Leaving Mango Street: Speech,Action and the Construction of Narrative in Britton’s Spectator Stance

This paper attempts to unite The House on Mango Street by Sandra Cisneros with the participant and spectator theories of James Britton and D. W. Harding in the hopes that such a union will provide new insights into each. In particular, this article explores how the speech acts of Esperanza, the novel’s protagonist, are indicative of a shifting stance during the course of the novel. This shift, from participant to spectator, enables Esperanza to objectify her experience and eventually narrate her departure from Mango Street. Aside from its attempts to join theory and literature, this argument has implications for the classroom as well, a space in which the value of the spectator stance is often overlooked.     

Complicating Culture and Difference: Situating Asian American Youth Identities in Lisa Yee’s <Emphasis Type="Italic">Millicent Min,Girl Genius</Emphasis> and <Emphasis Type="Italic">Stanford Wong Flunks Big-Time</Emphasis>

This review situates how culture, difference, and identity are discursively constructed in Millicent Min, Girl Genius and Stanford Wong Flunks Big-Time, two award-winning books written by critically acclaimed Asian American author Lisa Yee. Using contextual literacy approaches, the characters, cultural motifs, and physical settings in these texts are deconstructed to explore the nuances of Asian American youth identities that intersect along the lines of class, gender, and race. This review ends by offering teaching strategies for explicating Asian American young adult literature to critically investigate the representations of Asian American counter-narratives, experiences, and youth cultures. Rachel Endo is a Ph.D. Candidate in the College of Education at the University of Illinois at Urbana-Champaign. Her current research interests are comparative multicultural education, immigrant/refugee experiences in post-1965 contexts, teacher education, and transnational studies of Asian America.     

Promoting Ego Development and Multicultural Competence During Internship

This research involved an exploratory intervention to determine the effectiveness of using a deliberate psychological education (DPE) approach that incorporated issues of ethics, multicultural competence, oppression and diversity. The study attempted to discern if the DPE model used could make a difference in the promotion of ego development (which subsumes moral development) and multicultural knowledge and awareness of counselor interns. The intervention group showed significant gains compared to comparison groups in ego development as measured by the Washington University Sentence Completion Test (WSCT) (Loevinger 1985) as well as significant gains on the Knowledge subscale of the Multicultural Counseling Knowledge and Awareness Scale (MCKAS, Ponterotto et al. 2002).     

What we're teaching teachers: An analysis of multicultural teacher education coursework syllabi

This study is an examination of syllabi from multicultural teacher education (MTE) courses taught across the United States. Using qualitative content analysis and drawing on existing typologies for multicultural education, I analyzed the theories and philosophies underlying MTE course designs. The analysis revealed that most of the courses were designed to prepare teachers with pragmatic skills and personal awareness, but not to prepare them in accordance with the key principles of multicultural education, such as critical consciousness and a commitment to educational equity. An unexpected outcome was a new five-layer typology for MTE.     

Teachers’ Coping Strategies for Teaching Science in a “Low-Performing” School District

This study describes how teachers use their personal knowledge of a school district and their students to cope with teaching under stressful situations associated with economic, social, and institutional factors. The 3 teachers dealt with these issues in unique ways, focusing on helping students to overcome negative perceptions, value the importance of an education, and build strong relationships. A model of multicultural science professional development is proposed that complements the strengths that these teachers have. A task for science educators working with teachers and administration in schools and districts that are “critically low performing” is to support everyone in implementing pedagogical methods aimed at empowerment, social justice, and high achievement for all students.

翻译文化效应视域下新疆多元文化外译中译者文化自觉与文本选择

当前新疆正处于实现社会稳定和长治久安的关键时期,翻译实践在实现新疆一体多元的文化景观走向世界,让世界了解新疆起着重要的桥梁作用。译者和文本选择是翻译文化实践中重要的组成部分,译者对外宣文本和翻译策略的选择都有积极的建构作用。本文探讨了在新疆特殊的社会文化语境下,译者的作用、该翻译什么、如何翻译、为谁翻译等一系列问题,这些问题都是当下新疆翻译理论研究界、翻译实践从业者及相关文化部门亟待考虑和解决的问题。     

论教师自觉文化意识的提升及其基本策略

多元文化教育要求教师具备多元文化的知识和能力,其中文化意识是核心。教师的文化意识分为三个层次:模糊的文化意识、偏激的文化意识和自觉的文化意识。自觉的文化意识是多元文化教育背景下的教师应该具备的,自觉的文化意识包括三个特征:理性、多元性和个性。教师的文化意识受到教师的文化背景、教师的文化认识、教师所处的文化环境等因素的影响。因此,提升教师文化意识的策略主要有:创设有利于多元文化教育的教育环境;重视多元文化教育在教师培训中的作用;开展学校和社区的互动。     

Telling and retelling about self and “others”: How pre-service teachers (re)interpret privilege and disadvantage in one college classroom

This paper examines how a group of mostly white, (upper) middle class pre-service teachers expressed resistance in one multicultural education course. We analyze how these students re-evaluated their educational autobiographies upon comparing their educational “story” with that of an “other” of a different race and social class whom they had interviewed. Findings reveal that despite variation in students’ incoming ideological dispositions, they all rationalized inequality by clinging to moral evaluations of their own achievements and that of others like and unlike them. Teacher-educators have wrangled insufficiently with the moral logic that rationalizes unearned privilege, accounting, in part, for the kinds of resistance these students demonstrated.     

多元文化对高职音乐鉴赏课程教学影响研究

近年来,多元文化交流和融合发展更加频繁,对高职院校音乐教育产生了积极的影响。如何利用多元文化交流和融合发展的优势,促进高职院校音乐鉴赏课程教学,是当前需要重视和研究的重要课题之一。     

Understanding Afro-Caribbean educators’ experiences with Englishes across Caribbean and U.S. contexts and classrooms: Recursivity, (re)positionality,bidirectionality

This interpretive qualitative study describes the experiences of six Afro-Caribbean multilingual educators with Englishes across Caribbean and United States contexts and classrooms. Findings showed how confidence vs. doubtfulness and resistance vs. acceptance seemed visible in the educators' use of Englishes based on the expectations of others and how distance vs. closeness and negative vs. positive feelings were reflected in educators' learning about their use of Englishes. Overall, the findings suggest that the educators' experiences were characterized by recursivity, repositionality and bidirectionality. Recursivity seemed evident because the educators moved back and forth in their thinking about Englishes, English ideologies, and between conflicts about these ideologies in their experiences across Caribbean and U.S classrooms. Repositionality seemed visible in their increasing acceptance of non-standardized Englishes for ‘outer circle’ classroom instruction and through shifts in their ideologies about English as moved back and forth across ‘inner’ and ‘outer circles,’ both via various digital technologies and by way of their physical movement across geographic boundaries. Bidirectionality appeared to be present in the impact of educators' ideologies about Englishes on ‘inner circle’ speakers, and the impact of ‘inner circle’ speakers' ideologies about Englishes on educators. This study raises questions about the ways in which educators' Englishes function as they interact with English speakers in the United States.