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The article offers information about Harlem Prep, a multicultural school in Harlem during the late 1960s, and its significance in rethinking the timeline and understanding of multicultural education. It discusses the roots of multicultural education in African-American educational thought, the formulation of multicultural ideas into an educational paradigm, and the wider recognition of multicultural education. It highlights the school's impact on Black liberation and educational equity.

In this article, you will read about three early childhood justice-oriented teachers and the ways in which they develop pedagogy and curriculum that is deeply invested in the histories of their students as well as inclusive of their voices and lived experiences. The goal of this article is to contribute to a growing body of scholarship on social justice in early childhood education by highlighting the intricate and complex ways teachers create practices and pedagogies to encourage young children toward developing critical perspectives and thinking critically about the world around them. [ABSTRACT FROM AUTHOR]

A recent award-winning movie, Minari, can be contrasted with other recent movies that focus on grief, rage and disappointment about America's troubles, injustices, inequalities and cruelties. Minari is about a Korean immigrant family in America trying to make a life by farming in rural Arkansas in the 1980s. The context of similar, though not identical, movies about Americans facing insuperable odds to pursue the American Dream is commonplace in today's cinema. The dream has made stories about successful struggles a fundamental theme in movies and serves to reinforce sentiments that validate the American Experiment. [ABSTRACT FROM AUTHOR]

In this essay, the authors draw on their experiences as teachers, scholars, and parents who identify as Chinese American and Chicana to articulate their vision of antiracist schools. The essay names love as a necessary corrective to systemic violence and othering in schools—specifically, love for children who routinely traverse racial, ethnic, cultural, and linguistic borders in their full humanity, elevating their ways of being, knowing, living, sensing, and thinking. This concept is explored in terms of three kinds of relationships, all of which require an ethic of love: teachers loving children, children loving one another, and loving relationships between adults. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has shed light on the vast social-psychological, economic, and political inequities in our society. Education has become even more important than before to counter systemic oppression and institute justice. Parents, students, and educators are thrown into chaos where opportunity and access are diminished and dissipated. This essay reports on critical conversations between two mothers who are teacher-scholars whose children were subjected to the subtle but profound practices of othering in public schools. Using vignettes, we interrogate and (re)think the taken-for-granted Eurocentric approaches to education that arguably marginalized our children and insidiously masked their cultural heritage. We engage in auto-ethnographic narrative inquiry to capture how we, as social beings, live in relation to those whose words and actions impact us and shape our existence. We share four vignettes about our struggles with difference, othering, dismissal, and alienation: 1) "Thank You for Your Email"; 2) It takes quite a bit; 3) We can do more!; and 4) Our History, Our Existence, Redacted. This essay offers narratives that are contextual, temporal, partial, and becoming. [ABSTRACT FROM AUTHOR]

In this article, we focus on how anti-Black logics operate within various domains of power in ways that deny Black children, including our own, their right to a just and antiracist education. We begin by describing how socialization contributes to the development and deployment of anti-Black logics by teachers and school leaders. We then discuss how antiblackness has manifested in K–12 schools and share examples of our own children's pandemic virtual learning experiences, highlighting how such logics are at play. We conclude with ways that educators can become aware of anti-Black logics and work to eradicate them by considering antiracist education for all Black children and transgressive education as socially just. [ABSTRACT FROM AUTHOR]

In this article, we share our process of reflecting together and our resulting thoughts on the idea of anti-racist schooling amid our current experiences as Black men and fathers, as educators and researchers, as faculty colleagues, and as friends. In our respective careers, we have each continually posed questions that critically examine a range of epistemic and empirical phenomena at the intersection of racialization and racism, injustice, socialization and identity, and the institutionalization of mathematical knowing, learning, and teaching. We hope to bring some of that prior work to bear on our reflections here—and in ways that, before now, we have never written. [ABSTRACT FROM AUTHOR]

As mothers and education professors, we weave these two identities to reflect on the anti-racist K–12 schooling we envision and work toward for all children, including our own multilingual, multi-ethnic, and multi-racial children. We begin this article with a brief introduction to who we are as mothers, then shift to problematizing dominant school curricula and centering multiraciality and multilingualism as important elements in the lives of children. Lastly, we uplift culturally and linguistically relevant approaches to teaching and curriculum that can more fully honor and recognize students' bi/multilingualism and multiracial identities. [ABSTRACT FROM AUTHOR]

The article presents the author's views on a student-led anti-racism video project in which students shared their life stories. It is opined that such projects are essential to culturally responsive classrooms and multicultural education. It is stated that through these projects teachers provide spaces where ethnically diverse students feel recognized, respected, valued, seen and heard.

The authors discuss the ways in which neoliberal multiculturalism influences the reception and implementation of antiracist initiatives on college campuses. They suggest the intersections of neoliberalism and racism produce a resistance to antiracist efforts and desire for softened multicultural approaches that maintain the status quo. Since the logics of White supremacy and capitalism dominate every space of our society, critical multiculturalism must address these oppressive systems in antiracism education. [ABSTRACT FROM AUTHOR]

An editorial is presented in this issue of Multicultural Perspectives, discussing the importance of challenging our thinking as educators and engaging with students in new and inclusive ways. I emphasizes the role of multicultural education in promoting educational equity for marginalized communities. It highlights the need for educators to reflect on their pedagogical practices and learn from successful models of multicultural education.