Multicultural Education,Cultural Awareness,Cultural Differences

This article provides a framework of six elements of social justice curriculum design for elementary classrooms. The elements move from students learning self-love and knowledge about who they are and where they come from to learning respect for people different from themselves. Students explore social injustice, learn about social movements, raise awareness, and engage in activism. By addressing all six elements, students develop an analysis of oppression and tools to take action. The elements help teachers visualize social justice education by providing examples of projects, making social justice in K-6 settings accessible, practical, and achievable.
Books for Boys: Multicultural Literature with Strong Male Characters
Author: Landt, Susan M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Multicultural Textbooks,Books,Males,Literary Devices,Childrens Literature,Role Models,Reading Interests,Literacy Education,Reading Instruction,Reading Skills,Reading Material Selection,Developmentally Appropriate Practices,Picture Books,Difficulty Level,Thinking Skills,Problem Solving,Elementary School Students,Middle School Students,Bibliographies

Boys need books with which they can connect, books that reach out to them with characters that reflect themselves, books that feature people who speak and look and act like the people in their lives. Among the functions of literature in children's lives, two are particularly relevant: facilitating literacy skills and providing role models. The path to becoming a proficient reader begins with the spark of interest in a book--the desire to know more. Young male readers need to envision characters like themselves in active roles: solving problems, undertaking responsibilities, exhibiting leadership, accomplishing worthy tasks.
Multicultural Initiatives across Educational Contexts in Psychology: Becoming Diverse in Our Approach
Author: Adames, Hector Y.
Date: 2013-00-00
Type: Journal Articles
Subjects: Multicultural Education,Institutional Characteristics,Barriers,Cultural Relevance,Cultural Context,Psychology,Institutional Mission,Cultural Differences,Clinical Psychology,Medical Services,Enrichment Activities,Educational Strategies

Educational context plays a role in promoting and maintaining multicultural competence. Whereas in the past decade psychology has considered the impact of multiculturalism in educational training; however, less attention has been paid to the institutional contexts that house these efforts. In this paper, four professional psychologists with expertise in multicultural education enumerate the barriers they encountered as they attempted to establish culture-centered educational contexts. Focusing on three specific educational contexts (a psychology department, a training clinic, and a medical setting), they provide insightful and compelling narratives that educators can relate to and apply to their own institutions. The article concludes with recommendations.
The Voces Project: Investigating How Latino/a Immigrant Children Make Sense of Engaging in School and School Mathematics
Author: Knudson-Martin, John C.
Date: 2013-00-00
Type: Journal Articles
Subjects: Immigrants,Migrant Children,Hispanic American Students,Mexicans,Learner Engagement,Student Participation,Middle School Students,Minority Group Students,Institutional Characteristics,Secondary School Mathematics,Sociocultural Patterns,Community Influence,School Culture,Student Motivation,Interviews,Barriers

This study investigates how a group of Mexican immigrant children in the United States made sense of engaging in school and school mathematics. The research focused on a population of Latino/a middle school students who were a distinct minority, building a model that shows how a complex set of cognitive, sociocultural, and institutional factors mediated these students' engagement and success in school. The results of this research will help educators understand the complex social environment that faces immigrant children and impacts their performance and engagement in school and school mathematics.
Multicultural Education in Finland: Renewed Intercultural Competencies to the Rescue?
Author: Dervin, Fred
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Multicultural Education,Intercultural Programs,Concept Teaching,Interpersonal Competence,Competency Based Education,Teacher Education Programs,Art Education,Educational Practices,Educational Change,Case Studies

This paper reviews discourses on multicultural education and the concept of intercultural competencies in the European and Nordic country of Finland. We focus on their present uses and perceptions by decision-makers, researchers, and also student teachers. Some prognosis for the future is made based on a short case study from art teacher education in this context. The case study represents an approach that replaces an understanding of intercultural competencies only grounded in knowledge with an approach grounded in criticality. In this way, the article represents an attempt to evaluate how intercultural competencies can and should be reconceptualised in global scholarship today.
English Is Not &quot;All&quot; That Matters in the Education of Secondary Multilingual Learners and Their Teachers
Author: Mitchell, Kara
Date: 2012-00-00
Type: Journal Articles
Subjects: Race,Critical Theory,English (Second Language),Second Language Learning,Multilingualism,Educational Opportunities,Teaching Methods,Longitudinal Studies,Case Studies,Qualitative Research,Teacher Education Programs,Social Justice,Equal Education,Second Language Instruction,Language Teachers,High School Students,Secondary School Teachers,Language Usage,Monolingualism

Utilizing the critical race theory (CRT) construct of majoritarian stories and the already identified story of English-is-&quot;all&quot;-that-matters in the education of multilingual learners and their teachers, this study illustrates the influence of this powerful narrative in classroom practice. By promoting English-only instruction, maintaining a limited perspective of what it means to know English, and treating multilingual learners as if they were monolingual, this study demonstrates that multilingual learners' educational opportunities are being limited through a persistent and unhelpful overemphasis on English.