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Monica R. Brown – Multicultural Education Review, 2023
Utilizing qualitative content analyses of two open-ended questions, the study sought to understand the perspectives of 18 in-service educators regarding White student racial privilege and the ways White teachers can use their power to mitigate those privileges. The findings indicate that teachers are aware of the advantages and privileges afforded…
Descriptors: Disadvantaged, Advantaged, White Students, White Teachers
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Kim, Sarang – Multicultural Education Review, 2022
Utilizing Critical Race Theory (CRT), this study conducted a systemic review of scholarship on the schooling experiences of racial/ethnic minority students called multicultural students in South Korea. For the current analysis, CRT helped illuminate racism and other intersecting forms of structural issues that shape multicultural students'…
Descriptors: Critical Race Theory, Student Experience, Foreign Countries, Minority Group Students
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Benediktsson, Artëm Ingmar – Multicultural Education Review, 2022
This paper includes an analysis of legal acts concerning primary and lower secondary teacher education in Norway. The objective is to determine how multicultural education is perceived in these acts -- whether it is regarded as a supplementary subject or as a mindset that underlies teacher education. The theoretical framework includes critical…
Descriptors: Foreign Countries, Multicultural Education, Teacher Education Programs, Educational Legislation
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Tsakaloudi, Areti; Palaiologou, Nektaria – Multicultural Education Review, 2022
This paper focuses on the language policy of the European Union (hereafter, EU), which is applied in the case of European Schools (hereafter, ES). It is based on a case study conducted at postgraduate level. Our purposes were: (a) to examine and analyse the official EU policy on language and multilingualism, (b) to find similarities and…
Descriptors: Case Studies, Multilingualism, Educational Policy, Graduate Students
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Terry, Neisha – Multicultural Education Review, 2022
Since its ratification in 1965, the ESEA and its reauthorizations have shaped educational policy and funding in the US. However, while the ESEA has been positioned as a fundamental system of educational governance to ensure quality in the nation's education system, it has been criticized for inconsistent support of diversity and the promotion of…
Descriptors: Multicultural Education, Elementary Secondary Education, Educational Legislation, Federal Legislation
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Antonelli, Melissa A.; Sembiante, Sabrina F. – Multicultural Education Review, 2022
This systematic review of literature was conducted to understand: (1) acronym usage to define LGBTQ educators and curriculum; (2) theoretical frameworks and research designs of studies investigating LGBTQ educator perspectives; (3) the barriers, supports, and benefits identified by LGBTQ educators (i) in including LGBTQ topics into the curriculum;…
Descriptors: LGBTQ People, Elementary School Teachers, Secondary School Teachers, Minority Group Teachers
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Jasis, Pablo – Multicultural Education Review, 2021
This study examines the emerging process of participation and activism of Mexican and Mexican American migrant farmworkers in the schooling of their children through their narratives and oral histories, contextualized in selected schools and rural communities of Southern California. Equitable and participatory collaborations between migrant…
Descriptors: Activism, Citizen Participation, Mexicans, Mexican Americans
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Endo, Rachel – Multicultural Education Review, 2021
This article reports on a two-year study on the in-school experiences of 10 ethnically and generationally diverse Asian American LGBQ-identified adolescents who attended a racially integrated urban public high school in the Midwest. The conceptual framework draws on Queer of Colour Analysis (QOCA) to situate how heteronormative, heterosexist, and…
Descriptors: LGBTQ People, Student Diversity, High School Students, Public Schools
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Rigling, Cindy; Wood, Tracey; Thier, Michael – Multicultural Education Review, 2021
Based on elementary and secondary schoolwide implementation experiences at GEMS World Academy Chicago, this paper defines 'field studies' as a field-trip adaptation that connects curricular targets from one or more disciplines to student-directed inquiry-based experiences. We detail the process to develop and coordinate a schoolwide field-study…
Descriptors: Field Studies, Critical Thinking, Global Approach, Citizenship Education
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Çevik, Salih; Yildirim, Sevda; Zepeda, Sally J. – Multicultural Education Review, 2020
This article addresses educational supervision as a platform for promoting the principles and foundations of social justice in K-12 schools in the United States. Fraser's components of recognition, redistribution, and representation served as the foundation to examine socially-just supervision as a socio-culturally, politically, and economically…
Descriptors: Social Justice, Instructional Leadership, Kindergarten, Elementary Secondary Education
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Gümüs, Emine; Kurnaz, Zeynep; Esici, Hasan; Gümüs, Sedat – Multicultural Education Review, 2020
Since the outbreak of Syrian conflict 2011, Turkey has received more than 3.5 million refugees, including a great number of school-aged children. Providing education to Syrian child refugees has therefore become important in Turkey. To effectively deal with this issue, Turkish government has developed educational policies and legal arrangements.…
Descriptors: Foreign Countries, Refugees, Access to Education, Educational Policy
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Santiago, Maribel – Multicultural Education Review, 2019
As a Mexican American school desegregation case, historians, legal scholars, and educational researchers have all explored "Mendez v. Westminster's" significance. Each discipline, with its own modes of analysis, has constructed a distinct interpretation of the 1940s California case. However, in focusing on different aspects of…
Descriptors: Mexican Americans, School Segregation, Equal Education, Interdisciplinary Approach
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Smith, Jill; Pohio, Lesley; Hoeberigs, Robert – Multicultural Education Review, 2018
In 2015, cross-sector perspectives were sought on how teachers of visual arts in a sample of early childhood centres, primary schools and secondary schools in Auckland were responding to the increasing ethnic and cultural diversity of young people in New Zealand. The research was contextualised within national curricula, demographic statistics and…
Descriptors: Foreign Countries, Ethnic Diversity, Cultural Differences, Visual Arts