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North Korean refugee students’ strategy of school engagement and its impact on identity in South Korea: “aspration towards an inter-Korean identity through a process of being one of them.” Multicultural Education Review Pub Date : 2024-03-04 Hagyun Kim, Kwanghyuk Kim
As of December 2023, 34078 North Korean refugees live in South Korea, raising concerns about social exclusion and marginalization. A Straussian grounded theory study analysed the experiences of 17 ...
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The impact of demographic factors and ethnicity on academic help-seeking behaviours in a multicultural university context Multicultural Education Review Pub Date : 2024-02-27 Steven J. Carter, Ka Lun Wong, Emily Bradshaw, Zoia Falevai, Jered Borup
This research used three scales to explore ethnicity and other variables’ effects on university students’ self-assessed academic help-seeking. The scores from each respective scale were regressed o...
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Curriculum for justice and harmony: deliberation, knowledge, and action in social and civic education Multicultural Education Review Pub Date : 2024-02-29 Kazuhiro Kusahara
Published in Multicultural Education Review (Ahead of Print, 2024)
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Teacher self-efficacy in a multicultural classroom: a comparative analysis of International Baccalaureate (IB) and non-IB teachers Multicultural Education Review Pub Date : 2024-02-27 Moosung Lee, Youngmin Mo
There has been significant focus on multicultural education and particularly culturally responsive teaching (CRT), as classrooms experience an increasing cultural diversity. Within this broader con...
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Predictors of school adjustment in high school students of immigrant origin in Western Catalonia Multicultural Education Review Pub Date : 2023-12-11 Ursula Hinostroza Castillo, Cecilio Lapresta-Rey, Cristina Petreñas, Junit Janés
This study explores factors influencing school adjustment in immigrant students in Catalonia, Spain. Low school adjustment levels can lead to failure or dropout, particularly among immigrant studen...
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The role of study abroad in preparing teachers for multicultural classroom: the case of English and Australian teachers Multicultural Education Review Pub Date : 2023-12-11 Margie Appel, Moosung Lee
Amidst a background of inequality and rising global tensions, the need for effective intercultural understanding is paramount, facilitated by well-prepared teachers. Small-scale, qualitative studie...
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The good, the bad, and the invisible: the role of educators in reinforcing national-origin-based stereotypes Multicultural Education Review Pub Date : 2023-12-11 Emilia María Valenzuela-Vergara
A growing body of research has investigated how school staff attitudes and beliefs towards immigrant students play a crucial role in their process of integration. However, the literature has consis...
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Educators’ accounts of White racial advantage in K-12 settings: mitigating disadvantages for non-White students Multicultural Education Review Pub Date : 2023-12-11 Monica R. Brown
Utilizing qualitative content analyses of two open-ended questions, the study sought to understand the perspectives of 18 in-service educators regarding White student racial privilege and the ways ...
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Language policies and multilingual practices in Icelandic preschools Multicultural Education Review Pub Date : 2023-09-07 Hanna Ragnarsdóttir, Artëm Ingmar Benediktsson, Renata Emilsson Peskova
ABSTRACT This article aims at exploring family language policies and practices of immigrant families in Iceland as well as educational practices and partnerships in their children’s preschools. The article draws on interviews with preschool principals and teachers in three preschools in Iceland, and presents findings related to state, municipal, and school language policies as well as multilingual
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Validation of intercultural sensitivity and respect for diversity scale (RDS) in a Korean sample Multicultural Education Review Pub Date : 2023-09-05 Sungmin Chang
ABSTRACT Intercultural sensitivity is the affective dimension of intercultural competence. Recently, the Intercultural Sensitivity Scale (ISS) was validated for Korean samples, which raised conceptual, translational, and metrological problems. This study improved on the previous ISS Korean version, developed the Respect for Diversity Scale (RDS), and reanalysed the results according to gender and school
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Multicultural education for pre-service teachers in Korea using educational television docudramas Multicultural Education Review Pub Date : 2023-09-04 Hyunshik Ju, Seoung-Hey Paik, Yoonsun Oh
ABSTRACT This paper examines the level of multicultural education awareness among Korean pre-service teachers (PSTs) and suggests a teaching and learning approach to enhance their multicultural competencies. This research utilized a South Korean educational television and radio network, Educational Broadcasting System (EBS), particularly, its programme called Multicultural biographies of a mother-in-law
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Reconceptualizing inclusive leadership to address diversity in schools Multicultural Education Review Pub Date : 2023-09-01 Miron Kumar Bhowmik, Allan Walker, Darren Bryant
ABSTRACT Through combining a diversity perspective and intersectionality approach, this paper contributes to the conceptualization of inclusive leadership for addressing diversity in schools. Drawing on literature from business and management studies as well as that of educational management and leadership, the paper first theorizes inclusive school leadership and outlines the tenets of inclusive school
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Migration, multilingualism and education: critical perspectives on inclusion Multicultural Education Review Pub Date : 2023-08-24 Deborah Charlotte Darling
Published in Multicultural Education Review (Vol. 15, No. 2, 2023)
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Intergroup dialogue success in racially diverse high school classrooms Multicultural Education Review Pub Date : 2023-05-09 Michael D. Kaplowitz, Donna Rich Kaplowitz, Yuqing Liu
ABSTRACT Today’s hyper-partisan world makes civil discourse across differences seem almost impossible for many adults, let alone young people. U.S. public schools are tasked with educating our young people with the goal that they each can be productive members of society. High-school students participating in an intergroup dialogue on race as part of their English classes report significant growth
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Learning via Zoom during the Covid-19 pandemic: benefits for Arab students in Hebrew academic institutes in Israel Multicultural Education Review Pub Date : 2023-04-19 Rabah Halabi
ABSTRACT This study examines the impact of distance learning via Zoom on Arab students in Hebrew academia in Israel, from an academic and socio-individual level. The qualitative research methodology implemented in this study is based on in-depth interviews with 28 male and female master’s students in two academic institutions in Israel. The findings show that learning despite certain difficulties,
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From neutrality to engagement: the modalities of understanding secondary teacher professionalism in dealing with LGBT issues Multicultural Education Review Pub Date : 2023-04-19 Marija Bartulović, Barbara Kušević, Ana Širanović
ABSTRACT This paper provides a framework for analysing teachers’ various modes of positioning towards LGBT students, generated from their understanding of the concept of teacher professionalism. The main research question of the empirical study, conducted through application of focus groups, is how secondary school educators understand the concept of teacher professionalism in dealing with LGBT issues
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Languages and multilingualism on the European agenda: European Schools as a case study Multicultural Education Review Pub Date : 2023-01-26 Areti Tsakaloudi, Nektaria Palaiologou
ABSTRACT This paper focuses on the language policy of the European Union (hereafter, EU), which is applied in the case of European Schools (hereafter, ES). It is based on a case study conducted at postgraduate level. Our purposes were: a) to examine and analyse the official EU policy on language and multilingualism, b) to find similarities and differences between the official EU texts and the praxis
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Multicultural education and the ESEA: the ebbs and flows of policy alignment between 1965-2015 Multicultural Education Review Pub Date : 2023-01-13 Neisha Terry
ABSTRACT Since its ratification in 1965, the ESEA and its reauthorizations have shaped educational policy and funding in the US. However, while the ESEA has been positioned as a fundamental system of educational governance to ensure quality in the nation’s education system, it has been criticized for inconsistent support of diversity and the promotion of Americanization. This article utilizes discourse
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The place of multicultural education in legal acts concerning teacher education in Norway Multicultural Education Review Pub Date : 2023-01-09 Artëm Ingmar Benediktsson
ABSTRACT This paper includes an analysis of legal acts concerning primary and lower secondary teacher education in Norway. The objective is to determine how multicultural education is perceived in these acts – whether it is regarded as a supplementary subject or as a mindset that underlies teacher education. The theoretical framework includes critical multiculturalism and multicultural education theory
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‘How do you reflect linguistic diversity in the classroom?’: A quanticised analysis. The pedagogic repertoires of pre-service teachers in England training in predominantly monolingual classrooms Multicultural Education Review Pub Date : 2022-11-07 Elizabeth G. Bailey
ABSTRACT This study, undertaken in a predominantly monolingual area of England, examines pre-service teachers’ (N = 293) suggestions of how they could reflect linguistic diversity in primary classrooms (ages 4-11). Trialling a mixed method approach where open-text data are quanticised, a combination of content analysis and statistical analysis are used to ask a) what methodsare identified as ways of
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Does acquisition of formal citizenship have an impact on immigrant adolescents’ perception of racial inequality and discrimination? Multicultural Education Review Pub Date : 2022-10-14 Moosung Lee, Yeonjeong Kim, Jenny Chesters
ABSTRACT As immigrants account for an increasing proportion of American youth, understanding how these young people experience change in their citizenship status is an important, yet rarely examined area for research. There is a plethora of evidence that opportunities to participate in American society are stratified according to class, race and ethnicity. Although formal citizenship confers important
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I’m still here: Black dignity in a world made for whiteness Multicultural Education Review Pub Date : 2022-09-30 Raya Petty
Published in Multicultural Education Review (Vol. 14, No. 3, 2022)
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A transnational application of critical race theory: schooling experiences of multicultural students in South Korea Multicultural Education Review Pub Date : 2022-09-29 Sarang Kim
ABSTRACT Utilizing Critical Race Theory (CRT), this study conducted a systemic review of scholarship on the schooling experiences of racial/ethnic minority students called multicultural students in South Korea. For the current analysis, CRT helped illuminate racism and other intersecting forms of structural issues that shape multicultural students’ experiences, which tend to be obfuscated in the dominant
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The representation of minorities in the Finnish National Core Curriculum for history Multicultural Education Review Pub Date : 2022-07-04 Tanja Kohvakka
ABSTRACT Finland has long been culturally and linguistically varied and continues to grow even more diverse every year. However, this heterogeneity has not been reflected in the country’s history curriculum, which has traditionally been built on the idea of a homogenous Finnish nation. This study examines the representation of both old and new minorities in the Finnish National Core Curriculum for
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A multicultural education approach to Turkish picture books written for Syrian refugee children Multicultural Education Review Pub Date : 2022-06-30 Mehmet Gultekin
ABSTRACT Syrian refugees worldwide experience many difficulties, including integrating into the host country. Turkey host most of the Syrian refugees, but limited studies examined Syrian refugees’ transnational experiences in children’s literature. In this study, I have examined the picture books written for Syrian refugee children published in Turkey through a multicultural education framework to
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Not theirs, but ours: South Texas superintendents take a stance on immigrant students Multicultural Education Review Pub Date : 2022-06-30 Kerry McKeon, Betty Merchant, Juan Niño, Christopher Flanagan-Gonzales, Saleha Sultan
ABSTRACT This article explores how five school superintendents in south Texas construct their professional identity and positionality around immigration and immigrant students during interviews with academics researching social justice advocacy of superintendents. Situated in south Texas on the frontline of migration flows and faced with a conservative state political climate, these savvy political
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A systematic review of research on LGBTQ educators’ experiences and LGBTQ curriculum in K-12 U.S. public schools Multicultural Education Review Pub Date : 2022-06-23 Melissa A. Antonelli, Sabrina F. Sembiante
ABSTRACT This systematic review of literature was conducted to understand (a) acronym usage to define LGBTQ educators and curriculum, (b) theoretical frameworks and research designs of studies investigating LGBTQ educator perspectives, (c) the barriers, supports, and benefits identified by LGBTQ educators (i) in including LGBTQ topics into the curriculum and (ii) regarding their disclosure decisions
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Cultural engagement as a pedagogical system: thai learners’ engagement in online learning environments Multicultural Education Review Pub Date : 2022-06-06 Pittaya Yamo, Soyoung Kim, Neal Dreamson
ABSTRACT Many studies in online learning and teaching tend to be less concerned with cultural engagement or regarded as an additional dimension to learner engagement. Specifically, it remains unclear how cultural engagement can be integrated in course design. In this context, this study aims to articulate cultural engagement as a pedagogical system. To do so, (a) the concept of cultural engagement
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Reviewer Acknowledgements (2020-21) Multicultural Education Review Pub Date : 2022-06-07
(2022). Reviewer Acknowledgements (2020-21) Multicultural Education Review: Vol. 14, No. 1, pp. 82-84.
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Notice of duplicate publication: Assessing the Intercultural Sensitivity of Students in an Agriculture Diversity and Social Justice Course Multicultural Education Review Pub Date : 2022-03-22
(2022). Notice of duplicate publication: Assessing the Intercultural Sensitivity of Students in an Agriculture Diversity and Social Justice Course. Multicultural Education Review: Vol. 14, No. 1, pp. 81-81.
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Hanging Out with Kids Who Accept Them for Who They Are: Using Queer Theory to Understand How Youth Challenge Norms and Explore Identities Multicultural Education Review Pub Date : 2022-03-17 Rhianna Thomas, Leanna Lucero, Angela Owens, Betsy Cahill
ABSTRACT Youth are social actors who not only engage in but transform culture. Promoting plurality often means letting go of preconceived notions of power in youth social circles. Here, we utilize parent-child ethnography and the lens of queer theory to analyse four stories of youth identity exploration and answer the following research questions: 1) how do these youth, as social actors, challenge
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Diversity pedagogical content knowledge: a new conceptual framework and assessment across different teacher education programmes Multicultural Education Review Pub Date : 2022-03-14 Hakan Dursun, Ellen Claes, Orhan Agirdag
ABSTRACT Previous work on multicultural teaching competence has mainly focused on teachers’ beliefs and attitudes towards ethnocultural diversity. Little attention has been paid to examine the nature of teachers’ ethnocultural diversity knowledge. Drawing upon Shulman’s model of pedagogical content knowledge, this study presents a novel theoretical framework and a performance-based assessment for examining
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Building a collective multicultural consciousness Multicultural Education Review Pub Date : 2022-02-20 Christine Halse
ABSTRACT Evidence indicates that old approaches to and paradigms of multiculturalism and multicultural education are struggling to meet the emerging needs of society. In response and drawing on international research, this essay presents two examples that seek to change how we do multiculturalism in order to build a collective multicultural consciousness in societies and in schools. The first example
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Can interculturalism complement multiculturalism? Multicultural Education Review Pub Date : 2022-02-02 Tariq Modood
ABSTRACT European/UNESCO interculturalism (IC) emerged as a critique of multiculturalism (MC) (complicated by the fact that there is an alternative interculturalism, not discussed here). I suggest that this relationship has gone through three phases. Phase one begins in the 1990s with a general dissatisfaction with MC from many political and intellectual sources. Phase two, roughly from about the middle
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Social justice teaching beliefs and practices of South Korean novice teachers: complexity theory perspectives Multicultural Education Review Pub Date : 2022-01-24 Hyunhee Cho, Geneva Gay
ABSTRACT This study examined the social justice teaching beliefs and practices of three novice teachers from the perspectives of complexity theory. A qualitative multi-case study methodology was used to collect data that included interviews, classroom observations, and simulated recalls. The findings describe the lived experiences of the participants including various contradictions within their explicit
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The impacts of national education policies on teachers’ interpretations and implementations of multicultural education in South Korea Multicultural Education Review Pub Date : 2021-12-16 Jonghun Kim
ABSTRACT Korean society and schools have become more demographically diverse than ever. To support this increasing cultural diversity in schools, the Korean government has been developing multicultural education policies since 2006. This study aims to examine how multicultural education has been articulated by the government and how the national vision has affected teachers’ interpretations and implementations
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The rhetoric and reality of human rights education: policy frameworks and teacher perspectives Multicultural Education Review Pub Date : 2021-11-30 Audrey Osler, Jon Arne Skarra
ABSTRACT A multicultural society that equates Christian and humanist values with human rights denies pluralism, placing human rights culture at risk. We examine Norwegian education policy discourses, noting human rights as a key feature of national identity, said to underpin schooling. Education policy maintains distinctions between those who embody national values and migrant others who need to learn
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Indigenous primary school teachers’ reflections of cultural pedagogy - developing positive social skills and increased student self-awareness in the modern day classroom Multicultural Education Review Pub Date : 2021-11-28 Michelle J. Eady, Tracey J Woolrych, Corinne A. Green
ABSTRACT School classrooms worldwide consist of a diversity of cultures. Teachers in these classrooms play key roles in the preparation of students not only in terms of their academic and career readiness, but also in their understanding of how to socially navigate communities. In remote areas where communities rely on their culture and social norms to guide behaviours to sustain a flourishing culture
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Field studies: inspiring critical-thinking global citizens Multicultural Education Review Pub Date : 2021-11-09 Cindy Rigling, Tracey Wood, Michael Thier
ABSTRACT Based on elementary and secondary schoolwide implementation experiences at GEMS World Academy Chicago, this paper defines ‘field studies’ as a field-trip adaptation that connects curricular targets from one or more disciplines to student-directed inquiry-based experiences. We detail the process to develop and coordinate a schoolwide field-study programme: transdisciplinary experiences focused
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Toward culturally sustaining teaching: early childhood educators honor children with practices for equity and change Multicultural Education Review Pub Date : 2021-11-15 Lal Rana
(2021). Toward culturally sustaining teaching: early childhood educators honor children with practices for equity and change. Multicultural Education Review: Vol. 13, No. 4, pp. 362-365.
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Adolescent civic engagement education centered in antiracist praxis Multicultural Education Review Pub Date : 2021-09-19 Laura Arias, Gowri Parameswaran
ABSTRACT US youth have demonstrated a deeper involvement in social and political issues today than in earlier decades. This trend is reflected in more active voting behaviours as well as more protest and general activism efforts. This paper offers teachers ways to engage students in facilitating and infusing antiracism thought and behaviour into their civic engagement learning. One of the most significant
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Classroom counternarratives as transformative multicultural citizenship education Multicultural Education Review Pub Date : 2021-09-08 Hugh Starkey
ABSTRACT This paper examines pedagogical responses to James Banks’s concept of failed citizenship, namely the structural factors that inhibit migrants and minorities from accessing fully functioning citizenship and their human rights. Banks commissioned and published 16 case studies of social studies teachers in different national contexts to illustrate and exemplify transformative civic education
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Organized labor and civil society for multiculturalism: a solidarity success story from South Korea Multicultural Education Review Pub Date : 2021-09-03 Nora Hui-Jung Kim
(2021). Organized labor and civil society for multiculturalism: a solidarity success story from South Korea. Multicultural Education Review: Vol. 13, No. 3, pp. 273-274.
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Books like Me: An Investigation of Urban Elementary Teachers’ Journey towards More Culturally Relevant Pedagogy Multicultural Education Review Pub Date : 2021-05-06 Katia Ciampa, Dana M. Reisboard
ABSTRACT The single-site case study described herein is part of a two-year professional development (PD) initiative aimed at helping teachers from an urban elementary (K-8) school learn how to implement explicit, transactional comprehension strategy instruction across grades using culturally relevant books. This paper describes the urban elementary teachers’ successes and challenges in their first-year
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Harvesting hope and solidarity: education and organizing with migrant farmworker families Multicultural Education Review Pub Date : 2021-05-20 Pablo Jasis
ABSTRACT This study examines the emerging process of participation and activism of Mexican and Mexican American migrant farmworkers in the schooling of their children through their narratives and oral histories, contextualized in selected schools and rural communities of Southern California. Equitable and participatory collaborations between migrant parents and their children’s school personnel hold
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Exploratory content analysis: Whiteness in Korean middle school science textbooks Multicultural Education Review Pub Date : 2021-04-30 Won Jung Kim
ABSTRACT Science textbooks, as one of the main tools for school science education, contain knowledge and practices valued by Western epistemological culture. As those who (will) live in a world expanding from the westernized to the multicultural, students, regardless of their cultural/ethnic backgrounds, should be supported to critically understand and use science. This study, using Whiteness as a
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Examining the social characteristics underpinning Danish ‘hygge’ and their implications for promoting togetherness in multicultural education Multicultural Education Review Pub Date : 2021-04-26 Thomas W. Nielsen, Jennifer S. Ma
ABSTRACT In a time when the world is facing social, political, public health, and environmental upheaval, Danes are lighting candles, baking cookies, and engaging in ‘hygge’, or ‘cozy togetherness’. Interestingly, Denmark also happens to be ranked as one of the happiest, most harmonious and prosperous societies across several global indexes. Could there be a link between the Danes’ propensity for hygge
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Introductory classes for newcomer primary school students in Sweden. Pedagogical principles and emotional understanding Multicultural Education Review Pub Date : 2021-04-26 Christina Hedman, Ulrika Magnusson
ABSTRACT Through the study of pedagogic discourse and practice in introductory classes (ICs) aimed at new migrant students at a linguistically diverse primary school in Sweden, we discuss pedagogic principles and power dynamics, drawing on Bernstein’s conceptual frame. Our ethnographic data consist of teacher interviews and observational fieldnotes. A compound set of pedagogic principles was found
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Quest for inclusion in times of inequality Multicultural Education Review Pub Date : 2021-02-25 Divya Padalia
(2021). Quest for inclusion in times of inequality. Multicultural Education Review: Vol. 13, No. 1, pp. 106-108.
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Cultural and linguistic experiences of immigrant youth: voices of African immigrant youth in United States Urban Schools Multicultural Education Review Pub Date : 2021-02-23 Lydiah Kananu Kiramba, Alex Kumi-Yeboah, Patriann Smith, Anthony Mawuli Sallar
ABSTRACT This study explores experiences of 50 culturally and linguistically diverse African immigrant students attending public urban middle and high schools in the US. Drawing on in-depth interviews, and through constant comparison analysis, emerging findings highlight pedagogical, linguistic, and curricular variation struggles in the classroom; transitional contextual challenges; cultural mismatch;
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Does school connectedness differ by student ethnicity? A latent class analysis among Canadian youth Multicultural Education Review Pub Date : 2021-02-23 Karen A. Patte, Mahmood R. Gohari, Scott T. Leatherdale
ABSTRACT Latent class analysis was performed to identify clusters of items on the Longitudinal Study of Adolescent Health – School Connectedness Scale among students. Cluster membership was explored by student-reported ethnicity. The sample included students attending Canadian secondary schools in two waves of the COMPASS study: Years 4 (Y4:2015/16) (N=40,436) and 7 (Y7:2018/19) (N=60,610). Results
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Making untold stories heard, making invisible presences visible: voices and experiences of racially, ethnically diverse students Multicultural Education Review Pub Date : 2021-02-15 Moosung Lee
(2021). Making untold stories heard, making invisible presences visible: voices and experiences of racially, ethnically diverse students. Multicultural Education Review: Vol. 13, No. 1, pp. 1-2.
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“Teachers Don’t Really Encourage it”: A Critical Race Theory Analysis of High School Students’ of Color Perceptions of the Teaching Profession Multicultural Education Review Pub Date : 2021-02-15 Norma A. Marrun, Tara J. Plachowski, De’Ana R. Mauldin, Christine Clark
ABSTRACT Seeking to enhance efforts to diversify the teaching profession, this article centers the educational experiences of high school Students of Color. Using a Critical Race Theory framework, this study examines the relationship between Students’ of Color school experiences and their perceptions of the teaching profession. Findings reveal that these students perceive the teaching profession as
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Diversity, equity, and inclusion for some but not all: LGBQ Asian American youth experiences at an urban public high school Multicultural Education Review Pub Date : 2021-02-15 Rachel Endo
ABSTRACT This article reports on a two-year study on the in-school experiences of 10 ethnically and generationally diverse Asian American LGBQ-identified adolescents who attended a racially integrated urban public high school in the Midwest. The conceptual framework draws on Queer of Colour Analysis (QOCA) to situate how heteronormative, heterosexist, and racially exclusionary practices impacted the
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The intersection of social justice and leadership in education: what matters in multicultural contexts? Multicultural Education Review Pub Date : 2020-12-10 Sedat Gümüş, Kadir Beycioglu
(2020). The intersection of social justice and leadership in education: what matters in multicultural contexts? Multicultural Education Review: Vol. 12, The intersection of social justice and leadership in education: What matters in multicultural contexts?, pp. 233-234.
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Diversity, transformative knowledge, and civic education: selected essays Multicultural Education Review Pub Date : 2020-10-27 Wing-Wah Law
(2020). Diversity, transformative knowledge, and civic education: selected essays. Multicultural Education Review: Vol. 12, The intersection of social justice and leadership in education: What matters in multicultural contexts?, pp. 323-325.
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A systematic review on multiculturalism and educational leadership: similarities and contrasts in knowledge production across societies Multicultural Education Review Pub Date : 2020-10-01 Carolina Cuéllar, Juan Pablo Queupil, Catalina Cuenca, Javiera Ravest
ABSTRACT The intersection of multiculturalism and educational leadership, under a Social Justice (SJ) framework to understand diversity and equity issues, has received major attention in the academic world internationally. However, few is known about commonalities and differences between societies within this intersection. To address this gap, we reviewed 215 indexed articles from main databases, following
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Which schools are in greater need of culturally responsive leaders? A pedagogical uncertainty management perspective Multicultural Education Review Pub Date : 2020-10-01 Seung-Hwan Ham, Jihyun Kim, Saerom Lee
ABSTRACT This study examines the possibility that certain schools may benefit more from culturally responsive leadership than others. We conceptualize culturally responsive leadership as a special form of leadership for uncertainty management. Acknowledging that student diversity usually adds additional complexity to the already difficult task of teaching, we hypothesize that the desired effect of
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Ecology of social justice leadership: How schools are responsive to refugee students Multicultural Education Review Pub Date : 2020-10-01 Omer Caliskan
ABSTRACT Witnessing a tremendous influx of refugees in the last years, Turkish schools have turned into a multicultural environment with various ethnic, racial, and religious student populations. Given that there may be cases of marginalization or injustices for the refugee students at Turkish schools, this study seeks to explore to what extent school principals can perform social justice practices
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The role of schools: Middle eastern and North African newcomers’ challenges in restorative versus non-Restorative ethea high schools Multicultural Education Review Pub Date : 2020-10-01 Ikbal Noureddine, Julian Vasquez Heilig
ABSTRACT Students who are newcomers to the United States – as English Learners (ELs) – face barriers to learning, and their academic success often lags behind their native-English-speaking peers. Notably, there is paucity in the literature about Middle Eastern and North African (MENA) high school student newcomers’ academic challenges as ELs and the practices that schools implement to address the unique