Learning to “brave up”: Collaboration, agency, and authority in multicultural, multilingual, and radically inclusive classrooms

Authors

  • Alison G. Dover Department of Secondary Education California State University Fullerton
  • Fernando Rodriguez-Valls Department of Secondary Education California State University Fullerton

DOI:

https://doi.org/10.18251/ijme.v20i3.1670

Keywords:

emergent bilingual, culturally sustaining, multilingual education, multicultural education, English learner

Abstract

The Summer Language Academy (SLA) is an innovative and intensive summer program for high-school aged newcomers/new Americans, English learners, and emergent bilinguals, as well as for teachers working with them.  In the SLA, students and educators collaboratively explore questions of identity, language, and culture through high-interest texts, arts-based curriculum, and redefinition of teaching and learning as reciprocally shared endeavors. In this article, we examine SLA implementation and impact in two neighboring districts, focusing on the opportunities and tensions that arise when new and veteran educators are challenged to increase their consciousness and capacity regarding multicultural, multilingual, and radically inclusive teaching. 

Author Biography

Alison G. Dover, Department of Secondary Education California State University Fullerton

Dr. Alison G. Dover is an Assistant Professor in the Department of Secondary Education at California State University, Fullerton. A former urban secondary English Language Arts teacher, Dr. Dover’s teaching and research examines approaches to enacting justice in P-12 and teacher preparatory contexts, urban education, curriculum studies, and the relationship between education policy and P-12 practice.  Dr. Dover’s work has been published in Teaching and Teacher Education, English Journal, The Educational Forum, Teachers College Record, the Journal of Adolescent and Adult Literacy, Action in Teacher Education, Equity & Excellence in Education, and Multicultural Perspectives.  To learn more about Alison's work, visit www.alisongdover.com

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Published

2018-10-30

How to Cite

Dover, A. G., & Rodriguez-Valls, F. (2018). Learning to “brave up”: Collaboration, agency, and authority in multicultural, multilingual, and radically inclusive classrooms. International Journal of Multicultural Education, 20(3), 59–79. https://doi.org/10.18251/ijme.v20i3.1670

Issue

Vol. 20 No. 3 (2018): Open Theme Issue

Section

Articles (Peer-reviewed)

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