苗、汉杂居地区苗族学生低学业成就的原因分析--以毕节市观音桥办事处苗族教育为例

在苗、汉杂居地区,苗族学生的学业成就远低于汉族学生。经济贫困落后和生产力水平低下、苗族自身传统文化中消极因素的影响、学校教育的失误以及家庭背景的不利是导致苗族学生低学业成就的主要原因。要提高苗族学生的学业成就,应当争取政府和社会各界的支持,加大对少数民族教育的投入力度;借鉴多元文化教育理念,整体优化学校育人环境;加强双语教师队伍建设,重视双语教育;以基础教育课程改革为契机,加快民族教育课程开发。     

Multicultural attitudes of prospective teachers: The influence of multicultural ideology and national pride

Attitudes toward multiculturalism in educational contexts – i.e., multicultural attitudes – are desirable qualities for good teaching practices. Unfortunately, little is known about the antecedents of prospective teachers’ multicultural attitudes. Before this backdrop, we argue that prospective teachers’ multicultural ideology, national pride, and intergroup contact are related to their multicultural attitudes. Studying these relationships can offer valuable insights for initial teacher education programs. We assessed prospective teachers’ (n = 72) multicultural attitudes (adapted version of the Teachers’ Multicultural Attitude Survey), multicultural ideology (Multicultural Ideology Scale), national pride (single item from large scale studies) and intergroup contact (experiences in multicultural classrooms and intergroup friendship). Results showed that higher multicultural ideology and lower national pride were related to more positive multicultural attitudes. We found no such relation for intergroup contact. Based on these new insights into prospective teachers’ multicultural attitudes, we argue that initial teacher education programs should reinforce and develop prospective teachers’ multicultural ideology and consider the role of national pride.     

红河县侨乡迤萨镇的多元饮食文化

文章从中国陆疆侨乡饮食文化的视角出发,以云南红河县侨乡迤萨镇研究为例,探讨了陆疆侨镇迤萨的多元饮食文化中的与自然和谐,阐述了汉儒饮食文化、少数民族饮食文化和国际饮食文化等在侨镇迤萨的交汇和融合,指出了陆疆侨镇迤萨的多元饮食文化的功能与特点。     

The Influence of University Coursework on Pre-service Middle and High School Teachers’ Experiences with Multicultural Themes

The study explored the influence of university-based teacher education courses on pre-service middle and high school teachers’ experiences with multicultural themes in a secondary science alternative certification program. Eight participants (N = 8), six women and two men, volunteered to be a part of the study that took place over a period of four semesters. Qualitative data was collected, coded and analyzed to make meaning of the participants’ experiences. Data comprised of participants’ reflective journals, personal and group interviews, and classroom observations done in middle school practicum and high school student teaching placements. The findings indicated that while the participants became more familiar with the themes of multicultural education, many did not demonstrate fluency with these themes and struggled with balancing their responsibilities as a science teacher and a culturally competent teacher.     

“Spinning Themselves into Poetry”: Images of Urban Adolescent Writers in Two Novels for Young Adults

In contrast to the educational research and policy literature depicting urban adolescents as reluctant and struggling readers and writers, young people in recent young adult novels claim writing as an efficacious practice for self-discovery and social understanding. Analysis of the images of writers and writing in Locomotion and Call Me María provide insights into both urban adolescents and literacies as social practices. Framed by New Literacy Studies, analysis of the novels finds that the characters use writing to document and process life-altering events; to seek meaning and inspiration in their surroundings; to resist ascribed identities; and to search for a sense of belonging in the sociopolitical landscape in which they are often marginalized due to their race, gender, youth, and/or language. This article argues that the novels humanize and dramatize adolescent literacies in ways that test results and crisis language often disguise and distort.     

Strategies to Survive and Thrive in Academia: The Collective Voices of Counseling Faculty of Color

This qualitative study investigated the survival and coping strategies employed by 17 faculty of color teaching in counseling programs across the United States. Results indicated that for participants, the meaning of survival extends beyond the ability to meet expectations for tenure and promotion and achieve professional longevity. Survival entails engaging in a variety of actions that allow them to withstand and rise above the damaging effects of microaggressions. Framed as conscious strategies, individual actions become collective acts of resistance against racism and other forms of discrimination. Implications for multicultural faculty development are discussed.     

Desegregation and Multicultural Education: Teachers Embracing and Manipulating Reforms

The purpose of this paper is to examine the remnants of desegregation curricular reforms in a small urban district. This study documents the affects of various policies that were implemented to create equity and equality in urban, multi-racial and socio-economically diverse classrooms. These reforms were created due to a court desegregation order that demanded the district take multiple steps to raise the academic achievement levels of students of color in the district. Using the lens of Critical Race Theory to examine issues of interest-convergence and the effects of court-ordered desegregation initiatives, the researcher documents how teachers have come to terms with two major curricular changes that work in conjunction with other curricular reforms. Research that considers the affects of large-scale policy initiatives on classroom practices is necessary to further current conversations on successful reform implementation.

多元文化主义与科学教育改革

多元化主义理论经过同化论→整合论→化多元论的三次演变后，成为西方国家民族（种族）教育政策的重要理论基础。多元化科学教育就是在这一理论基础上形成的一种新的科学教育理论，并体现在西方许多国家的科学教育政策中。它要求科学教育应当在多元化的背景下进行，使不同的化的学生、尤其是少数民族（或群体）的学生认识到，科学不仅仅是西方的科学。多元化科学教育为科学的普及和科学教育质量的提供了重要的理论支持。