Questioning The Aloha in a Multicultural Teacher Education Course

Hawaii is often perceived as the “Land of Aloha”, a racial paradise where everyone gets along. But do we? The author explores Hawaii's distinct cultural dynamics with pre-service teachers in a multicultural education course that problematised race and ethnicity. Using an inquiry approach and culturally relevant activities, the class examined the social inequity that exists between privileged “non-minorities” like Japanese, Chinese and Whites, and “disadvantaged minorities” like Filipinos, Native Hawaiians and Samoans. This study found that living among diversity in Hawaii made recognising racism and social inequity difficult. Patterns of student engagement reflected one's positioning in Hawaii's racial and socioeconomic hierarchy. Students from privileged groups minimised and deflected their role in contributing to racism, while students from disadvantaged groups assumed a more critical stance towards society. This study reframes the dialogue on race in education and provides implications for multicultural teacher education.     

湘西古丈县“客话”的音韵特点与性质

湘西古丈县语言复杂“,客话”是该县的通用交际语。通过对古丈县“客话”的声韵调系统及其主要音韵特点的描写和归纳,指出其兼具西南官话和湘语的特征,目前,把它归为一种过渡型的方言是比较合适的。     

A Visit to “The Clearing” and “Warrior Falls”: In Search of Brave and Beyond Spaces for Religious Education

Abstract

This article seeks to address the question: “How can religious educators learn from those who have been marginalized and whose voices are not usually heard because of the hegemony of whiteness?” My primary sources are scenes from the work of two U.S. black creatives. Specifically, I examine the “Clearing” scene in Toni Morrison’s 1987 Pulitzer Prize–winning fiction novel Beloved and the “Warrior Falls” scenes in Black Panther, a 2018 film co-written and directed by Ryan Coogler. I draw attention to their common themes and their implications for approaches to religious education that can de-center white normativity.     

Women and gender studies and multicultural education: Building the agenda for 2000 and beyond

Abstract

Multicultural education has always been contested terrain, yet within the last five years a significant consensus about its scope and function has evolved. The discourse about multicultural education has not adequately attended to the debates surrounding the terms “gender” and “sex” or the multiple feminist theories that focus on the more critical aspects of a social change agenda. This article focuses on some of the tensions between women and gender studies and multicultural education such as: understanding gender as a category of analysis, theoretical constructions of feminism, and building an educational agenda for social justice in an effort to further the agenda for 2000 and beyond.     

Race and popular cinema: The rhetorical strategies of whiteness in city of joy

This essay analyzes the hegemonic representations of whiteness in contemporary Hollywood cinema. By specifically focusing on the 1992 Hollywood film City of Joy, this essay examines the rhetorical strategies through which whiteness is enacted in popular culture in relation to non‐white “natives” of the “third world.” The essay also illustrates the rhetorical intersections between whiteness and gender. A central argument of this essay is that an understanding of the politics through which non‐white groups are culturally marginalized simultaneously requires an examination of the politics through which whites are centered and legitimized in cultural practices.     

Social constructivism: Infusion into the multicultural science education research agenda

This article focuses on (a) theoretical underpinnings of social constructivism and multicultural education and (b) aspects of social constructivism that can provide frameworks for research in multicultural science education. According to the author, multicultural science education is “a field of inquiry with constructs, methodologies, and processes aimed at providing equitable opportunities for all students to learn quality science.” Multicultural science education research continues to be influenced by class, culture, disability, ethnicity, gender, and different lifestyles; however, another appropriate epistemology for this area of research is social constructivism. The essence of social constructivism and its implications for multicultural science education research includes an understanding of whatever realities might be constructed by individuals from various cultural groups and how these realities can be reconstituted, if necessary, to include a scientific reality. Hence, multicultural science education should be a field of study in which many science education researchers are generating new knowledge. The author strives to persuade other researchers to expand their research and teaching efforts into multicultural science education, a blending of social constructivism with multicultural science education. This blending is illustrated in the final section of this article. © 1996 John Wiley & Sons, Inc.     

Safety,celebration, and risk: educator responses to LGBTQ professional development

Research has explored multicultural teacher education from multiple, sometimes divergent perspectives; yet, these studies agree that what passes for multicultural education fails to address issues of educational inequity. This paper is part of a larger evaluation study of Reduction of Stigma in Schools (RSIS) – a professional development program aiming to empower educators to create affirming environments for Lesbian, Gay, Bisexual, Transgender, Queer and Questioning (LGBTQ) youth. Interview data indicate that though workshops utilized a critical approach, what teachers embraced was a call to understand and “protect” LGBTQ students through the “safety” discourse – a form of understanding and valuing the “cultural other” – and investment in one time “visibility” or “celebration” events as symbols of improved school climate. Further, educators framed LGBTQ issues as “risk” issues rather than as equity issues, which continue to mark LGBTQ students as “victims” or “problems” in need of saving or solving. We posit that responses to RSIS content reflect educators’ understanding of their obligation to “diversity” as presented during their teacher preparation programs and that workshop content which resonated with them was that which they could easily fit into these familiar frameworks.     

The discourse of language learning strategies: towards an inclusive approach

This paper critiques discourse surrounding language learning strategies within Teaching English to Speakers of Other Languages (TESOL) and argues for the creation of new definitions of language learning strategies that are rooted in the socio-political and socio-economic contexts of the marginalized. Section one of this paper describes linguistic imperialism theory and post-colonial education's responses to allegations therein: multicultural education theory, critical race theory, and technological egalitarianism. This section also highlights the difference between formal and informal learning in order to validate multiple learning strategies. Section two of this paper then analyses two prominent works by Oxford [2002. Language learning strategies around the world: Cross-cultural perspectives. Honolulu: Second Language Teaching & Curriculum Center, University of Hawai'i at Mānoa. 2013. Language learning strategies: What every teacher should know. South Melbourne: Heinle Cengage Learning]. This section suggests that even though Oxford [2002. Language learning strategies around the world: Cross-cultural perspectives. Honolulu: Second Language Teaching & Curriculum Center, University of Hawai'i at Mānoa] made attempts to incorporate diverse voices into language learning strategy theory, her efforts in turn potentiate those who already have access to education. Finally, the concluding section postulates five principles for including marginalized voices in the discourse of language learning strategies in order to propose contextualized definitions: (1) incorporate non-extractive research among the marginalized, (2) document local knowledges and practices in marginalized communities, (3) confront one's own identity of privilege before, during, and after research, (4) allow those on the margins to define learning strategies, and (5) develop diversity within TESOL.     

山西朔城方言语气词“哩”和“还”

“哩”和“还”是山西朔城方言中极具地方特色的语气词,不仅用法广泛而且有丰富的语用功能。针对“哩”和“还”两个语气词,主要从用法和语用功能两个维度进行研究。     

潼关方言的“了”字

潼关方言“了1[．li？]”是动词“了”字声调虚化的结果,“了2”有[．lia]和[．li？]两种语音形式。潼关方言常见的“V了1N了2”式可以分为动宾式和动补式两种;潼关方言可以如普通话那样说“吃了1饭了2｜嫁了1人了2”,也可以如西安方言那样以把字句的形式来表达;潼关方言“V了1N了2”等形式具有宽泛性,其谓词限于动宾式结构、动补式结构或形容词。潼关方言的“了”字还可以表示假设等;潼关方言“了2”的语音形式（[．li？]或[．lia]）常常可以处于“了1”的语法地位,而处置式把字句里的“了1”不能是“了2”的语音形式。     

Engaging difference: towards a pedagogy of interbeing

In this article, I discuss how by engaging difference teachers and students can go beyond the binary of “self” and “other” towards “interbeing”. I first discuss how postcolonial and feminist perspectives can inform multicultural discourse by rethinking self and other in terms of hybrid identities and cultures. Then, I draw on Thich Nhat Hanh's (1991) concepts of mindfulness, contemplation, and interbeing; bell hooks' (1994) concept of an engaged pedagogy; and my reflections on my own practice of teaching multicultural education courses. I argue that a self-reflexive pedagogy of interbeing is transformative, enabling both students and teachers to “see with the eyes of interbeing” (Hanh, 1991, p. 98) and heal from the wounds of oppression.     

“Sweet Little (White) Girls”? Sex and Fantasy Across the Color Line and the Contestation of Patriarchal White Supremacy

The presence of the Little Rock Nine at Little Rock's Central High in September 1957 as a result of Brown vs. the Board of Education evoked anger, fear, and even panic among some parts of the white community, and many white women and girls responded with near hysteria. This article seeks to answer why. What was it about integration that provoked such a response from many Whites, and especially from white females? By briefly examining both the history of white racism and the socio-political context of the 1950s, this article argues that what Little Rock Whites, and in particular white females, were responding to was the fear of miscegenation. Yet this was not exactly the same fear of miscegenation that had spread throughout the South in the post-Civil War period in which white woman were supposedly at peril from the “black male rapist.” This fear of miscegenation, it is argued, had a new twist and that new twist came from the white women and girls themselves. Based on an analysis of the actions of individual white female Central High students from the perspectives of race, class, and gender, this article argues that not only were race relations in a state of flux but so were gender and class relations, giving Little Rock's “sweet little (white) girls” a pivotal role in the events surrounding the desegregation of Central High.     

于坚诗歌的“中庸之道”--从其诗歌走向说起

即将迎来甲子之年的于坚似乎终于找到了属于他自己诗歌的一种“方言”,形成了他自己诗歌的审美风格。在诗歌的语言上,于坚转变了先前的口语创作方式,有了文言气,旧文人气。文体上追求一种糅合,杂糅了新旧文体,想寻求一种融通。创造了一种诗的“方言”,只属于于坚的一种“诗的方言”。其中有雅有俗,不能一概而论。中国当代诗歌从书写集体之情到个人之情,从政治话语到个人话语,从整齐划一到天马行空,从亦步亦趋到“野怪黑乱”,又从“野怪黑乱”到“新的中庸之路”,这是中国当代诗歌发展史上的一次艺术“自觉”,而这次艺术自觉最终在于坚的诗中完成。     

The effect of primary education teachers on the formation of pupil citizenship

Decreasing levels of civic participation and political engagement are generating an interest in citizenship and citizenship education. New forms of citizenship education which go beyond traditional instruction on political institutions are being sought, such as “democratic citizenship education”, “education of, for and through democracy” and “teaching democracy”. One area which has been little investigated is primary school teachers and citizenship education. This article reports on questionnaire‐based research among Slovak teachers that shows great variety in the focus of citizenship education. Teachers emphasised national pride as well as multicultural, global, regional and human rights aspects and the common good of an entity. The connections between teacher focus on citizenship education, the curricular framework, models of citizenship education and generational differences are all discussed.     

Undermining critical consciousness unconsciously: Restoring hope in the multicultural education idea

The main goal of multicultural education is to transform the structural factors in the educational system in order to redress inequalities and inequities for historically underprivileged populations (Banks 1997). This article addresses theories and practices that frame multicultural education in teaching and learning contexts. How do teachers interpret the purpose of multicultural education? I suggest that educators are more likely to interpret multicultural education using the functionalist meta-theoretical framework (Burell and Morgan 1979) and the positivistic epistemology (Turner 2006). Ironically this kind of interpretation subverts the original goals of multicultural education as a transformative movement. The process of transforming curriculum and instruction in learning contexts encounters what I would call a “double jeopardy.” On one hand, curriculum processes run into political impediments that are often pervasive, complex, and invisible, whereas on the other hand they encounter a positivistic epistemology that reduces complex phenomena to simplistic, neutral, objective, and universal standards. I make a case for a radical humanist paradigm that privileges the investigation of social and political relations of power and places critical consciousness at the center of educational structures and pedagogy. I attempt to make critical consciousness visible and to show how it can be employed to change schooling opportunities and the lives of those who fall in the “Other” category of social theory.     

Contemporary education policies in Southeast Asia: common philosophical underpinnings and practices

This article examines the various education policies in Southeast Asian countries, highlighting the underlining philosophies and current practices in the region. The conceptual framework of the presentation includes key concepts such as access and equity, unity and identity, quality and relevance, efficiency and effectiveness. Each of these key concepts will be analysed using a framework consisting of key questions, guiding philosophies, policy options as well as issues and challenges. The article reviews policies relating to questions such as “who get access to what kinds of education?”, “how to widen access?”, “how to ensure success?”, “what kinds of education for a multicultural society?”, “how to promote national integration and social cohesion through education?”, “how to improve quality of education?”, “how to manage and administer the school delivery system?”. It draws examples from different countries in the SEA region to illustrate the issues and challenges in formulating and implementing contemporary education policies.     

“DARING TO SAY”: STANLEY CAVELL AND DESIGNS ON LITERACY

In this essay Amanda Fulford examines the subject of inter‐cultural understanding from two perspectives: first, through considering Naoko Saito's exploration of translation and inter‐/intra‐cultural understanding, and second, through a discussion of work from the field of literacy studies, in particular the New London Group's “pedagogy of multiliteracies.” In her consideration of the different approaches taken to the challenge of multicultural and globalized societies, and the experiences of encounters with language, Fulford pursues four principal themes: learning from difference, active design of meaning, a relation with language, and transformation of the individual. She shows how Saito's use of American philosophy, in particular Henry David Thoreau's Walden and Stanley Cavell's readings of Thoreau, can play a crucial role in any reconsideration of teaching and learning in adult literacy education. Fulford further demonstrates how Thoreau's notion of the “father tongue” is central to the idea of learning from difference and to our use of language. She concludes by proposing that literacy education and research within the field of literacy studies could benefit from the kind of philosophical conversation, across the borders of subject and epistemology, that an exposure to, and consideration of, the ideas of Thoreau and Cavell on what it means to read and write can offer.     

The Comparative Impacts of Social Justice Educational Methods on Political Participation,Civic Engagement,and Multicultural Activism

This cross-sectional, repeated measures, quasi-experimental study evaluates changes in college students’ commitment toward, and confidence in, political participation, civic engagement, and multicultural activism. Our sample (n = 653) consisted of college students in a Midwestern university who participated in one of three social justice education course types (service learning, intergroup dialogue, or lecture-based diversity classes) or in an “introduction to psychology” course (the non-intervention group). After completion of a social justice education course, students reported an increase in political participation and multicultural activism, whereas students enrolled in the non-intervention group reported no changes in these measures. Service learning course participants started and ended their course with the highest reported levels of political participation, civic engagement, and multicultural activism but did not demonstrate an increase in any of the three outcomes. Intergroup dialogue participants demonstrated increases in all three outcomes, while participants of lecture-based classes focusing on social justice issues demonstrated increases in political participation and multicultural activism, but not civic engagement. Our findings suggest that participation in social justice education courses is associated with increases in political participation and multicultural activism.