| Preface |
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xvii | |
| Acknowledgment |
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| Chapter 1 Making Lemonade From the Lemon of Cultural Taxation: Developing Global Citizens Who Think Critically and Who Promote Diversity and Social Justice |
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Julie J. Henriquez Aldana |
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"When life gives you lemons, make lemonade" is a common phrase used to inspire optimism despite facing adversity. |
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The purpose of this chapter is to acknowledge the prevalence and burden of cultural taxation (the figurative lemon) in academia and to illustrate how faculty of color can design and teach race-related courses that help to develop global citizens who think critically and value reflexivity and diversity (make lemonade). |
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In doing so, faculty can promote social justice while helping to erode the status quo related to this taxation. |
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Based on the findings of a qualitative research study, the authors outline various perspectives from students who report experiencing personal transformations as a result of taking a graduate level class related to diversity and social justice. |
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The chapter also focuses on the experiences of the faculty member who taught the class as part of the curriculum in an Adult Education doctoral program in the USA. |
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| Chapter 2 Humility Matters: Interrogating Our Positionality, Power, and Privilege Through Collaboration |
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In this autoethnographic work focused on humility, three voices speak to an experience in co-facilitating three sections of a master's level course in an initial teacher preparation program. |
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The course, titled Educating for Equity and Social Justice, took place in a large, urban, public university in the US during the summer of 2019, and was taught primarily by a faculty member. |
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Two doctoral students at the same university elected to participate as part of their doctoral internships, each with a vision of what insights and learnings might occur through this engagement. |
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With the three voices (one faculty member and two doctoral students) intertwined, the authors draw from their own lived experiences as a framework with which to analyze and interpret their experiences, reflections, and cultural assumptions to highlight the ways humility informs their work. |
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| Chapter 3 Fostering Allyship in Ourselves and Our Students: Findings From a Duoethnography on Social Justice in Higher Education |
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This chapter focuses on the development of allyship in higher education contexts. |
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The findings discussed are the result of a 10-week duoethnography project conducted by one faculty member and five doctoral students who are also higher education practitioners. |
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Group dialogue and individual memoing revealed central struggles in considering approaches to cultivating social justice allyship with undergraduate students. |
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There is a certain tension in trying to promote allyship to privileged students as something more than individual sacrifice while also properly acknowledging and communicating the risks inherent in decentering systems, structures, and institutions that benefit from white supremacist, sexist, ableist, heteronormative hegemony. |
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The duoethnographic data are presented to encourage readers to become active participants in making meaning of the various perspectives on allyship. |
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| Chapter 4 Examining Oppressions as a Way of Valuing Diversity: Using a Critical Multicultural Lens in Educating Students for Intercultural Engagement |
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This chapter shares an example of using a critical multicultural lens in teaching and learning to engage diversity and social justice in intercultural experiences. |
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The author draws on the classroom experiences of the author and highlights instructor-learner perspectives. |
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Emphasized is the use of the knowledge building classroom engaging pedagogy of discomfort, courageous dialogues, and critical reflections in a reiterative process to engage students in "critical knowing thyself" and "respectfully knowing others." Students are encouraged to use a critical multicultural lens that centers power in societies together with supportive readings, documentary/films, and activities to examine the social construction of race (racism), gender (sexism), heteronormativity (homophobia), class (classism), and (dis)abilities (ableism) at the personal, interpersonal, institutional, and cultural levels. |
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The conclusion highlights the need to engage self-criticality and the pedagogy of discomfort to examine the interlocking systems of oppression to support students' learning beyond just cataloging privileges. |
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| Chapter 5 Service-Learning and Social Justice for College and University Students: Replacing Memorization with Meaning |
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All students deserve access to the types of learning that enable them to experience firsthand the rich diversity of life to understand the challenges that others face in their everyday living and to learn collaborative and impactful problem-solving skills to help combat inequality at the local, national, and international levels. |
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A perusal of service-learning addressed in this chapter includes an examination of the benefits for both the participant and the recipient. |
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The chapter addresses the need for service-learning for people who are marginalized because of their gender identity or sexual preferences, disabilities, class, race, gender, age, or a combination of factors associated with marginalization. |
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Recommended practices for ensuring successful service-learning projects and various types of service-learning are discussed. |
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Six sequential steps in implementing a service-learning project are delineated. |
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The chapter concludes with examples of local, regional, national, and international service-learning projects and testimonials from recent local and international service-learning providers. |
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| Chapter 6 Critical Service-Learning: Vehicle to Social Justice Education |
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Colleges and universities in the U.S. engage in service-learning in order to cultivate dispositions of empathy and civic engagement. |
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This chapter draws from a Foundations of Education course in a historically and predominately White institution participating in service-learning in predominately Black and Latinx high schools. |
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The purpose of the course was to teach about the legacy of state sponsored oppression, social justice education, and advocacy. |
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The course provided theoretical frameworks to the practical knowledge and skills that students garnered from engagement in community schools. |
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Data collected for research purposes were quantitative and qualitative. |
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The results of the study show that service-learning can be a vehicle toward social justice education particularly in exposing oppressive structures and practices in urban schools. |
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| Chapter 7 Diversity and Social Justice: Promoting Academic Achievement Among Diverse Learners in College |
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This chapter focuses on evaluating research on initiatives or programs to promote academic achievement among diverse learners at the university-level. |
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It begins by reviewing data on the growth of college enrollment of under-represented students, particularly in the context of factors that motivate or impede diverse students to be successful in their college degree programs. |
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It then discusses and evaluates research on the interventions or programs that have been developed to increase enrollment, retention, and ultimately graduation, particularly among under-represented students. |
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Implications for future institutional research, educational practice, and policy recommendations in higher education are discussed. |
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| Chapter 8 Family-Community-Higher Education Partnership: A Critical Pillar in Realizing Social Justice |
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Despite governments and the higher learning institutions investing greatly in the search for social justice, its realization has more often than not remained elusive. |
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Could this state of affairs be attributable to weak partnerships among the critical players, as an increasing body of evidence tends to suggest? Accordingly, collaboration between the family, community, and institutions of learning plays a big role in any student's life, particularly in academic achievement, behavior, as well as development of social competencies. |
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Engaging families from diverse backgrounds helps in promoting the view that education is a shared responsibility, including helping the orphans and vulnerable and those with special needs to access higher education. |
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Against this background, this chapter discusses the benefits, barriers, and prospects of family, community, and higher education partnerships as a means of enhancing social justice today. |
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Also elucidated are a relevant theory and the roles of partners in enhancing the provision of quality education. |
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| Chapter 9 Challenging Fear and Hate: Caring and Compassion as Essential Components of a Critical Pedagogy School Curriculum |
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We are living in times of neo-fascism where fear and hate are the dominant discourses. |
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To counteract such challenges, caring and compassion are crucial components of a public school curriculum that promote humanization and empowerment. |
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This kind of curriculum is missing in public schools. |
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Mass shootings and acts of cruelty in the United States affect children the most. |
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Educating our youth on action-based compassion is vital for critical pedagogy in teacher education programs. |
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The authors question what it means to be human and believe that safe spaces where we can be ourselves and feel good being with others is an ontological necessity. |
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Hence, this chapter expands on these claims and examines why and how this type of curriculum is essential for our multicultural communities. |
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| Chapter 10 Multicultural Education: A Framework for Curriculum and Social Justice in Education |
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Over the last five decades, multicultural education (MCE) has evolved from a national to a global phenomenon. |
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Discussions within this chapter aim at showcasing how utilization of MCE curriculum and strategies by relevant parties such as academicians have improved socio-cultural issues, perspectives, and trends in diversity and social justice in higher education. |
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Moreover, MCE over time has been curated to support and transform diverse populations, whose lives for varying reasons found themselves either displaced, disenfranchised, discriminated, or dehumanized. |
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The chapter explores the various literary perspectives to get an in-depth understanding of MCE fundamentals while acknowledging that even with its benefits, critics exist, leading to discussions on the challenges and problems of MCE as well as providing solutions and recommendations. |
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Insights on MCE trends and future research are presented with the overall conclusion that MCE is designed to transform students of all backgrounds to be equal players in the world market. |
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| Chapter 11 Non-Native English-Speaking Students' Perspectives of Culture, Language, and Academic Success: Narratives of Graduate Students in the Southern United States |
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The chapter examines how non-native English-speaking graduate students perceive academic success and possible linguistic and cultural challenges in graduate schools in the United States. |
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Data were collected from six in-depth individual face-to-face interviews specifically to understand the complexities and nuances in the perceptions of non-native English-speaking graduate students related to their academic success and possible challenges they face that may be caused by the lack of native-like language proficiency. |
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Students' perceptions revealed the importance of cultural and language training for key stakeholders. |
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Graduate schools as well as those teaching multicultural classes, among other stakeholders, should utilize this information to help modify English language programs and curricula for current and new students. |
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| Chapter 12 Preparing Bilingual Teachers to Enact Culturally Sustaining Pedagogy |
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Bilingual students and teachers in the U.S. live in a context where linguistic and ethnic minorities are associated with inferiority. |
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Preparing bilingual teachers of color without explicit attention to issues of race, language, and power would maintain and feed the vicious cycle of linguistic hegemony. |
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With the goal of preparing critically conscious future bilingual teachers equipped to enact culturally sustaining pedagogy (CSP), the authors centered issues of race, language, and power alongside bilingual instructional methodology and theories of bilingualism in their respective bilingual .teacher preparation programs. |
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Drawing on bilingual teacher preparation course material, student reflections, and bilingual teacher candidate interviews, they illustrate how two bilingual teacher preparation programs take two distinct approaches to developing bilingual teachers' critical consciousness and CSP practices. |
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In this way, they outline how bilingual teacher educators can prepare and support bilingual teachers to enact CSP with their K-12 students. |
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| Chapter 13 Supporting Second Language Learners in Higher Education |
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The concepts discussed in this chapter were conceptualized out of the experiences of lecturers and researchers who have from time to time found themselves in situations where their learners require extra support for them to navigate through the academic rigor expected of them. |
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Linguistic competence of the language of instruction has been proven to contribute significantly to a learner's success since through this medium, knowledge is acquired and disseminated. |
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Language can thus be a facilitator or impediment of knowledge acquisition. |
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Thus, institutions of higher learning must strive to put in place strategic mechanisms to support learners especially in a time when higher education is experiencing greater internationalization with diverse learners. |
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The chapter discusses strategies that would support such learners, with a view of encouraging the players in higher education to explore opportunities for such support which may be available both inside and outside the classroom. |
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| Chapter 14 Identity Construction in Latina Students: Writing Culturally Framed Texts |
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238 | (19) |
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This chapter illuminates a literacy educator's efforts in engaging Latina adult university students with writing authentic texts in which they critically reflect on their life experiences. |
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The study describes how critical autobiographies-by providing engaging opportunities for the writing process-also served as an initiator to articulate aspirant's difficult life experiences. |
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The autobiographies are analyzed utilizing Howard and Alamilla's (2015) perspectives on gender identities (essentialism, socialization, social construction, and structuralism). |
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The findings help connect with prior research that when students are allowed to write about their cultural experiences, they are (1) able to express their inadequacies and struggles using life experiences within their families and communities, and they (2) reveal multiple aspects of their cultural identities as Latina. |
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| Chapter 15 Examining Teacher Candidates' Evolution of Teaching Belief |
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By using video feedback as a treatment, this quasi-experimental study is aimed to capture the dynamic evolution process of teacher candidates' belief of comprehensible input. |
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It compares the changes in teacher candidates' belief of comprehensible input among different feedback groups. |
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A mixed method, which contains the pre and post surveys, semi-structured interviews, and micro-teaching assignments decoding, is used to boost the internal validity of the research design. |
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An ANCOVA analysis was conducted through controlling different co-variances. |
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The results suggest that after the treatment there is no statistically significant difference in teacher candidates' post-treatment belief of comprehensible input. |
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This result is aligned with the patterns that were generalized from semi-structured interviews: 1) a lack of changes in the teacher candidates' belief of comprehensible input after receiving feedback, 2) an alignment between the teacher candidates' micro-teaching performances and their belief of comprehensible input, and (3) the teacher candidates' positive perceptions of the video feedback. |
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| Chapter 16 Global Citizenship Education in the Era of Globalization |
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Global citizenship education (GCE) has become an important topic in education and development discourses in an increasingly globalised world. |
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Globalisation has affected the world socially, culturally, economically, politically, environmentally, and technologically. |
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This calls for education that can empower learners to become engaged global citizens: learners who can understand that factors like globalisation, the global economic crisis, the refugee crisis, and climate change challenge traditional boundaries because of their ripple effects. |
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Global citizenship education becomes an important tool to aid learners' appreciation the interconnectedness of the world and its diverse cultures, and their role in responding to global challenges. |
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The aim of global citizenship education is to create active and responsible global citizens. |
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Based on a qualitative research approach, this chapter discusses the concepts of global citizenship, global citizenship education, and the role of global citizenship education in sustainable development. |
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| Chapter 17 Differentiation to Accommodate Diverse Learners in the Flipped Classroom |
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Flipping learning is an effective instructional strategy that allows for differentiation of instruction in a classroom with diverse learners. |
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Paying particular attention to diversity of academic backgrounds and preparedness for college courses, this chapter explores differentiation strategies that could benefit a broad spectrum of learners in a flipped classroom. |
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These differentiation strategies are at the course design and implementation levels and include differentiation strategies for pre-class preparation, in-class activities, and assessment. |
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| Chapter 18 Basic Education Provision in Kenya's Urban Informal Settlements |
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The provision of basic education in urban informal settlements in Kenya has invariably been described as poorly organized, less equitable and hence, one that is in crisis. |
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This chapter examines the state of basic education as a function of the policies and approaches that guide its provision. |
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It is argued in this chapter that the manner in which educational policy has been designed and resources distributed over time exhibits a tendency towards marginalizing children in urban informal settlements in terms of access to quality education compared to their counterparts elsewhere. |
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Considering the socio-economic and socio-historical contexts of informal settlements in Kenya, it is concluded that while government efforts towards the provision of education are appreciated, it has not been sufficiently sensitive to the circumstances of the children learning in institutions in these settlements. |
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| Compilation of References |
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| About the Contributors |
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| Index |
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