"Who Are Your Friends?" Complexities in Multicultural Education

Autor/in	Epstein, Shira Eve
Titel	"Who Are Your Friends?" Complexities in Multicultural Education
Quelle	In: Urban Review: Issues and Ideas in Public Education, 42 (2010) 1, S.39-57 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-008-0118-6
Schlagwörter	Social Justice; Race; School Activities; Multicultural Education; Social Change; Grade 5; Teacher Educators; Student Diversity; Grade 4; Elementary School Students; Urban Schools; After School Programs; White Students; African American Students; Hispanic American Students; Social Bias; Friendship; Racial Relations; Activism; Program Effectiveness; Vignettes + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Rasse; Abstammung; Multikulturelle Erziehung; Sozialer Wandel; School year 05; 5. Schuljahr; Schuljahr 05; Teacher education; Education; Lehrerausbildung; Lehrerbildung; School year 04; 4. Schuljahr; Schuljahr 04; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Freundschaft; Aktivismus; Politischer Protest
Abstract	In this paper, I explore the experiences of fourth and fifth grade students engaged in Beyond Today, an urban after school program, that aimed to enact a social reconstructionist multicultural curriculum. The program gathered White, Black, and Latino/a youth to explore issues of discrimination and social justice and develop leadership towards social change. This paper focuses on the complex nature of students' responses to a multicultural curriculum that foregrounded conversations about race and inequity. Students were seen to build ties of friendship across racial lines and develop activist skills of social critique. On other occasions, they maintained borders, distancing themselves from students of different races. After an overall review of the students' varied reactions to the Beyond Today curriculum, I highlight specific vignettes that show how these tensions can simultaneously emerge within particular incidents. This research can be of use to teachers and teacher educators when envisioning and planning for student responses to multicultural curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10