Authors:Michelle Horton Pages: 1 - 29 Abstract: This case study examines how teachers preserve and foster the funds of knowledge students bring to school in the Palenque community. Data were collected using the funds of knowledge Matrix instrument, open-ended questions, interviews, and participant observation. An analysis of data was done using a domain analysis process, a category of cultural meanings. The findings included the creation of three new categories: ethnobotany, Kuagros, and Kulum. The study identified teachers' educational practices that fit the culturally relevant/responsive profile. These involve rethinking curriculum, instruction, what funds of knowledge are and a more ethnographic approach to education. PubDate: 2022-12-29 DOI: 10.18251/ijme.v24i3.3293 Issue No:Vol. 24, No. 3 (2022)
Authors:Elizabeth A. Gilblom, Sarah L. Crary, Hilla I. Sang Pages: 30 - 50 Abstract: This transcendental phenomenology centers on the perceptions and experiences of New Americans from Africa and Asia who attended high schools in a smaller urban area located in North Dakota. Using Anderson et al.’s (2014) ecology of inclusive education (EIE), we identify environmental factors that promoted or undermined inclusive education experiences for the New Americans in our study. Themes include: collaborative and welcoming EL teachers, differences between mainstream and EL classes and teachers, problematic experiences with school administrators, valued connections with American peers, and balancing family responsibilities with school. Implications for policy and practice that support the inclusion of New Americans in all schools are provided, including ways to disrupt bias in schools and approaches to providing supports for New Americans and their families. PubDate: 2022-12-29 DOI: 10.18251/ijme.v24i3.3201 Issue No:Vol. 24, No. 3 (2022)
Authors:Laura Szech Pages: 51 - 71 Abstract: This study examines if teachers can learn to be more culturally relevant in their classrooms by reading culturally relevant literature and then engaging in the practice of family visits. The study employed a basic qualitative design with data sources such as transcripts of discussions and visits, interviews, and participant journals. Results show that family visits led to new and more culturally relevant classroom practices. Based on this study, teachers who engage with culturally relevant training, including the practice of family visits, may become more culturally relevant in their classrooms. PubDate: 2022-12-29 DOI: 10.18251/ijme.v24i3.3189 Issue No:Vol. 24, No. 3 (2022)
Authors:Eunjung Kim Pages: 72 - 93 Abstract: This study examines perspectives and practices regarding multiculturalism among 20 secondary social studies teachers in South Korea. Utilizing semi-structured interviews and critical discourse analysis, the study seeks to capture how teachers’ understandings of multiculturalism (Damunhwa in Korean) and its practice are influenced by curriculum changes, interactions with Damunhwa students, school duties, and personal experiences. The study finds that teachers know curriculum changes clearly, have little understanding of Damunhwa students, and experience discrepancies between high intellectual recognition of multiculturalism and their own ingrained biases. PubDate: 2022-12-29 DOI: 10.18251/ijme.v24i3.3047 Issue No:Vol. 24, No. 3 (2022)
Authors:Jason Cong Lin, Liz Jackson Pages: 94 - 117 Abstract: This paper uses a critical multicultural, constructivist approach to examine how the Chinese government represents minority cultures in its official discourse. Although at an abstract level the government acknowledges the contributions of minority cultures to society, our findings show a mismatched picture in terms of minority representation. Government documents and discourse recorded and obtained on the government website only highlight traditional and stereotypical cultural aspects related to minorities. These representations essentialise minority cultures, obscure their dynamism and their contributions, reinforce power hierarchies, and discourage critical reflexivity. In this context, we recommend addressing fundamental challenges undergirding this pattern in representation to develop more balanced and comprehensive understandings of minority cultures. PubDate: 2022-12-29 DOI: 10.18251/ijme.v24i3.3007 Issue No:Vol. 24, No. 3 (2022)
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