Abstract Gholdy Muhammad’s Unearthing Joy: A Guide to Culturally and Historically Responsive Teaching and Learning presents an expanded framework of culturally and historically responsive pedagogy by introducing joy as a fifth pursuit alongside identity, skills, intellect, and criticality. This analysis offers a thematic, deductive analysis of the book, situating Muhammad’s approach within foundational theories and global educational discourse. The chapter-by-chapter review is supported by contemporary literature and personal reflections that consider both the possibilities and constraints of implementing joyful pedagogy. Although Muhammad’s framework presents a transformative vision for equitable education, it must contend with structural limitations such as test-based accountability and under-resourced systems. This review concludes with implications for professional development, policy, and future research, particularly in culturally diverse and global contexts.
Abstract The purpose of this study was to examine primary school teachers’ professional learning through problem-solving practices in teaching physical education (PE) to children with developmental disabilities (DD) in Lao PDR, using andragogy theory as the analytical framework. A qualitative methodology using an exploratory case study design was employed, drawing on in-depth, semi-structured interviews with five classroom teachers from one primary school. Data were analyzed using constant comparative analysis, resulting in three interrelated themes: (a) developing a professional network to mitigate teachers’ reality shock, (b) guiding children with DD to become independent learners in PE through sharing foundational skill progress with parents, and (c) role assignment as a pedagogical strategy to foster peer interaction between children with and without DD. The findings highlight the vital role of school principals to promote professional learning opportunities tailored to the unique culture and context of each school to help teachers adapt and innovate PE instruction for children with DD.
Abstract Human-beings are known to be caring, sensitive, soulful, good, and altruistic people; however, some of them have also been known to be wicked, unforgiving, soulless, ruthless, and hateful. In other words, human-beings are complex; and, such complexity can either exacerbate the perennial problems of racism, bigotry, discrimination, and hate or motivate us to investigate, understand, and value the broad perspectives of DIVERSITY, EQUITY , and INCLUSION (DEI). Based on these assertions, three DEI-related questions come to mind. Shouldn’t our human complexity motivate us to be more analytical and less simplistic about life situations? Shouldn’t we desist from making myopic and prejudicial assumptions and judgments about race, goodness, intelligence, Whiteness, Blackness, or other human constructs that matter? And, shouldn’t we focus on how our human race can educate, grow, develop, and value all people connected to it? This article answers these questions with particular attention to general and “special” education.
Abstract Despite growing advocacy for mother tongue education in multilingual societies, limited empirical evidence exists on its comparative impact across different school types in Nigeria. This study examined the impact of using students’ first language as the medium of instruction on academic performance in elementary public and private schools. Utilizing a mixed-methods approach, the study included both quantitative and qualitative data collection from 200 students (100 from public schools and 100 from private schools) and 10 teachers across Ibadan South-West Senatorial District. Academic performance was measured through standardized tests and assessments, while interviews provided insights into teaching practices and language use in the classroom. The major findings indicated that students who were taught in their first language (Yoruba) demonstrated significantly higher academic performance compared to their counterparts in English-medium private schools. Additionally, the study revealed that code-switching practices in public schools contributed to varying degrees of comprehension and engagement among students. The study concluded by emphasizing the need for educational policies that prioritize the use of first languages in instruction to enhance learning outcomes. This research contributes to the ongoing discourse on language in education in Nigeria and emphasises the importance of aligning teaching practices with students’ linguistic backgrounds for optimal academic success.
Abstract The main purpose of the study was to explore the perceptions of South Korean immigrant parents of individuals on the autism disorder spectrum (ASD) about participating in an online PA intervention in terms of advocating physical activity (PA) participation for their children on the autism disorder spectrum. A secondary purpose was to identify the similar or different experiences between two groups of parents (i.e., adults with ASD, children with ASD). We recruited 12 parents of adults and children on the autism disorder spectrum for this qualitative descriptive study. The data sources were a semi-structured interview with Zoom technology, a Google demographic questionnaire, and the researcher’s reflective journal. In addition, the Theory of Planned Behavior (TpB; Ajzen 1991. The theory of planned behavior. Organizational Behavior and Human Decision Processes 50(2). 179–211) served as the theoretical framework to develop the intervention (e.g., interview questions), understand the contextual meaning of parental experiences, and uncover the underlying factors shaping parents’ perceptions of teaching PA after the intervention. The data were analyzed using a constant comparative data analysis, which revealed three major themes: (a) new knowledge about PA, (b) the lack of confidence, and (c) the roles of advocacy. The overall study’s results revealed that the majority of South Korean immigrant parents of individuals on the autism disorder spectrum increased their knowledge about PA through the intervention. However, a number of perceived behavior controls, such as a lack of prior experience in PA, challenging behaviors in their children, and cultural and language differences, continued to hinder their ability to actively advocate PA participation for their children on the autism disorder spectrum.
Abstract The Fulbright program offers a 6-week Teaching Excellence and Achievement (TEA) professional development program for international secondary teachers (fellows). Through a structured classroom field experience in a U.S. secondary school, fellows plan and co-teach classes with their U.S. partner teachers. Using guided reflections and focus group interviews, 16 fellows explored their understanding and perceptions of the field experience portion of their Fulbright TEA program. The findings indicate that the TEA Fellows both observed and broadened their cultural teaching strategies and perspectives. The study indicates the potential richness of the field experience for international Fulbright Fellows while also increasing the exposure of U.S. teachers and students to diverse and culturally relevant teaching and learning strategies necessary in U.S. classrooms and schools.
Abstract The complexity and the subjectivity of self-efficacy as applied in various teaching contexts necessitated this inquiry. An embedded mixed-method study was employed to explore the predictors of Philippine preservice teachers’ culturally responsive teaching self-efficacy (CRTSE) and the CRTSE-forming experiences during their 3-month teaching internship in teaching culturally and linguistically diverse students. The results of the quantitative-descriptive study indicated that the preservice teachers have higher levels of CRTSE after their 3-month teaching internship than before their 3-month teaching internship. The preservice teachers were more efficacious on the general teaching principles and practices involving pedagogical skills, professional competence, and personal attributes and consistently demonstrated low self-efficacy on the cultural dimensions of CRTSE before and after their 3-month teaching internship. Hierarchical-sequential regression analysis revealed that the preservice teachers’ CQ metacognition and CQ motivation are predictors of their higher CRTSE. Qualitative analysis revealed that the preservice teachers’ experiences during their 3-month teaching internship which included embracing diversity, empathic collaboration and mentorship, enriched contextualized instruction, enhanced positive attitude and commitment, effective support and feedback, and participating in religious activities reinforced their metacognition and motivation, which significantly influence the remarkable improvement of their CRTSE. Implications of this study include reengineering teacher education curricula, seeking the incorporation of CRT self-efficacy-building activities in teaching training programs and the inclusion of multicultural education focusing on the fundamentals of culturally responsive teaching.
Abstract The Minnesota State Colleges and Universities System educates approximately 86 % of police officer candidates for Minnesota through their law enforcement and criminal justice programs certified by the Peace Officer Standards and Training Board. In the wake of the killings of George Floyd and Philando Castile at the hands of Minnesota police officers, the system undertook a comprehensive review of law enforcement training procedures, approaches, concepts and values with an eye toward improving the outcomes of interactions between law enforcement personnel and the citizens of Minnesota. To ensure these training programs address issues of racism, social justice and produce culturally competent graduates, Minnesota State created a Taskforce on Law Enforcement Education Reform. The purpose of this study was to examine the progress and outcomes of the Minnesota State Taskforce on Law Enforcement Education Reform’s role in: (1) providing recommendations that demonstrate diversity and inclusion in curriculum design in law enforcement and criminal justice programming and, (2) reinforcing culturally relevant approaches to produce culturally competent peace officer candidates. The outcome of this study provided several key areas to consider in preparing culturally competent police officers. Recommendations were categorized into several themes: (1) curriculum enhancements, (2) recruitment and retention of BIPOC faculty, staff, and students in law enforcement programming and (3) continuing education for in-service officers.
Abstract This introduction to the special issue of Multicultural Learning and Teaching explores the critical role of higher education in preparing culturally competent police officers. It highlights the efforts of Minnesota State in reforming law enforcement education through a multi-faceted approach that includes curriculum revision, faculty collaboration, and strategic recruitment of underrepresented groups. The importance of cultural competency in effective policing is emphasized, with a focus on building community trust and addressing issues of racism and social justice. The special issue provides insights into various models and practices aimed at transforming law enforcement training to produce graduates who can serve all communities equitably.
Abstract The purpose of this study was to examine whether high school STEM academy students were more engaged in school in terms of behavioral, cognitive, and emotional engagement, compared to non-academy students. The school highlighted in this study is predominately Black in terms of student population and school personnel; it also houses an academy of engineering. We found that academy students engaged in accelerated coursework and internships at a significantly higher level. Academy students also had significantly higher levels of behavioral, cognitive, and emotional engagement compared to non-academy students. Findings highlight the positive association between academy student participation and higher levels of engagement characterized by their academic and social involvement as well as connectedness to their school.
Abstract Multilingual families contend with the challenge of transmitting their minoritized language to their children and then supporting their children’s maintenance of this language. In this paper, we will present the Multilingual Language Program implemented with multilingual preschool-aged children in a Canadian urban context. The Program goals included to provide opportunities to hear and use minoritized languages in a preschool setting, to support the development of a bilingual identity, and to encourage all children to communicate. We will focus on a Formative Evaluation of three implementation models that took place over the course of one year with a partner organization working with preschool-aged children. The first model was hosted in-person in the partner’s preschool setting; the second model took place online with children participating with their parents at home; and the third model was a hybrid approach with an online delivery with children participating with their teachers in the classroom. The three models implemented required different adaptations and delivery, revealed different advantages and disadvantages regarding the collaboration with parents and support for the minoritized language at home, but were all valuable and provided multilingual language experiences to children. The evaluation of these models and their implementation will help inform future efforts of researchers and practitioners when designing a delivery model for their local context and participant needs.
Abstract This article provides examples of how anti-Black racism manifests in police engagement with three Black populations: female survivors of sexual assault, families of homicide victims, and youth involved in the juvenile legal system. The experiences had with the police by each are contextualized in historical and present-day practices as examples of the experiences of those in the larger Black community. The article ends with recommendations regarding how to advance anti-racist and transformative policing practices.
Abstract Cultural competence is essential to building effective practitioners in the criminal justice field. However, there is limited research on this issue. Using a qualitative methodology, this study examined the perceptions of cultural competency among 24 students majoring in criminal justice at a Midwestern university. They ranged in age from 20 to 22, and most participants identified as white women. Four focus groups were conducted, during which students reported that coursework helped them develop cultural competency in the components of awareness, knowledge, and skills. Implications for the criminal justice curriculum and limitations of the study were discussed.
Abstract The purpose of this study was to investigate secondary Japanese health and physical education teachers’ learning experiences in an online comprehensive sexuality education (CSE) professional development program. Based on andragogy theory (adult learning theory) we employed a descriptive qualitative methodology with semi-structured interviews (Seidman 1998. Interviewing as qualitative research: A guide for researchers in education and the social sciences , 2nd edn. New York: Teachers College Press). The participants (one female and five male) were in-service health and physical education teachers enrolled in an online CSE professional development program. Data collection included the individual interviews that were conducted and lasted between 60 and 90 min. A constant comparative method was used to interpret the data. There are three major interrelated and complex themes that emerged from the participants’ narratives: (a) predicting potential and possible sexual risk behaviors among secondary school students , (b) finding case studies in CSE professional development that stimulate students’ critical thinking , and (c) learning how to maximize students’ comfort zones in uncomfortable situations in CSE professional development . The teachers believed that online CSE professional development was beneficial, because they would be able to predict their students’ risk behaviors and prepare themselves to be effective mentors. Due to the paucity of research in this area, further investigations of this phenomenon are needed.
Abstract The purpose of this study was to explain Japanese health education teachers’ experiences in teaching sexuality education in health education classes in Japanese middle schools. This study adopted a descriptive-qualitative design, using an in-depth interviewing approach (Seidman, Irving. 2019. Interviewing as qualitative research: A guide for researchers in education and the social sciences , 5th edn. New York: Teacher College Press). Participants were purposefully selected from eight public middle schools located in the Kanto region of Japan. A total of nine teachers (five male and four female) voluntarily consented to participate in this study. This study used a constant comparative analysis method (Boeije, Hennie. 2010. Analysis in qualitative research . London: Sage) with three themes emerging from the data: (a) lack of self-confidence in teaching sexuality education, (b) communication with students and collaborating with other experts, and (c) seeking professional development opportunities for teaching sexuality education effectively. The findings indicate that to advance the quality of sexuality education instruction, teachers, administrators, and researchers need clear and focused goals related to the status, quality, and relevance of sexuality education programs and curricula.
Abstract East Asian students in the West have been persistently perceived as lacking critical thinking skills, but research findings supporting this claim remain inconsistent. Some scholars argue that some East Asian students’ attitude towards criticality is restrained by their adherence to Confucian concepts, while others contend that certain belief systems in the culturally diverse East Asian region support the cultivation of criticality. This study investigates the relationship between East Asian learners’ educational trajectory, epistemological and cultural beliefs, and their critical thinking disposition. International East Asian students ( n = 118) at UK universities completed a questionnaire via Qualtrics. Multiple regression analysis indicated that: 1) educational duration in the UK was a significant predictor of critical thinking disposition; 2) epistemological beliefs in simple knowledge, certain knowledge, omniscient authority, and quick learning significantly and negatively predicted overall critical thinking disposition; simple knowledge, certain knowledge, and omniscient authority were significant predictors of misconceptions in criticality, which can hinder the development of critical thinking; 3) Restrictive Confucianism significantly and negatively predicted confidence, misconception, and overall criticality disposition, whereas Benevolent Confucianism positively predicted confidence and valuing in criticality disposition. Additionally, 4) Taoism significantly predicted valuing in criticality, suggesting Taoist tenants like embracing contradiction, might be beneficial in cultivating criticality. These findings may have the potential to inform the development of culturally sensitive pedagogical practices, and contribute to the movement of education decolonization in the Western Anglo-Americano systems.
Abstract Knowledge is the spring board of all civilizations. Without it, there will be minimal educational, medical, scientific, socio-economic, political, and other forms of advancements in any society. Though knowledge continues to be an important construct, it is sometimes debatable. It is no surprise that knowledge is misused by well-meaning people who are lazy to read and study more or by ignorant, close-minded, racist, and xenophobic elements of the society to look down on those who are viewed and categorized as “different” and those who are traditionally disenfranchised, disadvantaged, disillusioned, and demeaned. Interestingly, many supposed highly educated and knowledgeable people engage in such soulless, inhumane, and hateful utterances and behaviors. The questions then are, Why is knowledge an important construct? Why is it a misrepresented and bastardized term? Why is knowledge not an end in itself? What makes someone deeply or profoundly knowledgeable? And, why is it critical to produce profoundly knowledgeable multiculturalists. As scholars, educators, and professionals, our experiences tell us that (a) no brain is a tabula rasa (i.e., blank slate), (b) everyone has some form of knowledge, (c) knowledge alone may not be enough, and (d) deep or profound knowledge is critical for advancing multiculturalism. At functional levels, Bloom, Benjamin S. (1956). Taxonomy of educational of educational objective book 1: Cognitive domain . New York: David McKay agreed with this premise, especially when one considers his Taxonomy of Educational Objectives that connects knowledge with comprehension, application, analysis, synthesis, and evaluation. This means that our treatment of knowledge alone as the ultimate weapon of wisdom or intelligence is a farce that is divorced from multicultural realism. This article advances this thinking.
Abstract The development of multiculturally competent counselors is an objective of graduate training programs affiliated with national counseling and psychology associations in the United States. While this area of scholarship and training is rapidly developing; it is not clear the degree to which “ multicultural competency ” is achieved, especially, the development of multicultural counseling skills. To attain information about multicultural counseling training, two surveys were conducted that queried graduate multicultural counseling instructors about curriculum and experiences teaching. These individuals were solicited by e-mail to take part in online surveys, in 2009 and 2020. Educators indicated that they developed diverse curricula using simulations, advocacy instruction, field experiences, and cultural exposure. This diversity however, also indicates lack of uniformity and consensus regarding multicultural skills training, both in curricular content and assessment. Additionally, training appears to be culturally constrained due to the homogeneity in instructor and student identities, inattention to communication/language differences and exclusion of indigenous/traditional healing practices and practitioners. The multicultural counseling field may be enhanced by increasing diversity in instructors and trainees, explicit attention to diversity in language and communication, and incorporating the contributions of international, traditional/indigenous investigators and practitioners.
