Authors:Stephanie Masta Pages: 1 - 15 Abstract: This article advances theories and scholarship focused on Indigenous educational research in the U.S. by engaging with the scholarship of Bryan Brayboy and Sandy Grande. This article provides an overview of the history of Indigenous education research and suggests that engaging with Indigenous-centered theories is essential for scholars undertaking this research endeavor. This article also acknowledges how past research practices inform current research and offers researchers a brief demonstration of how to apply these theories to their own educational research practices. PubDate: 2022-04-25 DOI: 10.18251/ijme.v24i1.1937 Issue No:Vol. 24, No. 1 (2022)
Authors:Xochitl Archey Pages: 16 - 26 Abstract: Multicultural education curriculum often seems to get lost in the implicit biases of formal education. As K-12 classrooms continue to increase in linguistic, cultural, racial, gender, socioeconomic, and ability diversity, the call for educators to develop mind frames of equity becomes more urgent. This study asks teacher candidates to explore children’s literature for overt and covert messages of oppression, silencing, and indoctrination. Each theme is discussed within the context of picture books and their corresponding analysis. A suggested chart for selecting critically intelligent books is provided as a consolidated extension of the study’s findings. PubDate: 2022-04-25 DOI: 10.18251/ijme.v24i1.2395 Issue No:Vol. 24, No. 1 (2022)
Authors:Jane Mburu Pages: 27 - 46 Abstract: As public schools in the United States become increasingly diverse, the need to prepare competent preservice teachers who can teach in culturally diverse contexts is imperative. There is dire need to prepare mathematics teachers who understand the importance of aligning classroom experiences with students’ home cultures to enhance their academic, social, and cultural wellbeing. This study, therefore, was designed to examine how one preservice teacher understood the concept of culturally responsive teaching, and how she later implemented culturally responsive practices in a third-grade mathematics classroom during her student teaching assignment. PubDate: 2022-04-25 DOI: 10.18251/ijme.v24i1.2623 Issue No:Vol. 24, No. 1 (2022)
Authors:Clarisse Halpern, Bruno Halpern, Hasan Aydin Pages: 47 - 67 Abstract: Intercultural competence reflects higher education institutions’ commitment to the internationalization of campus, programs, and curricula and results in attracting/retaining international students. Numerous studies explore international students’ challenges adapting to the receiving country; however, limited research investigates their experiences with intercultural competence. Thus, a phenomenological study was conducted to investigate the lived experiences of 12 international students with intercultural competence at a Southwest Florida university. The constant comparison method identified three dimensions of the participants’ lived experiences: institutional, curricular, and interpersonal. The findings indicated a lack of intercultural competence in each dimension, significantly impacting students’ academic and social experiences. PubDate: 2022-04-25 DOI: 10.18251/ijme.v24i1.3013 Issue No:Vol. 24, No. 1 (2022)
Authors:Mary Adu-Gyamfi, Sara B. Demoiny, LaGarrett King, Greg Simmons Pages: 68 - 87 Abstract: In a society steeped in media, teacher educators receive an education inside and outside the classroom. Thus, we aim to engage in critical race media literacy through an analysis of Hello Privilege. It’s Me, Chelsea. We do so through a frame of white fragility (DiAngelo, 2011) and white emotionalities (Matias, 2016). In this article, we argue that it is vital to disrupt and challenge notions of white supremacy and whiteness by highlighting examples of white fragility and white emotionalities in the media to make visible what often operates as invisible in society. PubDate: 2022-04-25 DOI: 10.18251/ijme.v24i1.2433 Issue No:Vol. 24, No. 1 (2022)
Authors:Chin-Wen Chien Pages: 88 - 112 Abstract: This study explored Taiwanese pre-service teachers’ intercultural awareness through lesson designs. Based on the data analysis of textbook evaluation; lesson plans; self, peer, and expert evaluations on lesson plans; videos; and reflection notes, this study had the following major findings. First, the textbook evaluation helped the participants to identify the visual culture and linguistic elements in the textbooks and their relevance to young Taiwanese learners’ home or target culture. However, these participants lacked competence in identifying the appropriateness and authenticity of the cultural concepts in the textbooks, introducing relevant cultural issues, and designing activities on practice and production procedure. PubDate: 2022-04-25 DOI: 10.18251/ijme.v24i1.2803 Issue No:Vol. 24, No. 1 (2022)
Authors:Dawna Lisa Buchanan, HeeGyoung Song Pages: 113 - 128 Abstract: This article chronicles the findings of two university professors who wanted to support cultural awareness and competence in their teacher education students at both pre-service and graduate levels. Many of their students did not understand the concept of social justice as it applies to classroom practice. The authors propose a model for first approaching the topic of culturally inclusive pedagogy that begins with self-awareness; progresses to understanding and valuing others; and advances as action in the educational setting to support equity for all. This is not a comprehensive model, but addresses beginning steps for creating an inclusive, diverse classroom community. PubDate: 2022-04-25 DOI: 10.18251/ijme.v24i1.2997 Issue No:Vol. 24, No. 1 (2022)
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