GUEST EDITORS' INTRODUCTION: Multicultural Education in Middle Grade Settings
Notice bibliographique
Résumé
Multicultural education has a long history in the United States which was stemmed from the civil rights movements of 1960s. The discussion on race and ethnicity had originally focused on the African American population, and was spearheaded by African American scholars including James Banks, Geneva Gay, and Carl Grant in 1970s (Ramsey, 2008). However, the discussion on race and ethnicity in the beginning of multicultural education gradually broadened its topic by including class, gender, sexual orientation, and disabilities. Currently, due to the large influx of immigrant students in the United States, the issue of language diversity increasingly became an important topic in multicultural education. Whichever topic multicultural education has dealt with, its main focus has always been to redress systemic inequities, ensuring individuals' educational equities based on social justice.In this special-themed issue-multicultural education in middle grade settings-we aim to address these equity issues through four selective scholarly articles. All of these articles are based on the studies that were conducted in classroom or school settings. Although multicultural education became a pressing topic in the educational field, it has not been widely discussed in middle grade settings. Therefore, as editors of this special issue, we are pleased to offer this opportunity to middle school educators and researchers to critically examine the issues of multicultural education. More specifically, the first article, Storylines: Listening to Immigrant Students, Teachers, and CulturalBridge Persons Making Sense of Classroom Interactions by Martha Strickland, follows the caring and nurturing efforts of teachers and cultural-bridge persons as they interact with newly arrived middle-level students. The implications of these storylines are important for middle-grade educators to further understand multicultural education in schools. The second article, Critical Pedagogy With the Oppressed and the Oppressors: Middle School Students Discuss Racism and White Privilege by Jill Flynn, examines the conversations between White students and students of color as they engaged in a unit of study on cultural conflict and resolution. Their comments and those of their White teachers provide insight into multicultural education approaches. In the third article by Ellis Hurd, the topic of mixed heritage is investigated through a case study of the in- and out-of-school experiences of one middle level student and his close-in-age siblings. Hurd considers the contradictory relationship between assimilation and achievement for these students in A Framework for Understanding Multicultural Identities: An Investigation of a Middle Level Student's French-Canadian HonduranAmerican (Mestizo) Identity. …
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».