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Mainstream writing instruction risks marginalising non-dominant voices if not consciously adapted using critical multicultural frameworks. This study analyses Mary Lynn Rampolla's widely used "A Pocket Guide to Writing" in History through a Cultural-Historical Activity Theory (CHAT) lens, taking notes on voice, power dynamics, and participation elements. The analysis uncovered alignments like the focus on active reading and argumentation. However, tensions emerged regarding the lack of collaborative learning and critical framing of academic conventions. Findings suggest that relying solely on mainstream writing advice risks student empowerment and critical consciousness deficiencies. Writing instructors should supplement individual skill-building with critical perspectives and participatory activities. While conventional guides provide useful starting points, realising the transformative goals of critical multicultural education requires balancing mainstream approaches with conscious efforts to incorporate collaboration, student voice, and critical framing. Further research should build on this study to strengthen writing pedagogy for diversity and equity. It could involve collaborative ethnographic studies in diverse classrooms to examine real-world applications, affordances and limitations. Additionally, studies comparing findings across guides using critical frameworks like CHAT, Critical Race Theory and Critical Discourse Analysis could offer a deeper analysis of patterns and equity implications.

Purpose: Inspired by Kuan-Hsing Chen's "Asia as method," this study investigates a multicultural approach to education. Using East Asia as the frame of reference, this study explores multiculturalism in middle school classrooms in Chinese Taiwan. Design/Approach/Methods: Semistructured interviews were conducted with principals, administrators, and teachers at a middle school known for its diversity work. Data were coded based on the conceptual framework and emergent themes analyzed using NVivo. Findings: Findings elucidate the harmony-oriented multicultural approach adopted by administrators and teachers to empower the youth to embrace their ethnic heritage. This approach was characterized by three Confucian-influenced features: whole-person development, strengthening of the collective school unit, and a school decision-making approach prioritizing "fairness." Originality/Value: This study investigates the multicultural responses of teachers and schools to student diversity through a nondeficit lens in East Asia, revealing the harmony-oriented practices adopted in this respect. In addition to establishing a foundation for East Asian scholars to explore how teachers respond to student diversity in their respective contexts through an asset lens, the findings of this study advance our understanding of how to recognize differences and maintain social cohesion.

This phenomenological study explores the experiences of preservice teachers of color in a teacher education program at a predominantly white institution. Participants experienced feelings of isolation, being targeted because of their race, lack of multicultural education in the program, and feelings of tension in wanting to speak out and fearing the consequences of speaking out. Recommendations are given for improving teacher education programs to better meet the needs of preservice teachers of color.

This integrative research review explores in what ways multimodal writing, a newer writing approach, can promote multilingual adolescents' writing growth. This research review finds that multimodal writing benefit multilingual learners in providing flexibility in meaning making process, expanding and deepening learners' understanding of writing in contemporary technology and multimodality rich society, supporting learners to establish their positive writers' identities, as well as helping teachers easily identify learner's needs and facilitate the process of scaffolding writing. Therefore, writing growth is multidimensional and iterative. The current review further discusses how prior researchers understand and interpret writing growth in the context of integrating multiliteracies and multimodalities in writing education, which challenges the narrow definition of writing as mainly grammar and vocabulary skills. By examining the potential of multimodal writing, the research review questions the monolingual and monomodal approach to writing instruction, and highlights a possible way to help multilingual learners who are often silenced in writing classrooms to gain agency, reclaim voices, and draw upon their rich semiotic resources for expression. This review ends with some future research directions, pointing out the necessity of building up teachers' knowledge and skills in implementing this type of writing activity to prepare learners in response to expanding territories of literacy and skills needed for success in the future.

In the last decade, Europe has welcomed numerous migrants and refugees from Arab countries. The presence of these migrants and refugees in schools has posed the challenge of unfamiliar realities for teaching staff. The issue has been addressed from the perspectives of sociology to psychology, providing insights into the nature of intercultural education. Few studies have delved into pupils' cultural backgrounds, and the history of one's country of origin is seldom regarded as a decisive factor in the formation of identity. The Arabic-speaking Moroccan and Syrian communities are the most significant and have interesting histories and education systems. Using Nussbaum's (2010) multifactorial analysis, this research aims to better understand the educational background of Arabic-speaking pupils, focusing on humanities and religious education of those from Morocco and Syria. The methodology embodies qualitative empirical research conducted in Europe that addressed the main factor identified by Nussbaum (2010). The results show the education experience of Syrian and Moroccan pupils was affected by their home country education policies, especially where minority and relationship issues with Europe, the West and Israel were concerned.

This article provides an analysis of how equitable, inclusive, and meaningful partnerships between the Global South and Global North, which have been characterized by challenges (Kumar 2019), can be established and enhanced by minimizing the power dynamics that undermine their intended goals. This article argues for a relook and disruption of the current models of partnerships and collaborations that have over the years not worked well for partners in the Global South by proposing a consideration and adoption of more responsive and mutually beneficial options through the ACE (Aware, Connect, Empower) principles. The ACE principles provide for new ways of action, including alternative strategies for equitable collaborations across cultures and regions. This includes the adoption of the African Ubuntu philosophy advocating for the creation of awareness amongst partners in collaboration with the need for transformations and empowerment to enable students to gain both intentional intercultural and international experiences. [Note: The publication year (2023) shown on the PDF is incorrect. The correct year of publication is 2024.]

The purpose of this investigation was to identify, examine, and analyse the opinions of four international postgraduate students who embarked on a service-learning project required by the course taken in Semester 2, 2021/2022. It included engaging in community service, connection to their academic endeavours, reporting the outcomes, critical reflection, and reciprocity. Choral speaking activities were selected as the tool for their engagement with children in the community. The qualitative approach was chosen as the research design, employing in-depth semi-structured interviews. The findings pointed to the beneficial aspects of service-learning which include: (1) enhances multicultural understanding; (2) improves civic involvement; (3) acknowledges that academic work has real-world importance; and (4) promotes language learning as well as reciprocity, that need to be improved.

Interculturality, inclusion, and diversity are generally associated with bilingualism in countries with different sociocultural identities, but rarely with school coexistence among students hailing from different backgrounds. The present systematic review is framed in a descriptive-qualitative approach since its main objective is to provide an account of the relationship between welcoming, school coexistence, and the integration and inclusion processes in schools in countries receiving foreign migrant families. For this purpose, Web of Science, SCOPUS, EBSCO, and SCiELO databases were searched using a reference chain, and according to search results, 26 empirical studies retrieved from those databases published between 2010 and 2020 were analyzed. The main findings indicate that the inclusion process is developed through the acculturation and disciplining devices of foreign children to the dominant national logic, which marks a hierarchical difference between nationalities. They also highlight the recognition of cultural diversity under the logic of folklorization and a vision that focuses on academic achievement rather than on the particularities that cultural diversity can contribute to social relations and learning within the school.

A hyper-standardized and alarmist educational climate in the U.S. propagates deficit discourses about students and creates a roadblock for teachers seeking to center their students' lives through critical and multicultural pedagogies. Scholars have called for attention to mapping as a pedagogical tool to unearth and push back against sociospatial injustice. In line with this, I offer the tool of "critical geospatial mapping" and provide two examples of how its application allowed preservice and in-service teachers to see the previously unseen strengths and resiliencies of historically-marginalized and multicultural communities. This allowed them to critique and reframe deficit narratives.

This paper aims to reflect the ideas of learners of English at higher education level in a multicultural non-native context. The participants were six learners of English (N=6) from six different countries and they were in the preparatory English class to major in the Department of International Affairs at a state university in Turkiye. The design of the study was maintained through in-depth interviews with the participants selected through a convenient snowball sampling. The data was documented for narrative analysis. The main findings elicited that although it would be better and more effective if they learned English in a native context, participants were all satisfied to learn English in a multicultural classroom which may provide some advantages in terms of learning different things and thinking in a multicultural environment. The motivation that drove them to learn English in a non-native environment was commonly related to educational reasons, yet they also indicated that they enjoyed learning foreign languages. In addition, the study submits that although it may sound favourable to learn English in its native context by native speaker language teachers, placing greater emphasis on hard work and effort, it is also attainable to learn English in a non-native context by non-native English teachers.

This study investigates the perceptions of multicultural awareness and inclusivity among teachers across various urban middle schools, aiming to understand the impact of school leadership on promoting an educational environment that values diversity. Employing a quantitative analysis of survey data collected from 217 teachers in 16 schools, the research focuses on key areas: the encouragement from school leaders to teach about diverse cultures, teachers' experiences with colleagues of different races and ethnicities, comfort in discussing race, engagement with race-related topics, and the perceived support for speaking out against racism. The findings reveal significant variability in teacher perceptions across schools, with overall scores ranging from a high level of proactive engagement and support to a low level of challenges and reluctance to address race-related topics. Notably, schools with higher scores generally exhibited strong leadership commitment to diversity, suggesting a correlation between leadership practices and promoting an inclusive school culture. The study underscores the critical role of targeted professional development and the need for school policies that support open dialogue about race. It concludes that enhancing teacher comfort and engagement with multicultural topics is essential to fostering inclusive educational environments. This research contributes to the discourse on educational leadership's impact on multicultural awareness in schools, highlighting areas for further investigation and intervention.

There is a growing need to rethink ways to teach both Black and White pupils in multicultural and diverse societies. This paper reports on a study that examined the impact that preparing multicultural resources had on student teachers' perceived preparedness to represent the diversity of UK secondary school pupils. It explores the creation of teaching materials reflecting the contributions of the African diaspora undertaken by student secondary school teachers at a university in the East Midlands, UK. Consideration of the effect of this on the students' attitudes was collected via an online survey (n=30) and the findings from this analysed thematically. Findings reflect that, given 'permission' and through developing an understanding of their own agency, the students -- all of whom identified as 'White' -- were enthusiastic about developing resources that challenge the marginalisation of Black people in their subjects. The findings implied a need for organisations to support students to find creative ways of teaching in diverse communities and the paper explores how understandings and respectful representations of race need to infuse every aspect of contemporary curricula.

Multicultural education is expected to improve the frameworks of educational institutions so that students from various ethnic, racial, cultural, and linguistic groups have equal academic accomplishment possibilities. It is essential for English as a foreign language (EFL) learners and teachers in Indonesia since English has its own culture. This research aims to comprehend the practices of multiliteracies in incorporating multicultural education in extensive reading classes. This investigation used a qualitative case study using observation and in-depth interviews to collect data from the lecturer. The results showed that the lecturer incorporated all aspects of multicultural education in multiliteracies practices using a novel. While generating cultural value from students' life experiences, the researchers discovered content integration, knowledge scaffolding, equity pedagogy, bias degradation, and empowerment of school culture. Multiliteracies practices can serve as an innovative teaching technique to promote multicultural education. Additionally, EFL lecturers need multicultural learning materials to support this and to encourage students to think critically.

The whole, consisting of interconnected and interacting parts that come together for a purpose, is called a system. Every system has subsystems, vitally connected to each other and interacting. However, each of them forms a whole within itself. Generally, entities in nature are grouped into three main categories: natural systems, mechanical systems, and social systems. Institutions established by people form the social system and together with culture, they form the social structure. Educational institutions, one of the basic institutions of society, are in relationship with both the material and spiritual elements of culture, just like other institutions. In this context, education and culture appear as two separate concepts that are interdependent and mutually affecting each other. In our age where social and cultural changes are experienced, the relationship between culture and education holds an important place. One of the significant factors affecting the education systems of societies is their culture. Education is also what enables the transfer of cultures to future generations. Culture is influential at every level of education and education serves as a significant tool for the transmission of culture. Therefore, it is important to consider cultural factors for understanding and developing the Turkish Education System. The study focuses on examining and discussing the relationship between education and culture in a sociological context. The primary method of the study is literature review. The relationship between education and culture, the influence of education on societies, the education systems of societies with different cultures and histories and multiculturalism are discussed to form a whole. Today, the Turkish education system continues to be shaped by the influence of culture. Examples illustrating how culture has shaped the Turkish Education System are provided within the study, discussing the impact of culture on the education system and concluding that the Turkish Education System is influenced by the cultural activities of the past of society.

This study aims to research the phenomena of Racism and Xenophobia in pre-school education in the context of Greek reality through the attitudes and views of teachers who are the communicators of educational practice. The radical change in the racial and religious homogeneity of Greek education in recent decades as a result of globalization and the high mobility of populations has created significant challenges in the educational scene, giving rise to the need to investigate the phenomenon. For the study, we employed a qualitative methodology. The teachers stated that issues such as xenophobia, religious differences, and the economic hardship in which many families have fallen due to the economic crisis make the phenomenon difficult, making the predictions for its development ominous.

This article examines major themes in 24 contemporary Canadian picture books to identify their potential to support children who are newcomers to Canada. Transition to a new country can be challenging for children and picture books are an effective tool for supporting their cultural and often linguistic transition. Through multimodal content analysis, the authors identify major themes that emerge from the visual and textual data in the books. Analysis identified prevailing themes related to family, food, multiculturalism, and geographic information. Each theme offers valuable insights into the diverse perspectives represented in the texts, providing a foundation for meaningful pedagogical applications for immigrant and newcomer children.

This case study aims to explore the role of pupils in educational design and what it means to have a say in primary school. Although many educational offers use the slogan 'pupil-centred' approach, examples are scarce in which children are seen as partners, let alone co-designers. It is therefore important to investigate to what extent pupils are involved in the design process and decision-making in a primary school context. Concepts such as co-determination, participation, room for choice and competence were discussed. This small-scale study shows that the school policy regarding participation and co-design mainly concerns parents but not pupils as much. Teachers have different perspectives about the importance of children's participation. In general, they would like to involve the pupils more in the design process. The lack of time and educational inspection's demand for standardised outcomes are limiting factors. The pupils believe that they sometimes influence how lessons are conducted at school and are allowed to choose how they work on the subject. In general, they feel positive about their competence.

This study examines the knowledge level of Multicultural Education among national school teachers in Negeri Sembilan. This study was conducted on 927 teachers who teach in national-type schools in Negeri Sembilan. This study aims to identify the influence of knowledge about multicultural education from content integration knowledge, knowledge construction, equity pedagogy, prejudice reduction and knowledge of school cultural empowerment and social structure on implementing multicultural education in primary schools. It is quantitative survey research. The questionnaire was distributed to 927 respondents consisting of teachers who teach in national-type schools in Negeri Sembilan. The data of this study was analyzed using the Statistical Package for the Social Sciences (SPSS) software version 26.0. Two types of statistics are used, namely descriptive statistics and inferential statistics. Descriptive statistics using frequency, percentage, mean and standard deviation are used to describe the profile of the respondents and answer the research questions. The data of this study was analyzed using the Statistical Package for the Social Sciences (SPSS) software version 26.0. Multiple Regression Statistics are used to identify the influence of multicultural education knowledge from knowledge of content integration, knowledge construction, equity pedagogy, prejudice reduction and knowledge of school cultural empowerment and social structure on implementing multicultural education in primary schools.

This article addresses the question of how global citizenship, often an aim of international schools, is conceptualised as interculturalism by students and teachers. It presents selected findings of global citizenship expressed as interculturalism and perceptions of learning through interculturalism, from a larger empirical study which investigated articulations of global citizenship education in three International Baccalaureate international schools in different locations: Finland, The Netherlands and Australia. Reflexive thematic analysis of phenomenological interviews with students, school leaders and teachers in the three schools revealed two important themes: that global citizenship is interpreted as simplistic interculturalism, with students focusing more on relational aspects of intercultural experiences, and that global citizenship is perceived as being learned through intercultural engagement. The article contributes to research into the expressions and practices of global citizenship in International Baccalaureate international schools. The article proposes that school leaders, teachers and students could engage further with critical and human rights constructivist approaches to interculturalism.

Collaborative Online International Learning (COIL) is a simulated global exchange experience that utilizes technology to bridge the gap between classrooms worldwide. Past research suggests that COIL may be useful in facilitating intercultural communication effectiveness and cultural humility for adult learners. As such, this quantitative study sought to examine the effects of a COIL experience that connected adult learners in the United States and Brazil on their intercultural effectiveness and cultural humility. Two instruments were used to collect data, including the Cultural Humility Scale and Intercultural Effectiveness Scale before and after the COIL experience. Data analyses revealed statistically significant increases in participants' intercultural effectiveness and cultural humility following the COIL experience. These findings provided insights into the effects of COIL on the intercultural effectiveness and cultural humility of adult learners. They also informed andragogical practices for cultivating attitudes, skills, and behaviors for intercultural interactions among adult learners in educational and other professional settings. However, further research on the outcomes of COIL is beneficial.

Developing an interculturally competent STEM workforce is the need of time. Research has demonstrated that STEM students find it challenging to work with individuals from diverse backgrounds. This study used Intercultural Development Inventory (IDI) instrument to understand the intercultural learning gains of technology students by administrating the survey in the program's first year and final year. The data were analyzed using multivariate statistics to assess the intercultural learning gains of the students. The study results indicate that students demonstrated a statistically significant increase in intercultural competence as they progressed from their first year to their final year of college. The study also indicated that having an intercultural mindset and participating in intercultural activities such as study abroad programs or intercultural mentoring can help students internalize intercultural competence and make meaningful gains on the intercultural development continuum. The study also provides recommendations to help students develop interculturally.

Study abroad is often hailed as a unique and important learning experience that fosters students' ability to engage in effective and appropriate interactions in a variety of cultural contexts. Scholars, however, have not only questioned the learning that occurs in study abroad but have also highlighted problematic aspects such as the potential miseducation of participants and harm to host communities, particularly for short-term study abroad (STSA) experiences. Utilizing the lens of criticalhope, the purpose of this study was to critically assess the potential of STSA in fostering cross-cultural learning, while also examining its limitations and potential harm. Based on interviews with 18 participants 1 and 2 years after their STSA, we found STSA has the potential to be a catalyst for learning and growth related to the attitudes, knowledge, and skills needed for effective cross-cultural interactions. However, when participants approached STSA with a colonial attitude and failed to connect learning to cross-cultural experiences after STSA, that learning was minimal and STSA reinforced ethnocentric viewpoints. Participants' race and ethnicity shaped their learning. Black, Indigenous, and People of Color participants who had positive experiences abroad felt inspired by STSA to seek out additional cross-cultural interactions, which led to further growth. The white participants who experienced more growth had passions and interests related to cultural learning prior to STSA and engaged in meaningful cross-cultural experiences after STSA. In our Implications section, we discuss ways to maximize the potential of STSA to foster cross-cultural learning and serve as a catalyst for social change.

Children's literature is an important pedagogical tool in early childhood classrooms as it provides opportunities for young readers to engage with texts and to see the world from multiple perspectives. Central to cultivating equitable early childhood learning experiences is utilizing children's literature with multiple representations of historically underrepresented individuals and communities. In this article, we report on our analysis of episodes of care (Noddings, "Journal of Educational Change" 2:35-43, 2001) across select Pura Belpré awarded texts for early childhood grades. Additionally, we share findings from across our critical multicultural analysis of these select texts to highlight depictions of age, sex, race, ethnicities, socio-economic status, and geographic regions. Discussion focuses on exploring an ethic of care across the voices and representations of Latinx youth and families in these awarded texts and how such conversations are vital with young children in today's early childhood classrooms.

The poor academic performance and literacy level of deaf learners in Namibia are a major concern, and it is necessary to understand the center of the situation. Even though deaf learners can become proficient readers and writers, the challenge remains in finding an appropriate instructional approach to attain these results. This presents an even greater challenge, as deaf learners not only differ from their hearing peers, but also significantly differ from one another in terms of their various familial and social contexts, language use, and overall holistic development. The Bilingual-Bicultural approach is considered a good approach for teaching deaf learners, and it offers them the chance to become biliterate; therefore this study explored the impact of a Bilingual-Bicultural literacy program on 41 d/hh learners (age = 7-13 yrs). Through a one-group pre-test post-test design, a group of participants were pre-evaluated, followed by an intervention and post-evaluation. The intervention's main goal was to implement practical teaching strategies using a Bilingual-Bicultural teaching approach that can reduce the delay and gap in language learning and literacy for deaf learners. Results from t-tests calculated to determine the statistical significance of the pre and post-test with regard to the total scores and all the sub-tests for NSL as well as Written English skills indicated significant results (p<0.05). The study offers insight into the psychology of teaching deaf learners while also advancing the theory and application of the Bilingual-Bicultural approach. Additionally, it promotes debate of the best practices for ensuring that deaf learners receive a quality education and full participation in society.

Purpose: This study examines the attitudes of Jewish and Arab kindergarten teachers in Israel towards multicultural teaching of holidays, within the context of the widening social divisions in Israeli society. Design: The study is based on the interactive acculturation model (Bourhis et al., 1997) and utilizes qualitative research methods such as thematic analysis and content analysis to explore the perspectives of Jewish and Muslim kindergarten teachers. The findings revealed that while both groups emphasized the importance of teaching content relevant to the children's lives, there were differences in their attitudes towards including holidays from the other culture. Originality: This research contributes to the originality of the field by shedding light on the complexities and challenges of integrating multicultural education in a divided society. In addition, the study expands the interactive acculturation model (Bourhis et al., 1997) by adding an examination of oppressive social structures that lead to the failure of the minority to successfully acculturate into the dominant culture.

As students in K-12 classrooms reflect the increasing racial, ethnic, and linguistic diversity of the United States as a whole, understanding diverse worldviews and inclusion of diverse students are important skills for classroom teachers. However, the pedagogical practices for training teacher education students with the knowledge and skills to effectively teach their racially, ethnically, and linguistically diverse students range greatly. This study explores the potential of one teacher training strategy, cross-border community-based learning, and the impact of this strategy on teacher education students' understanding of diversity and commitment to future actions in their classrooms. The research employs a comparative case study of two sections of a diversity and multicultural education course for undergraduate education students: one section participated in community-based learning at an Indigenous school in Guatemala, and one section participated in traditional classroom learning. The mixed-methods analysis of pre/post survey data, student journals, and student presentations suggests that community-based learning, which centers Indigenous Knowledges and assets, holds the potential to motivate teacher education students to include diverse students in their future classrooms and challenge colonial systems of education in their future teaching. This research contributes five main recommendations to inform teacher education and community-based learning curriculum, including important differences between learning for teacher education Students of Color and White students on one particular survey scale.

The predicted growth of the aged care sector in Australia, driven by the ageing population, is expected to create an increasing need for workplaces to support the development for all kinds and classifications of workers to undertake their work within multicultural settings. This paper describes and elaborates the necessary and increasing requirement for workplaces to support adult learning in multicultural circumstances. A mixed methods approach was used to collect data from workers undertaking the role of carer in residential aged care facilities across the east coast of Australia. Arising from the collection and analysis of these data are contributions to knowledge including a conceptual model for understanding learning in multicultural settings. This research emphasizes a notion that cultural diversity has a fundamental influence on workplace learning in aged care and identifies practices to support cross-cultural communication, coworking and learning. Further, inter-worker learning is reinforced as a key enabler of performance in aged care work. Such contributions help to understand what influences workplace learning in multicultural settings and how it may be better supported.

This study attempts to investigate the attitudes of pre-service teachers towards multicultural education. Senior students studying in three different majors, namely English language teaching, classroom teaching, and Turkish teaching, were administered a questionnaire that comprised of Likert-type statements measuring their attitudes and open-ended questions interrogating the metaphorical conceptualization and description of the concept of multicultural education. The general scores of the participants are positive and high, with female participants have considerably better scores in certain statements. The cognitive conceptualizations of multicultural education by the participants indicate a diversity in language terms, as most were associated, whereas descriptions of the concept display a synonymous sense with ones in the related literature, though participants do not receive formal instructions about the concept.

Teacher education is at a critical crossroads as colleges and schools of education contend with decreased student enrollment, legislative strategizing to limit what is taught, and general pushback regarding what teachers should learn about teaching and their students. As such, the field of teacher education must examine how to collectively rebuff the current movement by policy makers and elected officials who have formalized their desire to maintain the status quo in education. They continue to lobby against social justice in education, critical race theory, multicultural perspectives in teaching, and culturally responsive and relevant pedagogical approaches to classroom instruction, among others. This paper examines the current moment in educational history and highlights opportunities that may transform teacher education policy to become more justice centered.

This community-based research study examined the perspectives of African American parents of middle-class economic status who participated in a social network pertaining to school choice decisions during the pandemic era of virtual schooling. Their residency and school choices emerged against the grain of urban schools that have racially charged histories and decades of residential mobility trends. I examined parents' aspirations for academic rigor and perspectives of literacy practices at select schools as well as public school district official perspectives of supporting the enrollment process and attracting families to the district. Parent interview and survey data revealed confidence in public, private, and charter school selections prior to enrolling, but uncertainty with the virtual literacy curriculum once enrolled in school. School district official interviews revealed enhanced awareness of parents' concerns surrounding school choice and need to be proactive to the needs of middle-class families.

This article reports on an ethnographically-informed case study of a Canadian university that is experiencing growth and systems change through three initiatives: internationalization, intercultural education, and Indigenization. The article describes the goals of internationalization and "interculturalization" (a term coined at the university) at the site of the case study. The study then examines points of convergence and tensions between internationalization and interculturalization and emerging Indigenization initiatives. The work draws upon conceptualizations of "imaginaries" in higher education, and identifies that plural imaginaries exist within a single institution, creating opportunities for convergence but also over--reach by particular actors. We conclude that imaginaries are a useful conceptual tool for understanding the broad-based goals of higher education and identifying their varied rationales and also for understanding intra-institutional dynamics.

Scholars suggest that study abroad programs must intentionally design and implement intercultural intervention for students' growth. This study used a mixed-method approach to examine the effectiveness of an online curriculum designed to facilitate the intercultural competence development of semester abroad students. Three theories informed the curricular design and study: the Intercultural Development Continuum, the Intercultural Praxis Model, and the Intercultural Knowledge and Competence VALUE rubric. Using the Intercultural Development Inventory (IDI) distributed before and after the study abroad experience, the study analyzed data sets for a treatment group with 110 students and a control group with 88 students. The results demonstrated that students in the treatment group achieved a statistically significant higher level of meaningful gains in their IDI scores from pre- to post-test compared to the control group. In addition, students described their growth in specific competencies. These findings contribute to study abroad literature by assessing a theoretically grounded online curriculum rooted in intercultural theories so as to suggest best practices in group mentoring, stage-based pedagogy, and critical reflection for intercultural competence development during a study abroad program.

It is widely recognized that learning interventions that help student sojourners prepare for and process their study abroad experiences can increase those students' learning gains. What if, however, students express skepticism or resistance to those learning interventions? This article offers a case study of a student-faculty partnership in re-designing and implementing a pre-, during-, and post-study abroad course sequence offered to world languages majors and minors at a relatively small private comprehensive university. We demonstrate that the student-faculty partnership led to increased buy-in from students and thus also to increased learning on their part. In proposing that student-faculty partnerships in course design can also be imagined as intercultural encounters, we argue that they can bring a unique richness and productive dialogue to designing powerful interventions for student learning abroad.

This white paper is a conceptual summary of a think tank discussion sponsored by The Forum on Education Abroad. Following the traditional use of "white paper" as a call to action in specific contexts, this paper defines the contexts of programming for education abroad and for domestic diversity education and argues for an incorporation of their differing perspectives into the general category of intercultural learning. The result of the application would be that intercultural learning in education abroad would continue to expand its current emphasis on the developmental experience of contemporary global cultures to include more transformational experience of historical and political context, while domestic diversity education would expand its current focus on transformational experience of historically situated power inequities to include more developmental experience of contemporary domestic multicultural relations. Several illustrations of practical application of the ideas follow the call to action.

Despite the rising awareness that mobile technologies can be used as viable options for additional support for intercultural learning, few studies have been conducted to explore the feasibility of using mobile apps to develop intercultural competence (IC) from the perspectives of learners' acceptance and user experiences. This study applied a mixed-method approach to investigate factors affecting university students' acceptance of using mobile apps to develop their IC. Quantitative survey data were collected from 671 Chinese university students using measures developed based on the extended technology acceptance model. The results of structural equation modeling indicated that students' perceived usefulness (PU) of mobile apps supporting IC development positively influenced their mobile application efficacy, subjective norms, and perceived enjoyment. Additionally, their perceived ease of use (PEU) concerning the apps was positively associated with their mobile application efficacy, perceived enjoyment, and previous experiences, while being negatively associated with mobile application anxiety. PU and PEU were also found to be positively related to students' attitudes towards and behavioral intention to use apps for intercultural learning. Qualitative interviews were subsequently conducted with six students to investigate the underlying reasons for the predictors identified quantitatively following their actual use of three recommended apps over three consecutive weeks. The results of content analysis uncovered a range of categories that provided further insights into the statistical findings. Implications of the findings were discussed in the context of technology-enhancing intercultural education.

This article examines the purposeful introduction of the pedagogy of student-centred education (SCE) in one educational institution in the United Arab Emirates (UAE) to consider its cultural compatibility. The study was undertaken in the largest higher education (HE) institution in the country where a key element of the institution's two strategic plans over a nine-year period was to blend traditional and innovative teaching methods, including student centred approaches, into programmes of study. Interpretative phenomenological analysis is used to analyse the perspectives of seven non-citizen, Western teachers, as they recontextualise their practice. Drawing on Heidegger, the study explores the philosophical nature and significance of place as a way of thinking about the world. Findings revealed aspects of the teachers' student-centred practice are challenging; the universal value of SCE is understood in relative rather than absolute terms with an overall need to diversify universal imaginings of pedagogy. Centralised curricula, high stakes final assessments and individualised performance management models ultimately determined learning experiences, leaving little room for any sustained inquiry into the recontextualisation of SCE. The study concludes that pedagogy is inescapably situated: practiced in terms of place orientated thinking. Transformation necessitates an epistemic institution where change is a public endeavour and teachers are positioned inside participatory processes with possibilities to renegotiate, rearticulate and resignify pedagogy.

The primary aim of this study was to investigate pedagogical mechanisms that promote student understanding of diversity and intersectionality in national and global childhood experiences in order to foster openness, acceptance of diversity, and civic engagement. In this mixed-methods study, participants included 127 undergraduate students in a child development diversity (CDD) course and a control group of 63 undergraduate students in a research methods psychology (RMP) course. Students in both groups self-rated their knowledge of 18 diversity topics, their Openness to diversity, Acceptance of cultural differences, Awareness of racism and sexism, and Plans to advocate for others (OAAP variables). Quantitative results showed significant increases in CDD course groups' knowledge of all topics from beginning to semester-end and greater knowledge compared with the RMP course control group. For CDD course students, diversity knowledge was positively and more strongly correlated with their OAAP scores. Qualitative written responses from CDD course students illustrate their perceptions of the importance of intercultural awareness and knowledge of childhood intersectionality and diversity, the effectiveness of specific content delivery methods, and how they relate to their advocacy and volunteer plans.

Situated in West's (1993) politics of difference theory, this article is based on the author's experiences teaching a multicultural foundations course as a Black faculty member for sixteen years at a predominantly White institution (PWI). Employing autobiographical self-study as a methodology, challenges and strategies for teaching while Black are outlined in a three-level typology--which includes the naiveté, transformational teaching, and belvedere levels--assists marginalized instructors in reflecting on and reconciling oppressive PWI classroom environments to thrive in one's career. The complex nature of teaching within marginalization at PWIs is addressed throughout.

Australia's cultural and ethnic diversity raises many opportunities, but also challenges, for school music education. There is widespread recognition that the educational needs of all students need to be considered in the educational environment, however there is a paucity of empirical studies that consider the experiences of culturally diverse students in Australian music classrooms. This paper draws attention to the need for a deeper understanding of ways to support culturally diverse students, in the hope of identifying ways forward for music education to become more inclusive. This includes looking at the impacts of the population mismatch between diverse students and an ethnically homogeneous teaching population, the need for a musically broad and inclusive pre-service music teacher education, and the importance of a culturally inclusive music classroom.

This article presents a new perspective on how to think about interculturality and education from the perspective of a native society in the Paraguayan Chaco. It highlights how formal schooling reaffirms the model of unidirectional relations advocated by national society. Within this model, indigenous peoples and persons are not allowed to participate in this national society on their own conceptual terms, and inclusion turns out to be mere shorthand for assimilation. This text, on the other hand, proposes modes of education and forms of relating that pay attention to the native dimension. These would contribute to the creation of spaces which indigenous societies as such can hold within national society and support indigenous people's own processes of protagonism and initiative. In parallel, it proposes conceiving of education as "from" rather than "for" autochthonous societies; and conceiving of the learning process from the point of view of "learning" rather than from the point of view of "education." This conceptual change, which includes a critique of the widespread concept of "interculturality," entails that we must not design modes of education, but rather create preconditions for learning from within the native society, which also requires ways of relating from within. In this way, colonialist pressures in education can be overcome and new possibilities for native protagonism can be developed. [This report was translated by Jens Van Gysel.]

The purpose of this paper was to explore bilingual educators' perceptions of their strategies to maintain their cultural and religious identities within a multicultural society. This multiple case studies of three institutions employed semi-structured interviews and documents. The research question guides this study: What are strategies that have been utilized within the institutions, to further the aims of multicultural education? The data in this study was analyzed thematically via NVivo Qualitative data analysis. The finding of this study showed that the institutions were committed to providing a public education alongside a multicultural education -- respect for other religions, ethnicities, and cultures. These institutions have a strong commitment to their spiritual purpose and maintenance of their respective religious and cultural identities. The findings of this study have implications for the understanding of similar programs and the ways to preserve cultural and religious identities within educational contexts. Most studies of multicultural education have been conducted in public institutions resulting in little information on how ethnic institutions promote cultural and religious identities within their institutions and communities. This research contributes to the body of literature that examines the promotion of cultural and religious identities in ethnic institutions.

As the population of Canada grows in diversity, the need for multicultural education increases. However, most Canadian schools do not adequately incorporate multicultural practices into their daily operations. Attempts have been made to increase the diversity of teaching in many schools; however, these attempts have been relatively unsuccessful due to a plethora of issues that plague the development of multicultural education. Teacher preparation programs, curriculum development, and student learning environments are a few areas that must be completely overhauled in order to implement multicultural education in Canadian classrooms.

The United Nations Educational, Scientific and Cultural Organization's (UNESCO, 2022) Fifth "Global Report on Adult Learning and Education" (GRALE) highlights that vulnerable groups such as rural populations, migrants, prisoners, people with disabilities, and indigenous peoples are among those who would benefit from adult basic education. This article explores how educators of adult basic education might enhance sensitivity to trauma and resilience from a multicultural perspective through the implementation of teaching and learning strategies that reflect an understanding of how culture and trauma intersect in the classroom. [For part 1 of this Forum on supporting mental health, see EJ1389837. For part 2, see EJ1389835.]

Tis research aims to reveal the combinations of conditions leading to Korean teacher job satisfaction. The data of this study are derived from the 2018 Teaching and Learning International Survey (TALIS). Teacher job satisfaction was approached as a composite scale with two dimensions: job satisfaction with profession and job satisfaction with work environment. The explanatory variables were preparation for pedagogical content knowledge, teacher self-efficacy in general, teacher self-efficacy in multicultural classrooms, teachers' innovative climate, teacher-student relations, social perceptions of teacher value, and professional development barriers. The findings using fsQCA are as follows: (1) the presence of social perceptions of teacher value is a necessary condition for a high level of job satisfaction with the profession; (2) four distinct paths were extracted to explain the high level of job satisfaction with the profession; (3) four distinct paths were shown clearly to explain the low level of job satisfaction with the profession; (4) none of the conditions is a necessary condition for job satisfaction with the work environment; (5) five distinct paths were singled out to explain the high level of job satisfaction with the work environment; and (6) three distinct paths were identified to explain the low level of job satisfaction with the work environment. The findings revealed Korean teacher job satisfaction in multicultural secondary schools by outlining several combinations of factors that lead to paths explaining job satisfaction with profession and job satisfaction with work environment. Some implications and a few recommendations to improve teacher job satisfaction are suggested.