Vol. 24 No. 2 (2022): Open Issue

Articles (Peer-reviewed)

• Assessing Preservice Teachers’ Perceptions and Practices to Differentiate Instruction for Culturally and Linguistically Diverse Students in Secondary Classrooms

  Amani Zaier, Faith Maina

  1-16

  • PDF

• An Education Scholar and a Tightrope Walker: Reflexivity and Self-Discovery through the Research on How African American Women Navigate the Contested Spaces of Predominately White Colleges and Universities

  Christina S. Haynes

  17-37

  • PDF

• Preparing Linguistically and Culturally Conscious Pre-service Teachers with a Community-based Service-learning Project

  Tuba Arabaci Atlamaz

  38-56

  • PDF

• The Wrong Tools for the Job: Teachers' Voices on Cultural Capital Mismatch

  Crystal Recknagel, Ji Hong, Dionne Cross Francis, Qian Wang, Alexandra Parsons, Laura Lewis

  57-79

  • PDF

• The Creation of National Cultures through Education, the Inequities They Produce, and the Challenges for Multicultural Education

  Peter Smagorinsky

  80-96

  • PDF

• Challenges for Teachers Working in Mainstream Schools with Culturally and Linguistically Diverse Students in Chile: Two Case Studies

  Carla Ignacia Tapia Parada, Ekaterina Tour

  97-113

  • PDF

• Using Transformational Leadership to Create Brave Space in Teaching Multicultural Education

  Shihua Brazill, William Ruff

  114-131

  • PDF

• “I’m Brazilian, Not Brazilian American”: The Experiences of Second-Generation Brazilian Adolescents Preserving Their Heritage Language and Resisting Assimilation

  Clarisse Halpern, Zachary Austin Ward, Hasan Aydin

  132-156

  • PDF