International Journal of Multicultural Education

Exploring Experiences of Chinese Students Studying at U.S. Universities Since COVID-19

2024-07-01T10:27:32-07:00

This paper presents a phenomenological study exploring what Chinese international students (CIS) have experienced since COVID-19. Three themes emerged through in-depth semi-structured interviews with eight participants. The first theme is the typical challenges that might be encountered by CIS such as cultural barriers. The concerns of safety and racism were illustrated in the second theme, which was amplified and intensified during the pandemic. The last theme involved support and services that need improvement. Implications of the findings are discussed to reflect on how to best support CIS after and beyond COVID-19, followed by limitations of this study.

Unlocking Cultural Treasures: Viewpoints of Preschool Teachers Working with Refugee Children on Funds of Knowledge

2024-06-14T11:29:41-07:00

Funds of knowledge (FoK) is one of the most practical approaches used in multicultural classrooms, particularly in countries hosting numerous refugees. This phenomenological study examined the experiences of 21 preschool teachers working with refugee children regarding how they define FoK and the value of knowing FoK. Accordingly, teachers had comprehensive perspectives regarding FoK. They perceived FoK as valuable in developing bonds and overcoming prejudices. This study revealed the necessity of internalizing the asset approach for inclusive early childhood settings. Policymakers worldwide should incorporate FoK into teacher training and early childhood education curricula. Increasing studies regarding FoK is strongly recommended.

Cultural and Linguistic Ideology in English Textbooks in Korean Contexts: Implications for Educators

2024-10-24T20:43:42-07:00

Research shows Eurocentrism dominates English as a Foreign Language (EFL) textbooks, but does it still? Grounded in critical literacy, this study examined cultural elements in 11 South Korean EFL textbooks. The findings reveal 1) a variety of cultural topics, 2) dominance of Western cultures, and 3) white people as key figures. This suggests that the textbooks introduce many countries’ cultural and historical information but marginalize non-Western people, implicitly giving power to Western people. This suggests that equal representation of diverse people and cultures is necessary in textbooks for EFL learners’ access to genuine diversity, equity, and inclusion.

Making Meaning from Historical Fiction Picturebooks about Indonesian Heroes

2024-10-23T15:13:46-07:00

We investigated how children make meaning as they read historical fiction picturebooks. Three teachers and a total of 61 students from three different regions of Indonesia participated. We collected field notes, video recordings, and artifacts through read-alouds and subsequent response activities. The findings show that students explored the books by actively engaging in conversations about misconceptions of gender and schooling, connections of the past and the present, and negotiation of moral values and emotions within the fabric of Aceh Province’s history and Indonesian society. It highlights that historical fiction picturebooks can encourage students to think critically about their history and culture to make sense of the world they live in today.