ethanporcaro/eric-fulltext-meta huggingface dataset:
Culturally Relevant Teaching in Science Classrooms: Addressing Academic Achievement, Cultural Competence, and Critical Consciousness
Author: Boutte, Gloria
Date: 2010-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Science Education,Science Achievement,Cultural Awareness,Consciousness Raising,Power Structure,Equal Education,African American Students,Critical Thinking,Cytology,Genetics,High School Students,College Students,Racial Bias

This article provides classroom examples and commentaries for extending and deepening culturally relevant science teaching efforts in classrooms. It examines instructional efforts used by one of the authors with high school and university students. Together, the three authors rethink and reconsider several aspects against a culturally relevant pedagogical backdrop. The commentary points out considerations for focusing on student achievement, cultural competence, and critical and sociopolitical consciousness. The necessity and difficulty of centering culture, equity, and power relations are emphasized.
Teaching Practices in Mexico: A Way to Understand Mexican English Learners in the United States
Author: de Souza, Marcela
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 5,Grade 6,Public Schools,Teaching Methods,Immigration,Student Experience,English Language Learners,Immigrants,Teacher Student Relationship,Student Attitudes,Standards,Discipline,Qualitative Research,Interviews,Observation,Teacher Role,Direct Instruction

This paper presents findings from a qualitative study conducted in fifth and sixth grade classrooms in five public schools in Guadalajara, Mexico, in June of 2009. The goal of the study was to learn about current instructional and institutional practices in a region with high migratory rates to the United States, with the express purpose of understanding the type of school experiences Mexican-born English learners usually gain before entering the American school system. Findings include close teacher-student relationships, a strong respect for teachers, school-wide disciplinary chants and in-class routines in which all students participate, and the integration of Enciclomedia in the classroom.
Teacher Preparation and Diversity: When American Pre-Service Teachers Aren't White and Middle Class
Author: Morrell, Jodene
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Educational Change,Educational Development,Museums,Cultural Education,Curriculum Development,Cultural Differences,Middle Class,Whites

The majority of American educators are White, middle class, and female. Most textbooks and articles for pre-service teachers assume their readers reflect these characteristics. However, as the K-12 student population becomes increasingly diverse, so do the pre-service teacher candidates at our Southern California public university. This article describes a prerequisite education course on diversity, showing how its original assumption that students needed to be convinced of the importance of diversity changed to a focus on improving the academic achievement and opportunities for linguistically and culturally diverse K-12 students.
Responses to Islam in the Classroom: A Case of Muslim Girls from Minority Communities of Interpretation
Author: Merchant, Natasha Hakimali
Date: 2016-00-00
Type: Journal Articles
Subjects: Islam,Classroom Techniques,Females,Islamic Culture,Qualitative Research,Case Studies,Muslims,Minority Group Students,Multicultural Education,Teaching Methods,Cultural Education,Citizenship Education,Interviews,Questionnaires,Fundamental Concepts,Intervention,Intergroup Relations

Coinciding with the rise of &quot;Islamophobia&quot; in the United States is a small but growing set of educational scholarship around the curricular impact of and response to Islamophobia. The qualitative case study discussed in this manuscript aims to contribute to this conversation by investigating how Muslim girls from minority communities of interpretation (n = 6) made sense of and responded to the curriculum on Islam in their Social Studies classes. The central finding describes how sample students responded to Islamophobia in the classroom by building bridges across differences. Ultimately, this study advocates a curriculum on Islam honoring complexity.
Immigrants in Appalachia: Educational Implications for Meeting the Needs of All Children
Author: Cowdery, Joy R.
Date: 2010-00-00
Type: Journal Articles
Subjects: Immigrants,Rural Schools,Qualitative Research,School Districts,Rural Areas,English Language Learners,Research Projects,Data Collection,Interviews,Court Litigation,Educational Legislation,Federal Legislation,Second Language Learning,English (Second Language),Second Language Instruction,Counties,Foreign Countries,Data Analysis,Multicultural Education,Administrators,Teachers,Parents,Students

As rural Appalachian schools in Ohio in the United States struggle to overcome institutional bias and lack of understanding to accommodate the needs of the growing population of immigrant students from diverse countries, immigrant parents struggle to fit into a new cultural environment and to secure the best education for their children. This qualitative study of 29 southern Ohio counties examines the barriers and opportunities that each faces.
Empowering Pasifika Students to Express Their Identities through Visual Arts in New Zealand Secondary Schools: The Role of Euro-Descendent Teachers
Author: Smith, Jill
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Ethnic Groups,Pacific Islanders,Art Teachers,Secondary School Teachers,Whites,Student Empowerment,Teacher Attitudes,Art Products,Student Diversity,Cultural Pluralism,National Curriculum,Teaching Methods,Visual Arts,Semi Structured Interviews,Audio Equipment,Institutional Mission,Educational Philosophy,Questionnaires

The greatest numbers of young people in New Zealand are from Pasifika peoples' ethnic groups. In contrast, art teachers in secondary schools are predominantly European. Research conducted in 2015, which investigated how art teachers are responding to the increasing diversity of students, uncovered important insights. This article provides &quot;snapshots&quot; of how four European-New Zealand art teachers, who work in schools where Pasifika students comprise the largest ethnic group, are empowering them to express themselves within their cultural milieu. Articulated through the voices of the art teachers, the stories of these students are visualized through examples of their art works.
&quot;I Worry about My Community&quot;: African American Women Utilizing Communal Notions of Citizenship in the Social Studies Classroom
Author: Vickery, Amanda E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Social Studies,Citizenship Education,Classroom Techniques,Qualitative Research,Observation,Semi Structured Interviews,Citizenship,Cultural Education,Teaching Methods,Women Faculty,African American Teachers,Concept Teaching,Indigenous Knowledge,Teacher Background,Case Studies

This qualitative multiple case study utilizes a Black feminist ethic of caring (Collins, 2009; Thompson, 1998) to explore how three African American women social studies teachers draw on their personal and community knowledge to conceptualize and teach the construct of citizenship to their students of color. Instead of conveying traditional notions of citizenship that value blind patriotism to the nation-state and individualism, they instead chose to teach citizenship as relational and centered on uplifting their cultural community. This study hopes to shed light on how critical notions of citizenship may be presented and utilized in classrooms.
Converging Recommendations for Culturally Responsive Literacy Practices: Students with Learning Disabilities, English Language Learners, and Socioculturally Diverse Learners
Author: Piazza, Susan V.
Date: 2015-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Special Education,Literacy Education,Learning Disabilities,English Language Learners,Socioeconomic Status,Cultural Differences,Student Diversity,Cultural Influences,Teaching Methods,Theories,Literature Reviews,Coding,Cooperation,Technology Uses in Education,Visual Aids,Inquiry

This study examines culturally responsive pedagogy across the fields of special education, multicultural literacy education, and teaching English language learners. A systematic review of recommendations identified culturally responsive practices in five key areas: dialogue, collaboration, visual representation, explicit instruction, and inquiry. Educators are encouraged to adopt a critical and responsive stance that incorporates students' cultural knowledge and lived experiences when implementing these recommendations. Creating classrooms that promote culturally responsive and effective instruction is grounded in the definition of literacy as a social practice and leads to more equitable learning opportunities in all areas.
Addressing Religious Diversity through Children's Literature: An &quot;English as a Foreign Language&quot; Classroom in Israel
Author: Hayik, Rawia
Date: 2015-00-00
Type: Journal Articles
Subjects: Childrens Literature,English (Second Language),Christianity,Muslims,Religious Conflict,Religious Cultural Groups,Student Diversity,Jews,Arabs,Critical Literacy,Teaching Experience,Multicultural Education,Intergroup Education,Educational Practices,Educational Strategies,Teaching Methods,Foreign Countries

Conflicts between different religious groups occasionally arise in my Christian and Muslim Israeli-Arab EFL students' school and area. In an attempt to increase students' knowledge of and respect for other faiths in the region, I conducted practitioner inquiry research in my religiously diverse Middle-Eastern classroom. Grounded in critical literacy, I used a book set of religion-based literature alongside critical literacy engagements to effect some change in students' tolerance towards other faiths. This article describes my journey of exploring students' reader responses to religion-based texts and issues.
African Mask-Making Workshop: Professional Development Experiences of Diverse Participants
Author: Rule, Audrey C.
Date: 2015-00-00
Type: Journal Articles
Subjects: Professional Development,Workshops,African Culture,Cultural Differences,African American Family,Adults,Grounded Theory,Symbolic Learning,Cultural Background,Folk Culture,Ceremonies,Reflection,Ethnic Groups,Art Activities,Multicultural Education,Art Products,Preservice Teachers,Teacher Education,Foreign Countries,African Americans,Cultural Education

Diverse education professionals learned about African cultures in a workshop experience by making African masks using authentic symbolism. Analysis of reflections to evaluate the workshop for applicability to participants with and without African heritage showed that both groups expanded their cultural knowledge of traditional African ethnic groups. Those participants with African heritage noted valuing of women while those without African heritage expressed appreciation for African culture, self-evaluation of work, and the desire to investigate their own heritages.
&quot;I Go to Teacher Conferences, but I Do Not Understand What the Teacher Is Saying&quot;: Somali Parents' Perception of the Swedish School
Author: Osman, Ali
Date: 2015-00-00
Type: Journal Articles
Subjects: Parent Teacher Conferences,Parent Attitudes,Parent Participation,Educational Experience,Parent Teacher Cooperation,Interpersonal Communication,Social Capital,Barriers,Change Strategies,Social Networks,Migrant Children,Academic Achievement,Interviews,Parent Aspiration,Expertise,Foreign Countries

This study examines the encounter of Somali parents with their children's teachers and how these relations &quot;affect&quot; their possibility of supporting their children's attaining a successful school experience. The study is inspired by and combines the insight and concept of social capital developed by Coleman and Bourdieu. The parents realize that they lack the knowledge and expertise to support their children in their educational endeavor and have neither the material nor ideational support to compensate individual limitations to support their children in the encounter with the Swedish school.
Dancing with Ethnic Identities: An Aboriginal Dance Club in a Taiwanese Middle School
Author: Chen, Shwu-Meei
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Dance,Youth Clubs,Indigenous Populations,Student Development,Student Experience,Identification (Psychology),Sensitivity Training,Self Efficacy,Cultural Education,Qualitative Research,Observation,Interviews,Sense of Community,Racial Attitudes,Cultural Activities

Research in Taiwan has shown that aboriginal students often have low self-esteem and a negative view of their life due to their heritage. This research studied 14 Taiwan aboriginal students to understand how the experience of an aboriginal dance club influenced the development of their ethnic identity. The results showed that the experiences of socializing with other aboriginal group members and learning about traditional tribal culture created a more positive ethnic identity. Moreover, through international performances, they gained self-confidence and diverse perspectives. The study suggests that a safe environment where students can learn about their ethnic cultural practice would help aboriginal students develop a more positive ethnic identity.
Engaging in &quot;Travesuras&quot;: A Latino Fifth-Grader's Disassociation from the Schoolboy Label
Author: Cuero, Kimberley K.
Date: 2010-00-00
Type: Journal Articles
Subjects: Hispanic American Students,Grade 5,Labeling (of Persons),Case Studies,Student Behavior,Behavior Problems,Males,Urban Youth,Interviews,Minority Group Students,Academic Achievement,Qualitative Research,Student Attitudes,Peer Acceptance,Self Concept,Ethnography,Achievement Gap,Longitudinal Studies,Bilingual Education Programs,Bilingual Education,Observation,Focus Groups,Journal Writing,Data Collection,Foreign Countries,College Students,Standardized Tests,Achievement Tests,Mexican Americans

This case study examines José, a bilingual Latino fifth-grader, and his complex and dynamic engagements in &quot;travesuras&quot; (mischievous behaviors). José's &quot;travesuras&quot; served to disassociate him from being labeled a &quot;schoolboy.&quot; This disassociation was evident in how José: (1) renounced &quot;school-like&quot; work and (2) downplayed his intelligence. José had been pigeonholed--for the most part-- as a smart student who should have known better than to behave inappropriately. Implications point to how to create more nurturing and enriching experiences for urban Latino youth such as José.
Critical Multicultural Citizenship Education among Black Immigrant Youth: Factors and Challenges
Author: Kumi-Yeboah, Alex
Date: 2016-00-00
Type: Journal Articles
Subjects: Qualitative Research,Multicultural Education,Blacks,Immigrants,Best Practices,Teaching Methods,Citizenship,Social Media,Influence of Technology,Self Concept,Cultural Awareness,Role,Discussion (Teaching Technique),Critical Theory,Citizenship Education,High School Students,Student Attitudes,Information Technology,Federal Legislation,Immigration,Semi Structured Interviews

This study uses qualitative interviews with 18 participants across five states to examine the factors that promote enhancement of critical multicultural education for Black immigrant youth. Findings suggest that class discussion, influence of social media and technology, non-educational practices, and cultural and language differences are the leading factors that promote the advancement of critical multicultural citizenship education for participants. Participants utilized these factors to navigate the democratic education and the role of transnational identification. Findings support the need for teachers and educators to understand the cultures and best practices for teaching immigrant youth.
Born This Way?: How U.S. College Students Make Sense of the Biosocial Underpinnings of Race and Other Identities
Author: Johnston-Guerrero, Marc P.
Date: 2016-00-00
Type: Journal Articles
Subjects: Social Influences,Identification (Psychology),Racial Differences,Racial Identification,Social Class,Gender Differences,Undergraduate Students,Biology,Grounded Theory,Semi Structured Interviews,Coding,Mixed Methods Research

With advances in biotechnology come potential changes in how college students may understand the nature of identity. This study explores sensemaking around the biological underpinnings of proclaimed &quot;social&quot; identities (e.g., race, class, and gender). Based on interviews with 34 undergraduate students recruited from two large public research universities in the United States, a conceptual model is offered to outline the general process of how students make sense of biological and/or social explanations of identity, including the role of controllability and essentialism. We discuss implications for multicultural education and teaching the &quot;social construction&quot; of identity in changing contexts.
Examining Teacher Candidate Resistance to Diversity: What Can Teacher Educators Learn?
Author: Rose, Dana Gregory
Date: 2011-00-00
Type: Journal Articles
Subjects: Resistance (Psychology),Student Teacher Attitudes,Teaching Experience,Student Teaching,Multicultural Education,Culturally Relevant Education,Cultural Awareness,Cultural Literacy,Sociocultural Patterns,Teacher Competencies,Interviews,Case Studies,Cultural Differences,Preservice Teacher Education,Qualitative Research

How teachers interpret and respond to diverse students' cultural identities is critical to students' success. Therefore, teacher educators require candidates to gain experience with multicultural populations during fieldwork as a means of promoting candidates' sociocultural consciousness. What can teacher educators learn from candidate perceptions of these experiences? This study features a case analysis of a candidate's descriptions of multicultural school experiences. The candidate negated the need to be culturally responsive by inaccurately simplifying culture and using the binary constructs of &quot;same&quot; and &quot;different.&quot; The article contends that to promote candidates' sociocultural consciousness, educators must provide a framework for deconstructing &quot;same&quot; and &quot;different.&quot; The article offers a visual model as a pedagogical discussion tool.
&quot;¡Ya basta con la ciudadanía restrictiva!&quot;: Undocumented Latina/o Young People and Their Families' Participatory Citizenship
Author: Gutiérrez, Leticia Alvarez
Date: 2016-00-00
Type: Journal Articles
Subjects: Undocumented Immigrants,Hispanic Americans,Hispanic American Students,Citizen Participation,Action Research,Participatory Research,Intergenerational Programs,Partnerships in Education,Family School Relationship,Student Rights,Equal Education,High School Students,Gender Differences,Family Involvement,Advocacy,Social Justice

This article describes a community-based participatory action research project (PAR), &quot;Voces Diversas e Importantes&quot; [Diverse and Important Voices] that the intergenerational Family School Partnership (FSP) collective enacted to support citizenship participation and increase the possibilities undocumented Latina/o students and families have for transforming practices and perspectives within the school context and community. In this PAR project undocumented young people and their families challenge the notion that legal citizenship alone provides educational rights and equity. Central to this study is how participants troubled and disrupted the racialization and gendered components of citizenship as well transformed their participation into leadership practices that leveraged organizational changes and heightened positive educational pathways for young undocumented students in the high school.
Beyond Inclusion: Reconsidering Policies, Curriculum, and Pedagogy for Roma Students
Author: Miskovic, Maja
Date: 2016-00-00
Type: Journal Articles
Subjects: Minority Group Students,Inclusion,Educational Practices,Social Integration,Educational Policy,Politics of Education,Educational Strategies,Foreign Countries,Ethics,Policy Formation

This paper investigates the policies and politics of including European Roma students in mainstream educational systems within the context of two European Union (EU) policies: the Decade of Roma Inclusion (2005-2015) and EU National Roma Integration Strategies (2013-2020). Drawing on the scholarship about inclusion and its practical achievements, we examine the tensions between policy planning and policy implementation. We conclude that there is a discrepancy between what inclusion represents in current educational discourse and how inclusive efforts are working (or not) for Roma students.
Sowing the &quot;Semillas&quot; of Critical Multicultural Citizenship for Latina/o Undocumented Youth: Spaces in School and out of School
Author: Salazar, Maria del Carmen
Date: 2016-00-00
Type: Journal Articles
Subjects: Cultural Pluralism,Hispanic Americans,Undocumented Immigrants,Qualitative Research,Citizenship,Citizen Participation,Self Concept,Citizenship Education,Personal Narratives,Semi Structured Interviews,College Students,High School Students,Sampling

The purpose of this study is to address how spaces in school and out of school support or constrain undocumented Latina/o youths' development as critical multicultural citizens. We draw on data from a multi-phase, qualitative study to present findings indicating that the youths persevered through academic and civic engagement. Ultimately, the students drew from their liminal status--the space between legal and &quot;illegal&quot;--to become stewards of a cause. The analysis is limited to a subset of data on undocumented participants from a larger study of the pathways to mobility among Latina/o youth.
Going Global and Getting Graphic: Critical Multicultural Citizenship Education in an Afterschool Program for Immigrant and Refugee Girls
Author: Park, Jie Y.
Date: 2016-00-00
Type: Journal Articles
Subjects: Multicultural Education,Citizenship Education,After School Programs,Immigrants,Refugees,Females,Qualitative Research,Case Studies,Cartoons,Novels,Elementary School Students,English Language Learners,Global Approach,Political Attitudes,Foreign Policy,Social Adjustment,Interviews,Student Attitudes

This qualitative case study reports on the experiences of six recent-arrival immigrant and refugee girls as they participated in an afterschool program designed to promote critical multicultural citizenship through graphic novels. Analysis of discourse data revealed how the girls explored the interdependence among nation-states and wrestled with the complexities in their new home country. The study's findings challenge deficit perspectives that immigrant youth, who are learning English, are not ready to engage in deliberative discourse around social and global issues. The findings offer a different way of thinking about citizenship education for recent-arrival immigrant youth.