ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;Sobresalir&quot;: Latino Parent Perspectives on New Latino Diaspora Schools
Author: Gallo, Sarah
Date: 2012-00-00
Type: Journal Articles
Subjects: Hispanic American Students,Parent Attitudes,Immigrants,Action Research,Participatory Research,Film Production,Misconceptions,Parent Aspiration,Educational Attitudes,Parent Participation,Family Characteristics,Homework,Social Values,Parent Teacher Cooperation,Video Technology,Mexicans,Interviews,Critical Theory,Race

Although many have documented the high value Latino families place on education, prevalent discourses nonetheless characterize Latino immigrant parents as not caring about their children's education. This paper describes the practice-based components of a participatory action research project in which we created a collaborative film, intended for use in teacher professional development, which counters these discourses. In the film, Mexican immigrant parents in one New Latino Diaspora community discuss their experiences with schools. Parents' stories give teachers an opportunity to re-think their relationships with and impressions of Mexican immigrant families.
The Positive Impact of Culturally Responsive Pedagogy: Montana's Indian Education for All
Author: Carjuzaa, Jioanna
Date: 2012-00-00
Type: Journal Articles
Subjects: State Legislation,American Indian Education,Racial Factors,Social Influences,Cultural Awareness,Misconceptions,Equal Education,Teacher Attitudes,Faculty Development,Ethnic Stereotypes,Consciousness Raising,Content Analysis

Montana's Indian Education for All Act is an unprecedented state constitutional mandate requiring educators to integrate American Indian content into all instruction. Not all educators in this western state in the United States embrace this requirement, but those who do become change agents as they lead students to challenge the status quo. Tensions between Indians and non-Indians influence Montana's historical and contemporary social fabric. From reservation border towns to urban school districts, and even in the state government, a pervasive lack of cultural awareness contributes to misunderstandings and persistent inequities. Yet, in this climate, students are stepping up and speaking out.
Enhancing Cross-Cultural Competence in Multicultural Teacher Education: Transformation in Global Learning
Author: Seeberg, Vilma
Date: 2012-00-00
Type: Journal Articles
Subjects: Global Education,Intercultural Programs,Interpersonal Competence,Multicultural Education,Web 2.0 Technologies,Attitude Change,Affective Objectives,Teaching Methods,Cognitive Objectives,Academic Standards,Preservice Teacher Education,Textbook Bias,Student Projects,Protocol Analysis,Protocol Materials,Qualitative Research

Teacher education needs to engage teacher candidates in developing cross-cultural competence so that they may be able to transmit global learning to their future students. This study theorizes cross-cultural competence (CCC) from the perspectives of multicultural and global education. During a four-year project at a mid-western US university, utilizing Web 2.0 technologies, the authors implemented and evaluated a pedagogical approach intended to foster cross-cultural competence with an emphasis on dispositional transformation. A mixed-method design assessed students on CCC standards and found that they developed affective as well as cognitive CCC. By implication, the model can be adapted in other teacher education classrooms to foster cross-cultural, multicultural global learning.
Bringing Theory to Life: Strategies That Make Culturally Responsive Pedagogy a Reality in Diverse Secondary Classrooms
Author: Herrera, Socorro G.
Date: 2012-00-00
Type: Journal Articles
Subjects: Secondary School Curriculum,Culturally Relevant Education,Teacher Effectiveness,Student Diversity,Teaching Methods,Educational Strategies,Educational Practices,Multicultural Education,Student Centered Curriculum,Biographies,Observation,Academic Achievement,Instructional Improvement

Preparing U.S. teachers for effectiveness with culturally and linguistically diverse (CLD) secondary students remains a challenge, given the relative homogeneity of educators and their enculturation to an educational system based on European American norms and values. Although culturally responsive pedagogy has emerged as a promising avenue for promoting student achievement, instructional tools are needed to support application of theory in multicultural classrooms. In this paper, we provide a framework for linguistic and academic development, contextualized within a larger model of biography-driven instruction. Instructional strategies implemented throughout the lesson are described, and their usefulness for improving teacher performance is explored.
&quot;God Gave Us Two Ears and One Mouth for a Reason&quot;: Building on Cultural Wealth through a Call-and-Response Pedagogy
Author: Marsh, Tyson E. J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Methods,High School Students,Classroom Communication,Poetry,Minority Group Students,Cultural Pluralism,Cultural Background,Writing (Composition),Power Structure,Cultural Capital,Partnerships in Education,Race,Critical Theory,After School Programs,Course Descriptions

As presented by Lee and Majors (2003), &quot;The use of call and response is a familiar structure [within communities of color] for sustaining talk, for communicating perspective, and for marking engagement&quot; (p. 64). In this paper we delineate the need for a call-and-response pedagogy in engaging students of color in a responsive, critically multicultural manner while creating opportunities for the expression of their cultural wealth. Drawing from over three years of experience as facilitators of an after-school poetry class in a Los Angeles area high school, we synthesize classroom dialogue and student poetry and writing to revel the potential of such mediums to generate reflexive pedagogy and classroom discourse. We believe this approach offers the potential for teachers and students to engage in a collaborative, democratic process of naming oppressive structures.
Multicultural Education as Community Engagement: Policies and Planning in a Transnational Era
Author: Davis, Kathryn A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Multicultural Education,Neoliberalism,Global Approach,Resistance (Psychology),Educational Opportunities,Barriers,Multilingualism,Ethnography,Mentors,Community Involvement,Participatory Research,Educational Planning,Educational Policy,Foreign Countries

Through viewing multicultural education as policy and planning that is enacted at national, regional, and local levels in Nepal and Vietnam, we explore the challenges and possibilities of engaging communities. We examine transnationalism, neoliberalism, and globalization as these impact national policies, community ideologies, regional/local economy, social welfare, and education. Critical ethnographic studies further focus on history, place, and culture in engaging communities of policy makers, educators, students, families and activists in reflection and transformation, policy making, and planning. These studies serve to re-envision multicultural education as critical community engagement and transformation within a transnational era.
Toward Common Ground: The Uses of Educational Anthropology in Multicultural Education
Author: Demerath, Peter
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Anthropology,Multicultural Education,Concept Formation,Cultural Differences,Race,Genetics,Educational Sociology,Postmodernism,Ethnicity,Racial Identification,Educational Policy,Educational Practices,Cultural Literacy,Citizenship,Humanism,Role of Education,Racial Relations

This article reviews advances of interest to multicultural educators and researchers in the complementary disciplines of multicultural education and educational anthropology including the culture concept; biological and sociological conceptions of &quot;race;&quot; postmodern understandings of identity and subjectivity; and ethnographic accounts of how students' school experiences are shaped by globalization, immigration, class culture, neoliberalism, and popular culture. We further consider ways that teachers can support students from diverse backgrounds and identify sociocultural approaches to understanding educational policy impacts and appropriation. Our hope is to narrow the distance between these two fields so that common aims can be even more effectively realized.
Schooling Teachers, Schooling Ourselves: Insights and Reflections from Teaching K-12 Teachers How to Use Hip-Hop to Educate Students
Author: Irby, Decoteau J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Music,Popular Culture,Teaching Methods,Elementary Secondary Education,Faculty Development,African Americans,Whites,Racial Differences,Student Diversity,Workshops,Multicultural Education,Surveys,Program Development

Hip-hop-based education (HHBE) research analyzes how hip-hop culture is used to produce favorable educational outcomes. Despite its richness, the work reveals little about how to prepare practicing K-12 teachers to use HHBE toward the critical ends reflected in extant HHBE literature. In this article, we challenge many tacit assumptions of HHBE research by examining the curricular and pedagogical wants and needs of in-service teachers who are interested in HHBE but who are not familiar with hip-hop's unique history and culture. Through a collaborative self-study with a teacher-educator, we, as Black male hip-hop insiders, reflect on the promises and pitfalls of preparing predominantly White teachers to incorporate hip-hop into their teaching and learning repertoire.
Mis/Representations of Asian/Americans in the Curricula: Perspectives from Second-Generation Japanese American Youth
Author: Endo, Rachel
Date: 2012-00-00
Type: Journal Articles
Subjects: Asian American Students,Asian Americans,Misconceptions,Case Studies,Japanese Americans,Semi Structured Interviews,Transcripts (Written Records),Course Descriptions,Racial Identification,Definitions,Ethnic Stereotypes,Cultural Pluralism,Educational Practices,Student Experience,Racial Bias

This case study explores how six second-generation Japanese American youth recalled learning about cultural diversity at their high schools, particularly information that was intended to represent their identities as ethnic and racial minorities. Semi-structured interviews were used to investigate how the participants made sense of curricular content that did not represent their experiences accurately or completely. Site documents including course documents and syllabi were also analyzed. The findings suggest that (a) Asian/Americans have largely been excluded from definitions of diversity and multiculturalism and (b) when White teachers included lessons intended to teach about Asian/Americans, the content generally reinforced Orientalist stereotypes, particularly colonizing images of the cultural exoticism-pathology binary and/or racial sameness. The implications section details practical strategies for K-12 teachers to include more balanced information about Asian/American experiences in the curricula.
Producing (im)Possible Peoples: Policy Discourse Analysis, In-State Resident Tuition and Undocumented Students in American Higher Education
Author: Gildersleeve, Ryan Evely
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Policy,In State Students,Tuition,Undocumented Immigrants,State Legislation,Self Concept,Higher Education,Educational Opportunities,Discourse Analysis,Power Structure,Political Attitudes,Policy Analysis,College Attendance,Politics of Education

This paper examines 12 states' statutes that extend in-state resident tuition for undocumented students, illustrating their ambiguities and contradictions as they produce the &quot;subject&quot; in these on-going policy debates. This study asks and answers the question: &quot;How are students' identities produced in ISRT policy?&quot; At stake in this question are the discursive opportunities made available for enabling and/or constraining higher education opportunity, particularly for undocumented students. Findings point to a contradictory set of identities simultaneously made possible and impossible for undocumented students pursuing American higher education.
Complicating Culturally Relevant Pedagogy: Unpacking West African Immigrants' Cultural Identities
Author: Allen, Keisha McIntosh
Date: 2012-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Immigrants,African Culture,Case Studies,Indigenous Knowledge,Ethnic Stereotypes,Black Studies,Ideology,Social Values,Student Attitudes,Educational Experience,Citizen Participation,Political Attitudes,Interpersonal Competence,Cultural Awareness,Identification (Psychology),Foreign Countries,Semi Structured Interviews,Grounded Theory

This study presents findings from a case study of 18 second- and 1.5-generation West African immigrants. We draw upon notions of elusive culture and indigenous knowledges to highlight participants' complex cultural identities and respond to anti-immigration discourses through positioning West African immigrant students as assets in American classrooms. We extend culturally relevant theory in order to reflect the heterogeneity of Black immigrant experiences in challenging simultaneously invisible and stereotypical views of African values, knowledges, and ideologies. We call for practitioners and researchers to attend to Black immigrant youth's hybrid identities, indigenous knowledges, and enactments of cultural competence and socio-political consciousness within curriculum.
Race, Language, and Schooling in Italy's Immigrant Policies, Public Discourses, and Pedagogies
Author: Love, Stephanie V.
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Race,Foreign Policy,Immigration,Public Opinion,Critical Theory,Immigrants,Racial Attitudes,Racial Identification,Multicultural Education,Intergroup Relations,Educational Needs,Minority Group Students,Racial Bias,Nationalism,Language Role,Sense of Community,Educational Practices

In this article, we use the framework of critical race theory (CRT) to show how race, language, and schooling have played out in the historical project of the Italian nation-state. We then demonstrate how this historic racialized identity construction is currently excluding immigrants from Italian national identity. Finally, we argue that CRT can be a valuable alternative to intercultural education in that it both addresses the educational needs of immigrant and minority students in Italian schools and challenges racist and anti-immigrant discourses circulating in the broader society.
Education That Leads to Nowhere: Thailand's Education Policy for Children of Migrants
Author: Arphattananon, Thithimadee
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Policy,Migrant Children,Educational Practices,Foreign Countries,Access to Education,Ethnography,Qualitative Research,Interviews,Observation,Admission (School),Dropouts,Administrator Attitudes,Student Placement,Core Curriculum,Elementary School Students,Parent Attitudes,Migrant Workers

In July 2005, the Thai cabinet passed the resolution that allows migrant children access to free public education. This paper uncovers education experiences of children of migrant workers who study in Thai public schools, concentrating on the Thai government's education policy towards these children. Data are drawn from an ethnographic study conducted between 2010 and 2011 in two provinces of Thailand--Ranong Province and Pattani Province. Qualitative research methods such as interview, observation and document examination are used to obtain data. School practices such as the admission process, the placement of children into classes, classroom instruction, and supporting systems are examined. Interactions between teachers and migrant children as well as between migrant children and local children are observed. The results show that while allowing migrant children to access public education, the Thai government does not have a policy to promote or to persuade migrant parents to bring their children to schools. A policy to follow up on children of migrants who drop out also does not exist. Additionally, school practices and curricula do not match the circumstances of the children. This article argues that Thailand's current education policy allows children of migrants to access public education, but does not help them to proceed to higher levels of education.
Challenging Anti-Immigration Discourses in School and Community Contexts
Author: Allexsaht-Snider, Martha
Date: 2012-00-00
Type: Journal Articles
Subjects: Context Effect,Immigration,Discourse Analysis,Controversial Issues (Course Content),Concept Formation,Negative Attitudes,Educational Practices,Critical Theory,Praxis,Migrant Children,Migrants,Barriers,Research Problems,Research Needs,Educational Environment,Community Attitudes

Rapid migration shifts, anti-immigrant discourses in the public sphere, and harsh immigration policies have posed daunting challenges for immigrant students, their families, their teachers, and their communities in the 21st century. Trends in public discourse and law enforcement in the United States mirror developments in European countries with high levels of immigration. Informed by the research and praxis of eight teams of researchers in the United States and Europe, this paper discusses how educators are conceptualizing ways to analyze and resist anti-immigration discourses and practices in school and community contexts.
Critical Performative Pedagogy: Emergent Bilingual Learners Challenge Local Immigration Issues
Author: Harman, Ruth
Date: 2012-00-00
Type: Journal Articles
Subjects: Critical Theory,Immigration,Emergent Literacy,Bilingual Students,Language Arts,Art Expression,Art Education,English Language Learners,Discourse Analysis,Foreign Policy,Story Telling,Theater Arts,Local Issues,Student Writing Models,Social Action,Secondary School Students,Educational Practices

Recent anti-immigration policies and practices in the Southeast of the United States have presented difficult challenges for newly arrived bilingual learners and their families. To validate student voices within this socio-political context, our school/university collaboration implemented an arts-based participatory approach to English Language Arts. Informed by critical discourse analysis, this paper investigates how, in the context of anti-immigration policies, a lack of social resources, and English-only instructional practices, our approach supported immigrant students in engaging agentively in social action-oriented literacy activities. Part of a larger ethnographic study, the paper focuses on a curricular project enacted in spring and fall 2010.
Culturally Responsive Instruction Leaves No Child Behind: The Story of Juan, a Pacific Island Special Needs Student
Author: Stoicovy, Catherine Eileen
Date: 2012-00-00
Type: Journal Articles
Subjects: Qualitative Research,Case Studies,Culturally Relevant Education,Pacific Islanders,Disabilities,Participant Observation,Audio Equipment,Personal Narratives,Interviews,Teacher Attitudes,Student Attitudes,Cultural Differences,Story Telling,Attention Deficit Hyperactivity Disorder,Indigenous Populations,Special Education,Grade 5

The purpose of this qualitative case study is to explore the use of retelling as a culturally responsive literacy strategy for Juan, a Pacific Island (Chamorro) special needs student on the island of Guam. Data were collected from the following sources: (1) participant-observation (2) fieldnotes (3) audiotaped recordings of students' oral retellings (4) audiotaped interviews with students (5) audiotaped interviews with classroom teacher, and (6) samples of students' written retellings. Results of the study suggest that retelling helps to bridge the dissonance between home and the school. Retelling, congruent with the Chamorro tradition of storytelling, is a natural way of learning for Chamorro students. Moreover, retelling in a small group setting is compatible with &quot;inafa'maolek,&quot; a core value of Chamorro culture that means helping each other in an agreeable fashion. Based on Juan's productive academic performance and appropriate behavior during the retelling sessions, the following two issues warrant consideration: a reevaluation of his diagnosis of ADHD and further exploration of the use of culturally responsive instruction to scaffold his academic performance.
The Impact of Adopting a Mainstreamed Model of Service Provision: The Experiences of University Staff Members
Author: Harryba, Sophia A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Models,Qualitative Research,Case Studies,Foreign Students,Grounded Theory,Foreign Countries,Teacher Student Relationship,Teacher Attitudes,Role,Services,Disadvantaged,Enrollment Trends,Higher Education,Commercialization,College Students,Interviews,Student Attitudes,Communication Problems

A qualitative case study examined the challenges of service provision and utilization regarding international students at an Australian university. Using a Social Constructivist Grounded Theory methodology, 73 participants were interviewed, including 38 staff members (16 academic, 22 non-academic), 25 international students, and 10 domestic students. The university had recently changed its model of service provision from specialised to mainstreamed. All students became viewed as one cohort, with the same needs, accessing the same services. Challenges associated with this move were discussed, and it was found that opinions about the effects of the new model depended on the staff members' role at the university and how much contact they had with international students. Teaching and support staff members reported struggling when working with international students under this model of service provision, and staff members reported facing challenges in providing support outside of their role descriptions, lack of specialised staff, and lack of specialised services. It was concluded that the use of this model, added to increasing enrolment numbers and decreasing support both for staff and students, could lead to an increased likelihood that some staff view and treat some international students with a &quot;deficit&quot; lens.
Preservice Teachers' Perceptions of Immigrants and Possibilities of Transformative Pedagogy: Recommendations for a Praxis of &quot;Critical Aesthetics&quot;
Author: McDermott, Morna
Date: 2012-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Immigrants,Praxis,Critical Theory,Affective Objectives,Workshops,Perspective Taking,Transformative Learning,Teacher Education Programs,Student Writing Models,Sensory Experience,Childrens Literature,Drama,Reflection,Student Teacher Attitudes

To address anti-immigration sentiments revealed by preservice educators, the authors conducted a workshop using a &quot;critical-aesthetic praxis.&quot; The purpose of the workshop was to create a praxis (Freire, 1970;1998) of critical aesthetics (Carey, 1998) in which preservice teachers engaged in a series of aesthetically grounded experiences aimed at revealing and disorienting their previously conceived notions about immigration. The workshop lay the groundwork for a re-orientation of understanding based on perspectives of the &quot;the Other&quot; and builds a transformative curriculum in teacher education programs. Such practices must become more integral facets of teacher preparation programs to promote an anti-racist pedagogy.