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Critical Multicultural Education: Working at the Intersections of Resistance, Restorative Justice, and Revolutionary Change

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A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (15 January 2019) | Viewed by 55397

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Special Issue Editors

Prof. Dr. Christine Clark

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Guest Editor

Cultural Studies, International Education, and Multicultural Education (CSIEME), Department of Teaching and Learning, College of Education, University of Nevada, Las Vegas, NV 89154-3001, USA

Dr. Norma Marrun

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Cultural Studies, International Education, and Multicultural Education (CSIEME), Department of Teaching and Learning, College of Education, University of Nevada, Las Vegas, NV 89154-3001, USA

Special Issue Information

Dear Colleagues,

We are writing to invite you to contribute an article to a special issue of Education Sciences, an online open access journal published by the Multidisciplinary Digital Publishing Institute (MDPI) since 1996. The title of this Special Issue is Critical Multicultural Education: Working at the Intersections of Resistance, Restorative Justice, and Revolutionary Change. We will serve as Guest Co-Editors for this Special Issue, and would very much like each of you to submit an article based on your graduate education/dissertation work/related material alighned with your emerging scholar-activist/actist-scholar interests and profiles. We would like you to situate your article in relevant research and praxis on:

The persistent failure of pre-service teacher education to:

recruit and retain teacher educators and pre-service teachers of color;
prepare critically culturally responsive teacher educators and pre-service teachers;
listen to and meaningfully engage Black women educational leaders and their critically culturally responsive educational leadership experiences in U.S. schools.

The manifestation of “literacy confusion” between white female teachers and especially Black, Latinx, and Indigenous male students and its relationship to the school-to-prison pipeline

The impact of critical multicultural education on the language dispositions of pre- and in-service teachers and their preparedness to work effectively with students who speak English as a second language

The educational implications of forced and reverse migration of Chicanx, Mexican American, and Mexican families, and how recent immigrant parents of 1.25, 1.5, 1.75 generation immigrant and U.S. born children navigate the U.S. education system

We would also like you to emphasize your use of critical, indigenous, and emancipatory research methodology and inquiry methods in challenging deficit narratives and revealing and documenting counterstories about historically, persistently, and newly minoritized and marginalized communities in the United States. Finally, we would like you to situate your article, through the use of Critical Race Theory and intersectional analysis, in radical (from the root, grassroots, origins and beginnings) resistance and realization of restorative, transformative, and revolutionary change.

Sincerely,

Prof. Dr. Christine Clark
Dr. Norma Marrun
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

critical, sociopolitically-located multicultural education
Critical Race Theory
critical literacies and pedagogies
border pedagogy
critical dialogic communication
counterstory
intersectional analysis
emancipatory research

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Published Papers (11 papers)

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Editorial

Jump to: Research

3 pages, 157 KiB

Open AccessEditorial

Critical Multicultural Education: Working at the Intersections of Resistance, Restorative Justice, and Revolutionary Change—Introduction

by Christine Clark and Norma A. Marrun

Educ. Sci. 2019, 9(2), 139; https://doi.org/10.3390/educsci9020139 - 18 Jun 2019

Viewed by 3410

Abstract

We are pleased to serve as co-editors for this Education Sciences Special Issue focused on Critical Multicultural Education: Working at the Intersections of Resistance, Restorative Justice, and Revolutionary Change [...] Full article

(This article belongs to the Special Issue Critical Multicultural Education: Working at the Intersections of Resistance, Restorative Justice, and Revolutionary Change)

Research

Jump to: Editorial

9 pages, 208 KiB

Open AccessArticle

Latinx Family Engagement in Schools and Surrounding Communities: Assessing the Impact of Parent (and Other Family Member) Development on Improving Student Educational Outcomes at Gene Ward Elementary School

by Rosemary Q. Flores, Phyllis Morgan, Linda Rivera and Christine Clark

Educ. Sci. 2019, 9(2), 149; https://doi.org/10.3390/educsci9020149 - 18 Jun 2019

Cited by 3 | Viewed by 5225

Abstract

This article examined the success of broadly defined family engagement activities of Latinx parents of students at Gene Ward Elementary School. Gene Ward Elementary School is a part of the Clark County School District in Las Vegas, Nevada. This article is based on [...] Read more.

(This article belongs to the Special Issue Critical Multicultural Education: Working at the Intersections of Resistance, Restorative Justice, and Revolutionary Change)

14 pages, 240 KiB

Open AccessArticle

Experiencing Anti-Immigrant Policies on Both Sides of the U.S./Mexico Borderland: A Comparative Study of Mexican and Iranian Families

by Sandra L. Candel and Shahla Fayazpour

Educ. Sci. 2019, 9(2), 148; https://doi.org/10.3390/educsci9020148 - 18 Jun 2019

Cited by 1 | Viewed by 4550

Abstract

The experiences of Mexican and Iranian immigrant families are often unheard and unpacked. The purpose of this qualitative study is to examine how race, ethnicity, and national identity are at the core of the sociopolitical and economic issues that Latino and Iranian families undergo in the United States. Using critical race theory as a framework, this research analyzed the ways in which Mexican immigrant families who were deported, and Iranian-immigrant families living in the United States, have been differently affected by post 9/11 anti-immigrant policies and by zero tolerance policies enacted by the Trump administration. The research question guiding this study was: How do U.S. anti-immigrant policies affect Iranian and Mexican immigrant families and their children’s futures? Our findings uncovered that both groups were negatively affected, however, in different ways. Iranian immigrant parents worried about their socioeconomic status in the United States and their children’s future. They also feared that their relatives might not be able to visit them due to the U.S. Muslim Travel Ban placed on people from seven Muslim-majority countries, including Iran. On the other hand, Mexican immigrants who lived in the United States undocumented were deported to Mexico. However, after deportation, and responding to the threat of the Trump administration to deport millions more, the Mexican government provided dual citizenship to U.S.-born children of Mexican returnees to facilitate their access to government services, including education. All people and place names are pseudonyms. Full article

(This article belongs to the Special Issue Critical Multicultural Education: Working at the Intersections of Resistance, Restorative Justice, and Revolutionary Change)

18 pages, 519 KiB

Open AccessArticle

The Counternarrative of Teacher Evaluation: The Kangaroo Court, the Salem Witch Trials, and the Scarlett Letter

by Allison Smith

Educ. Sci. 2019, 9(2), 147; https://doi.org/10.3390/educsci9020147 - 18 Jun 2019

Cited by 3 | Viewed by 4511

Abstract

The purpose of this sequential transformative study was to elucidate the negative experiences of teachers with performance evaluations and to juxtapose the intended use of current popular teacher evaluation reform movements to the evident implementation. One may quickly assume that negative experiences with evaluation are a result of unsatisfactory teaching practices. However, this may not accurately explain the negative experiences. This study focused on the negative experience of teacher evaluation to provide a broader understanding of the impact of new evaluation policy reform on student achievement and teacher quality. With a paucity of previous research focused on the negative impacts of teacher evaluation, this study addressed the following questions: (1) How does the Peer Assistance and Review (PAR) teacher evaluation process negatively impact teachers? (2) What, if any, parallel traits exist among those teachers who had negative experiences with the PAR evaluation system? and, (3) How does the intended use of the PAR teacher evaluation process compare to the evident use of PAR? Data revealed dissonance among intent and evident use of the evaluation policy. A disproportionate number of African Americans, women over the age of 55, and teachers higher on the pay scale were referred to PAR. Vague policy language was suggested as the impetus for misuse, abuse, and biased implementation at the local level. This study suggests that policymakers and school district officials take heed of multiple perspectives and consider the negative impacts of teacher evaluation reform. Evaluation systems that prioritize teacher learning over accountability are integral to successfully improving student achievement. Full article

(This article belongs to the Special Issue Critical Multicultural Education: Working at the Intersections of Resistance, Restorative Justice, and Revolutionary Change)

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13 pages, 247 KiB

Open AccessArticle

“…4542 Miles from Home…”: Repositioning English Language Learners as Power Brokers and Teachers as Learners in the Study Abroad Context

by Kenneth J. Fasching-Varner, Michaela P. Stone, Roberto Mora Mella, Francisco Olave Henríquez and Macarena Yacoman Palma

Educ. Sci. 2019, 9(2), 146; https://doi.org/10.3390/educsci9020146 - 18 Jun 2019

Cited by 3 | Viewed by 4503

Abstract

This article provides an empirical context for the role that bi/multi-lingual children and families may play in supporting pre-service and in-service educators engaging difference through a literacy and language situated study abroad internship in Chile. Drawing on data over a 15-year longitudinal study of the program, the authors examine how students and parents navigate serving the role of teacher, whereas the teacher participants navigate a new role as a learner in a context where they, many for the first time, experience being language and cultural minorities. Full article

(This article belongs to the Special Issue Critical Multicultural Education: Working at the Intersections of Resistance, Restorative Justice, and Revolutionary Change)

13 pages, 550 KiB

Open AccessArticle

Understanding Identity and Context in the Development of Gay Teacher Identity: Perceptions and Realities in Teacher Education and Teaching

by Zaid Haddad

Educ. Sci. 2019, 9(2), 145; https://doi.org/10.3390/educsci9020145 - 18 Jun 2019

Cited by 7 | Viewed by 5365

Abstract

The way a teacher perceives relational justice—the feeling of being treated equitably and being included—in their work context is central to understanding the negotiation and enactment of teacher identity. For LGBTQ teachers, the degree to which they are out of the closet with their students and colleagues leads to many possible outcomes. These outcomes, ranging from feeling like they need to live duplicitous lives to being activist teachers that subvert the heteronormative assumptions in schools and curricula, are studied here by examining the identity development of a group of gay teachers and their perceptions of the schools in which they work. This article is based on a dissertation study that theorized that the heteronormative nature of teacher education is a limiting factor for gay teachers’ abilities to work and thrive in school contexts. The study included in depth case studies of four gay teachers and their journeys as gay men and teachers. The goal of the study was to answer the question: Does the enactment of gay teacher identity interrupt heteronormativity in schools? The study also sought to answer two ancillary questions: (1) How do gay teachers negotiate gay teacher identity in schools? and, (2) How do school contexts impact gay teachers’ perceptions of identity-based motivation and relational justice? This article will focus on Peter Ryan’s (pseudonym) case study, specifically because of its emblematic nature in summarizing the intent and implications of the overall study. Full article

(This article belongs to the Special Issue Critical Multicultural Education: Working at the Intersections of Resistance, Restorative Justice, and Revolutionary Change)

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19 pages, 683 KiB

Open AccessArticle

Reflections of Preservice Teachers of Color: Implications for the Teacher Demographic Diversity Gap

by Tara J. Plachowski

Educ. Sci. 2019, 9(2), 144; https://doi.org/10.3390/educsci9020144 - 18 Jun 2019

Cited by 15 | Viewed by 6095

Abstract

The reproduction of white supremacist culture in schools continues to marginalize Students of Color in a variety of implicit and explicit ways. A diverse teacher workforce not only helps to disrupt the direct effects of racism on Students of Color, but also prepares all students for successful democratic participation in a diverse global society. This article uses a portion of qualitative interview data from undergraduate Preservice Teachers of Color from a dissertation study completed within a College of Education at a minority-serving public university in the southwestern United States. This study adds to the literature on the complex issues that have resulted in our nation’s teacher demographic diversity gap. The findings from these data reveal meaningful teacher–student encounters that eight successful Preservice Teachers of Color have experienced during their K12 education and how these experiences affected their drive to become a teacher. The findings confirm that resolving the teacher diversity gap is more than a simple recruitment problem. Practitioners, scholars, and policy-makers must attend to the climate and culture of schools, in particular the racialized experiences of Students of Color, if we hope to begin to address the complexity of this issue. All names and places are pseudonyms. Participants chose their pseudonym, and their identifying categories listed are directly from how they identified themselves during the interviews. Full article

(This article belongs to the Special Issue Critical Multicultural Education: Working at the Intersections of Resistance, Restorative Justice, and Revolutionary Change)

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20 pages, 921 KiB

Open AccessArticle

Self-Acceptance in Black and White

by Abigail Hasberry

Educ. Sci. 2019, 9(2), 143; https://doi.org/10.3390/educsci9020143 - 18 Jun 2019

Cited by 3 | Viewed by 8072

Abstract

This reflective, autoethnographic qualitative case study at focus in this article is based on broader research on the experiences of Black teachers working at predominantly white and affluent private schools in the United States. It was motivated by the author/researcher’s own experiences of personal, academic, and professional racial identity development as a student, educator, parent, and educational administrator while living and working in predominantly white and affluent communities. The two main research questions this study engaged were: (1) How did the author/researcher develop her Black identity as a transracial adoptee living at the intersection of race and class; and, (2) What was the author/researcher’s journey towards her present state of racial self-acceptance and understanding? Three ancillary research questions were also engaged: (a) How did social and societal factors influence the author/researcher’s racial identity development? (b) How did the author/researcher build a support network of personal and professional community? and, (c) How was the author/researcher able to get to a place of self-love? Using Hill Collins’ (1998) intersectional analysis framework and Cross’s (1991) theory of Black racial identity development, this article explores the author/researcher’s experiences as an affluent racialized minority by unpacking lived experiences, coping strategies, and support mechanisms that led to her current professional calling. Full article

(This article belongs to the Special Issue Critical Multicultural Education: Working at the Intersections of Resistance, Restorative Justice, and Revolutionary Change)

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13 pages, 241 KiB

Open AccessArticle

Look How Far We Haven’t Come: The Possible Implications of Current Educational Context and Practices for Young Black Males by Amanda VandeHei Carter

by Amanda VandeHei Carter

Educ. Sci. 2019, 9(2), 142; https://doi.org/10.3390/educsci9020142 - 18 Jun 2019

Viewed by 3803

Abstract

Data that are derived from high stakes testing in the United States have created rhetoric of fear and criticism around our public K–12 educational system. Stakeholders often blame these low-test scores on the school, administration, or teachers. Due to the way that this data is shared with the general public Different from this narrative, within many schools, high stakes testing data are reported in an aggregated fashion, usually by students’ race. While the general public may be pointing their finger at schools, administrators, or teachers for poorly achieving students, these folks can quickly shift the blame to certain populations of students who are not performing well on standardized tests. Teachers spend time sorting and labeling children into groups and categories in an effort to “fix the problem”. While sometimes well intended, the planning, instruction, and assessment of daily and weekly instruction is focused on an end result of getting particular groups of students to score better on standardized tests. This article provides the counter narrative to this conversation and it strives to tell the story of a student who has fallen victim to standardized unauthentic curriculum. Multiple case study was the methodology used for this research. Consistent with this methodology, the data were gathered through one-on-one interviews, classroom observations, and small group discussions. Hardiman’s model of White Identity Development (WID) and Freebody and Luke’s four resources model were the conceptual frameworks that were used to guide the study. The findings shared in this article represent the data collected from one participant in this multiple case study. Full article

(This article belongs to the Special Issue Critical Multicultural Education: Working at the Intersections of Resistance, Restorative Justice, and Revolutionary Change)

11 pages, 222 KiB

Open AccessArticle

Navigating Black Identity Development: The Power of Interactive Multicultural Read Alouds with Elementary-Aged Children

by Rebekah E. Piper

Educ. Sci. 2019, 9(2), 141; https://doi.org/10.3390/educsci9020141 - 18 Jun 2019

Cited by 8 | Viewed by 5222

Abstract

Racial identity development in young children is influenced by interactions with teachers and curriculum in schools. This article, using the framework of critical race theory, critical literacy, and critical pedagogy, explores how three elementary-aged Black children view their own identity development. Specifically, observing how children interact with Movement-Oriented Civil Rights-Themed Children’s Literature (MO-CRiTLit) in the context of a non-traditional summer literacy program, Freedom Schools, to influence their Black identity. Professional development and preservice teacher preparation are needed to support teachers as they navigate through learning about pedagogical practices that increase student engagement. Full article

(This article belongs to the Special Issue Critical Multicultural Education: Working at the Intersections of Resistance, Restorative Justice, and Revolutionary Change)

15 pages, 1120 KiB

Open AccessArticle

Yo Resisto, Tú Resistes, Todos Resistimos: Modes of Resistance Displayed by U.S.-Born Children of Deported Parents on the Mexico/U.S. Border

by Sandra L. Candel

Educ. Sci. 2019, 9(2), 140; https://doi.org/10.3390/educsci9020140 - 18 Jun 2019

Cited by 1 | Viewed by 3688

Abstract

Over 600,000 U.S.-born children are living in Mexico after being forced to leave with their parents after a deportation. Although these children possess transnational funds of knowledge, these go unrecognized by their Mexican teachers, who mostly view transnational students from a deficit perspective. This qualitative study included three transnational students aged 12–17 attending schools in northern Mexico due to parental deportation and used interviews, testimonios and thematic analysis to document their educational experiences and to determine their coping mechanisms and modes of resistance. By doing so, this study intended to highlight the ways in which participants enacted agency. The research questions guiding this study were: How are the educational experiences of transnational youth shaped by parental deportation? What tools do they use to cope? and, how does transnational youth enact transformative and other types of resistance? Based on theories of resistance and the Coyolxayhqui Imperative theory, this research found that the major obstacle transnational students face is the difference in educational systems and teaching practices and lack of academic Spanish proficiency. Deportation posed the added burden of stigmatization and exclusion. Family support was the greatest coping mechanism identified by participants, followed by friendships formed in Mexico, especially with other transnational students, as well as being resilient and purposeful in their pursuit of an education. Participants in this study displayed self-defeating, transformative, and resilient resistance. All people and place names are pseudonyms. Full article

(This article belongs to the Special Issue Critical Multicultural Education: Working at the Intersections of Resistance, Restorative Justice, and Revolutionary Change)

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