In November 2016, the National Association for Multicultural Education (NAME) and Kappa Delta Pi (KDP) cofacilitated an Education Summit with eminent scholars to develop a shared plan of action committed to “The Multicultural Lens of Equity for ALL.” Through the leadership of H. Prentice Baptiste, former president of NAME, and Faye Snodgrass, executive director of KDP, they pooled their collective assets to challenge oppressive educational practices and establish an alliance focused on preparing and supporting critically conscious, sustainability literate, and equity-minded educators. Kappa Delta Pi, founded in 1911, advances quality education by inspiring teachers to prepare all children and youth for future challenges. Founded in 1990, NAME promotes cultural pluralism and social justice through multicultural education. The complementarity of the organizational missions included a commitment to contribute to a research literature base, and in 2017 NAME and KDP collaborated on a special issue of the Kappa Delta Pi Record, featuring contributions from multicultural educators and leaders in teacher preparation education on the topic of “Sustaining a Quality Education for All Students.” The continuation of this partnership is reflected in this special issue of Multicultural Perspectives, which focuses on the theme of “Disrupting Perspectives on Civic Education for Children and Youth in a Multicultural Society.” In these tumultuous times, increasing polarization has drawn attention to the concept of citizenship and its role in promoting an inclusive society. Although normative frameworks of citizenship typically emphasize rights and duties granted or mediated by the nation, the intensifying political discourse has revealed the flawed assumption that all individuals are all equally positioned to engage in the public sphere. Although public schools in the United States were conceived in part to provide civic education and are uniquely positioned to strengthen civic culture, educators have faced challenges in preparing children to assume their roles as the change agents for the future. In this special issue contributors critically examine frequently overlooked questions concerning the differential access to social, economic, and cultural resources that structurally exclude children and youth and result in an unfilled goal of civic education. The articles in this special issue disrupt traditional perspectives on citizenship by exploring research and exemplars of practice that elevate children’s agency as participatory citizens in a multicultural society and suggest strategies to empower individuals who are often marginalized. By expanding upon civic education as an emancipatory experience in which children learn to actively negotiate their identity and sense of belonging, educators may reimagine the possibilities for more viable and transformative approaches that accommodate inclusion within our pluralistic society.

中文翻译：

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多元文化社会中儿童和青少年公民教育的颠覆性观点

2016 年 11 月，全国多元文化教育协会 (NAME) 和 Kappa Delta Pi (KDP) 与知名学者共同主持了一次教育峰会，以制定一项致力于“全民平等的多元文化视角”的共同行动计划。在 NAME 前总裁 H. Prentice Baptiste 和 KDP 执行董事 Faye Snodgrass 的领导下，他们汇集了集体资产来挑战压迫性的教育实践，并建立了一个联盟，专注于准备和支持具有批判意识、可持续性素养和公平性- 有思想的教育者。Kappa Delta Pi 成立于 1911 年，通过激励教师让所有儿童和青少年为未来的挑战做好准备，从而推进优质教育。NAME 成立于 1990 年，通过多元文化教育促进文化多元化和社会正义。组织任务的互补性包括致力于为研究文献库做出贡献，2017 年，NAME 和 KDP 合作出版了 Kappa Delta Pi Record 的特刊，其中介绍了多元文化教育者和教师准备教育领域的领导者对以下主题的贡献“为所有学生维持优质教育。” 这一伙伴关系的延续体现在本期《多元文化视角》特刊中，该专刊的主题是“多元文化社会中儿童和青少年公民教育的颠覆性视角”。在这个动荡的时代，日益加剧的两极分化引起了人们对公民概念及其在促进包容性社会中的作用的关注。尽管公民的规范框架通常强调由国家授予或调解的权利和义务，但日益激烈的政治话语揭示了一个错误的假设，即所有人都平等地参与公共领域。尽管美国公立学校的部分设计目的是提供公民教育，并且在加强公民文化方面具有独特的优势，但教育工作者在让儿童做好准备成为未来变革推动者的角色方面面临挑战。在这期特刊中，撰稿人批判性地研究了经常被忽视的问题，这些问题涉及社会、经济和文化资源的差异性获取，这些资源在结构上排斥儿童和青年，导致公民教育目标未实现。本期特刊中的文章通过探索将儿童能动性提升为多元文化社会中参与性公民的研究和实践范例，并提出赋予经常被边缘化的个人权力的策略，从而打破了关于公民身份的传统观点。通过将公民教育扩展为一种解放性的体验，在这种体验中，儿童学会积极协商他们的身份和归属感，教育工作者可以重新设想更可行和更具变革性的方法的可能性，以适应我们多元社会的包容性。