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doi: 10.1080/15210960.2024.2350072pmid: N/A
This narrative study examines Asian (American) educators’ motivations to become teachers. Adopting tenets of the Asian Critical Theory, findings suggest that participants attribute their initial interests in teaching to their inequitable schooling experiences characterized by Asian (American) marginalization and misrepresentation. They are thus motivated to become teachers to challenge Asian (American) invisibility in educational spaces and to advance social and racial justice through teaching. Participants’ teaching aspirations are also influenced by prior exposure to and engagement in teaching and related activities. Implications for teacher motivation research and recommendations for multicultural teacher recruitment and support are discussed.
doi: 10.1080/15210960.2024.2350076pmid: N/A
Islamophobia is a specific form of racism that targets Muslims in different ways (physically, psychologically, socially, educationally, and politically) at different times and in different places. The purpose of this study is to review the meanings of Islamophobia, its manifestation in western societies, and its negative effects on Muslim students, and how it should be treated in educational settings. It encourages a justice-oriented and religiously sensitive discourse in education that takes the Muslim students’ needs and identities into consideration. Educators and students in public schools are encouraged to deconstruct and criticize the role of the media, state, school textbooks, and popular culture in circulating misinformed, inaccurate, and fearful images of Muslims and Islam. Teachers, after all, are expected to provide all students, including Muslims, with a safe and supportive environment. This environment is crucial for Muslim students’ wellbeing, their social integration, and the development of their religious and civic identities.
doi: 10.1080/15210960.2024.2350075pmid: N/A
Overwhelmingly, elementary social studies standards focus on Native Americans in past tense. If elementary teachers follow state curriculum for social studies, students are often not provided the opportunity to learn about Native people in the present. The purposes of this study were to a) determine the number of current state elementary (K-5) social studies standards that addressed Native Americans to ascertain the depth and breadth to which Native people and culture are covered, b) determine how many of the standards kept Native Americans in the past vs. the present and c) further examine standards related to Native content. Results indicate progress is being made to bring Native people and issues into the present, but additional work is still needed.
doi: 10.1080/15210960.2024.2350074pmid: N/A
This study employs a critical multicultural analysis (CMA) to examine the narratives of underrepresented individuals, with a focus on women and racial minorities, in recent picture-book biographies within the STEM field. The study analyzes 14 books from a collection of 57 published between 2020 and 2022, each featuring underrepresented figures in STEM. Through the lens of CMA, the study scrutinizes how race, gender, and culture are portrayed within the central narrative events. The findings yielded 10 themes: (1) experiences of racial segregation and alienation in youth, (2) simplified early life socioeconomic struggles, (3) support as an exceptional necessity for women, (4) cultural divergence from mainstream culture, (5) highlighting of marital and parental aspects of women only, (6) educational segregation and its impact, (7) cultural and linguistic hurdles in academic migration, (8) cultural bias toward women’s STEM careers, (9) modest pride in women’s achievements, and (10) cultural foundations of success. This research explores the authenticity of the intricate interconnections of race, gender, and culture as portrayed in contemporary picture-book biographies. The study highlights the importance of narratives that transcend superficial portrayals, probing the deeper complexities that define the lives and contributions of significant STEM figures.
doi: 10.1080/15210960.2024.2355802pmid: N/A
America has been multicultural from the beginning of the country’s inception. Blacks and whites have lived together throughout this history. The movies have also evolved during their history to include relations between subcultural groups, especially between Blacks and whites. Depictions of racial relations have evolved through different stages in the movies over time. Recent movies have displayed some new features. Blacks are affected by accounts of race that depict interracial relations and the constraints on African Americans. White views about race in general and Blacks in particular have had a major impact on the lives of African Americans. A new form of race depictions has emerged recently, as shown in two new films, American Fiction and Origin.
doi: 10.1080/15210960.2024.2350073pmid: N/A
The sense of belonging is a complicated topic that is closely connected to one’s understanding of identity, culture, and unique life experiences. We organized a one-semester-long workshop series titled “Revisiting Identity, Culture, and Belonging Through Art Making.” This article discusses the outcomes of this multi-institutional project facilitated online via Webex to support our undergraduate students, who mainly comprised pre-service teachers. The workshop series focused on two objectives: 1) to address the complexities and multiplicities of identity, culture, and sense of belonging through storytelling from the perspectives of Korean immigrant art educators, and 2) to expand students’ understanding of belonging in various contexts in the form of a collaborative project. In this article, we examine what we learned from the Belonging workshops and what our students shared in response to the topics and contents highlighted in the workshops through their reflection papers, discussions, and artworks. We also provide pedagogical suggestions for educators who are interested in incorporating the theme of belonging into their multicultural or cultural diversity lessons.
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