Affirming Diversity: The Sociopolitical Context of Multicultural Education

大学紛争に関するアメリカ人権協会(American Civil Liberties Union)の声明(1969年4月3日) (大学をめぐる法律問題(特集))

A Thematic Analysis of the Excel Pre-Collegiate Program as an Avenue of Successful Postsecondary Enrollment for Latina/O Students.

For over four decades, bilingual/bicultural paraprofessionals have been vital partakers in the education of English learners (ELs). Scholars have underscored school districts' reliance on them for instructional/learning support and their potential as builders of home-school bridges. Moreover, family-teacher relationships are essential to ELs' positive academic and well-being outcomes. Nevertheless, the paraprofessional's role in bridging relationships between teachers and families of ELs is less understood. This chapter presents a research synthesis of the extant peer-reviewed research literature published in the last 30 years on the role of bilingual/bicultural paraprofessionals in promoting more equitable relationships between the families and teachers of ELs. Three main themes emerged, including (a) building trust, (b) connecting families and teachers via linguistic and cultural brokering, and (c) activating biographical community cultural wealth. The findings also highlight the need for positioning relational brokering as equally crucial as linguistic and cultural brokering. Implications for practice and research are addressed. 

Bilingual/Bicultural Paraprofessionals as Brokers of English Learners' Family-Teacher Relationships

For over four decades, bilingual/bicultural paraprofessionals have been vital partakers in the education of English learners (ELs). Scholars have underscored school districts' reliance on them for instructional/learning support and their potential as builders of home-school bridges. Moreover, family-teacher relationships are essential to ELs' positive academic and well-being outcomes. Nevertheless, the paraprofessional's role in bridging relationships between teachers and families of ELs is less understood. This chapter presents a research synthesis of the extant peer-reviewed research literature published in the last 30 years on the role of bilingual/bicultural paraprofessionals in promoting more equitable relationships between the families and teachers of ELs. Three main themes emerged, including (a) building trust, (b) connecting families and teachers via linguistic and cultural brokering, and (c) activating biographical community cultural wealth. The findings also highlight the need for positioning relational brokering as equally crucial as linguistic and cultural brokering. Implications for practice and research are addressed.

Abstract In this paper, the authors deconstruct commonly held mythologies about immigration to inform the critical discourse and support those educators who strive to be fair brokers of an inclusive educational system addressing the distinct needs of immigrant students. We (teacher educators and a community organizer) emphasize and clarify verifiable information that in fact refutes seven prevalent mythologies often articulated in the public debate. In our observations and experiences, this misinformation impacts decisions and fosters biases about Latina/o immigrants in the educational field, particularly impacting students from Mexico and Latin American countries. By debunking misinformation, we seek to inform a thoughtful discourse as advocates engaged to positively influence how these students are viewed by educators. This paper highlights evidence needed to advance the learning and educational success of Latina/o students. The hope of the authors is for a more thoughtful recognition of the immigrant student plight in the face of a nationally politicized and criminalized immigration stance.

Immigration Reform and Education: Demystifying Mythologies about Latina/o Students

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Immigration Reform and Education: Demystifying Mythologies about Latina/o Students