The purpose of this article is to document a study where we problematized the notion of meaningful instruction in the context of problem-based learning for culturally and linguistically diverse students. We analyzed 32 lessons with independent measures of the levels of integration of multicultural content and culturally responsive teaching and found the “real-world and meaningful” problems, a key feature of PBL, are laden with mainstream-centric perspectives. Furthermore, the majority of PBL lessons lack attention to social justice, equity, and decolonization. The central argument is that trends in education cannot simply be taken off a shelf and replicated in culturally and linguistically diverse classrooms without taking affirmative steps to support teachers’ understanding of the need for multicultural education. Implications include reforming teacher education and grants supporting teacher professional development toward the inclusion of multicultural perspectives.

中文翻译：

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通过基于问题的学习转变教育：记录多元文化视角下错失的机会

本文的目的是记录一项研究，在该研究中，我们对文化和语言多样化的学生在基于问题的学习背景下有意义的教学概念进行了问题化。我们分析了 32 节课，独立衡量了多元文化内容的整合程度和文化响应性教学，发现“现实世界和有意义”的问题是 PBL 的一个关键特征，充满了以主流为中心的观点。此外，大多数 PBL 课程缺乏对社会正义、公平和非殖民化的关注。中心论点是，如果不采取积极措施支持教师理解多元文化教育的必要性，就不能简单地将教育趋势从架子上拿下来并复制到文化和语言多样化的课堂中。