Overcoming Cultural Racism: The Promise of Multicultural Education

The author argues that cultural racism undergirds both individual and institutional racism, and, thus, it is the driving force behind racist policies and practices in educational institutions and in society. Because both liberal and conservative agendas operate within an ideology of White supremacy, both have been inadequate in addressing cultural racism. A multicultural movement that explores the concept of "Whiteness" and that encourages educators and students to take an antiracist stance can provide an important response to cultural racism.     

Montana's Indian Education for All: Applying Multicultural Education Theory

Montana's constitutional commitment to the cultural heritages of American Indians exemplifies the practical application of multicultural education. In this article, the authors explore the goals and evolution of Indian Education for All within a multicultural education framework, and discuss how educators are best prepared to implement this transformative educational policy.     

Moving Beyond Test-Prep Pedagogy: Dialoguing With Multicultural Preservice Teachers for a Quality Education

In a “post-NCLB era,” the schooling experiences of mostly low-income students of color continue to be consumed by a test-prep pedagogy—narrowed curriculum, low expectations, and ignored relationships. In this article the author describes a pedagogical approach using educational dialogues to engage preservice teachers to critically define a quality education.     

Diversity and the Modeling of Multicultural Principles of Education in a Teacher Education Program

In this study, we examined preservice teacher perception on the modeling of principles of multicultural education at a university of predominantly White students. Preservice teachers (N = 79) at the end of a multicultural education course responded to a survey based on the principles of multiculturalism. The students conducted an 8-week evaluation of the modeling or integration of multiculturalism in their teacher education classes. Statistical analysis indicated that 95.4% of preservice teachers perceived an integration of instructional principles of multicultural education, whereas 69% perceived integration of curricular principles of multicultural education. Findings suggested that diversity is a critical element of multiculturalism in the teacher education program needing attention.     

Together for a Better Multicultural Society

I propose that educators construct pedagogical responses to youth in schools in ways that consider classrooms to be the result of and the boardroom for complex global flows. Youth's production of individual and collective identities wherein flows are apprehended, discarded, combined, and recombined, rages against purifying processes of neocolonial classrooms.     

Evaluating Multicultural Education Courses: Promise and Possibilities for Portfolio Assessment

As multicultural education continues to evolve, better assessments are necessary to provide a holistic measure of the effectiveness of multicultural education in the academy. Unfortunately, as multicultural scholars champion the cause for social justice, equity, and access for school children they remain vulnerable to negative promotion and tenure determinations due to misaligned measures of teaching effectiveness in the academy. In this article, a Black female teacher educator at a Predominately White Institution describes how she utilized a Multicultural Education Teaching Portfolio (METP) as a means to inform the measurement of her instructional quality and effectiveness. This discussion provides an overview of current challenges to assessing quality within Multicultural Education courses and provides an outline of possible components of the METP for further consideration.     

Principles and Practices of Sociocultural Assessment: Foundations for Effective Strategies for Linguistically Diverse Classrooms

Increasing numbers of English as a Second Language (ESL) learners throughout the United States have created an urgent need for strategies that teachers can use to meet the needs of all students in their classrooms. Research has shown that effectively meeting the needs of second language learners requires appropriate goals for learning, standards-based curriculum, sociocultural pedagogy, and assessment that is coherent with these practices. This article provides assessment principles and practices that are coherent with the sociocultural perspective and emphasizes four assessment accommodations that are appropriate for ESL learners in mainstream classrooms.     

From Common Struggles to Common Dreams: Neoliberalism and Multicultural Education in a Globalized Environment

Major troubling contours of neoliberalism and high-stakes education have common features. Consequently, the author discusses how multicultural education can serve as praxis for collective empowerment in a globalized context. The author asserts that equitable representation and localized multicultural knowledge production are the foundation of a transformative democracy and engaged citizenry.     

The Global and the Multicultural: Opportunities,Challenges, and Suggestions for Teacher Education

Most teacher education programs today include at least a minimal component of multicultural education. Higher educational institutions are also engaging more broadly in global education in a variety of forms. Though there is significant overlap in the aims of these two fields, they are often not used in complementary ways, or may even be seen as competing fields of study. This article outlines ways in which global perspectives can inform several multicultural concepts used in teacher education. It then explicates the challenges and limitations to this approach, which are not trivial. Finally, it suggests a number of ways in which teacher education programs and institutions can minimize the challenges of a global approach to multicultural education, while simultaneously moving toward institutionally transformative goals of multicultural education.     

Assessing Performance-Based Outcomes of Multicultural Lesson Plans: A Component Within a Comprehensive Teacher Education Assessment Design

Lesson plans can serve as a rich means of evaluating multicultural/diversity (MCD) learning outcomes for student teachers. However, a structured evaluation procedure is needed to effectively elicit meaningful data for program feedback. This study examines the evolution of a lesson plan evaluation component and presents the lesson plan instrument, rubric, and evaluation data. The lesson plan assessment was one part of a comprehensive, university-wide evaluation project funded by the U.S. Department of Education to assess MCD outcomes. Results indicated only about 50% of teacher education candidates demonstrated at least minimal skills in creating an effective, meaningful MCD lesson plan. Implications for teacher training are discussed.     

Towards a Cultural Understanding of the Disability and Deaf Experience: A Content Analysis of Introductory Multicultural Education Textbooks

This paper reports the findings of a simple normative content analysis of 11 multicultural education textbooks to determine the extent to which disability and deaf culture are represented. In addition, this study examines multicultural education textbooks to assess the extent to which perspectives of members of the disability and deaf communities are represented in the discourse about disabled and deaf persons. Results indicate that on average less than 1% of the total pages of text reviewed addressed or mentioned disability or deaf culture. Of these, it was found that on average about 6% of the pages addressed disability or deaf culture. In addition, inaccurate information was presented and perspectives were often not informed by a substantial body of literature that has emerged in the field of disability studies. It was found that multicultural education textbooks rely heavily on information about persons with disabilities from Special Education that may not be widely accepted by disabled or deaf persons. A follow-up paper examines the implications of the exclusion of disabled and deaf persons and their perspectives from the discourse about the shared and collective disability and deaf experience in favor of a dominant perspective widely held by the nondisabled professional community. Questions are raised about whether this is consistent with the values and goals of multicultural education and teaching. A rationale and recommendations are proposed for engaging disabled and deaf persons about their shared and collective experience and for promoting cultural competence and proficiency with respect to the disability and Deaf experience in multicultural education.     

Towards a Cultural Understanding of the Disability and Deaf Experience: Implications of a Content Analysis of Introductory Special and Multicultural Education Textbooks

This paper summarizes and discussing the findings of two content analyses of introductory textbooks to special education and multicultural education conducted to determine the extent to which disability and Deaf culture are represented and discussed. Findings of both studies indicated minimal discussion of Disability and Deaf culture, a heavy reliance on perspectives of persons who are not disabled or Deaf about the Disability and Deaf experience, and inaccurate representations and information about Disability and Deaf culture. This paper is a follow-up discussion of the implications of the findings of these studies. A rationale and recommendations for supporting a cultural understanding of the Disability and Deaf experience are presented. In addition, recommendations are suggested for engaging disabled and deaf persons about their shared and collective experience and for promoting cultural competence and proficiency with respect to the Disability and Deaf experience.     

Critical Pedagogy in HIV-AIDS Education for a Maya Immigrant Community

In this article the authors discuss how the perspectives of Paulo Freire were instructive in addressing the challenges of HIV-AIDS education in Guatemalan Maya immigrant communities with minimal formal education and literacy. The forging of a community-based, collaborative, educational program offers several implications for effective teaching and learning among marginalized communities.     

观世音简称观音绝非避唐太宗名讳

<正>"观世音"何以简称为"观音",近几十年来的解释异口同声,结论一致。上海辞书出版社1981年出版任继愈主编的《宗教词典》,第473页"观世音"条说:"因唐讳太宗李世民名,故去‘世'字,略称‘观音'。"中国社会科学出版社1988年