International Journal of Multicultural Education (IJME) is a peer-reviewed open-access journal for scholars, practitioners, and students of multicultural education. Committed to promoting educational equity for diverse students, cross-cultural understanding, and global justice for marginalized people in all levels of education, including leadership and policies, IJME publishes three types of articles: (1) qualitative research studies that explicitly address multicultural educational issues; (2) conceptual and theoretical articles, typically grounded on in-depth literature review, which advance theories and scholarship of multicultural education; and (3) praxis articles that discuss successful multicultural education practices grounded on sound theories and literature. We accept submissions of high quality from the global community in the fields of education, anthropology, sociology, cultural studies, and other social sciences.


Globethics Library has vol. 9(2007) to current.

Recent Submissions

  • Exploring the Identities of Korean Americans Through Identity Journey Mapping in a Study Abroad Program

    Cho, Hyesun; Hayes, Josh (Eonsei University, 2024-04-29)
    This study explores the identities of Korean American college students through identity journey maps during a faculty-led study abroad program in Korea. Drawing from Asian Critical theory (AsianCrit), this study presents how participants of Korean descent challenged a monolithic and unitary notion of Korean American identity while acknowledging multifaceted, dynamic, and fluid nature of their transnational identity. Furthermore, it suggests that identity journey maps can serve as a pedagogical tool to counter racial stereotypes and discrimination against Asian Americans.
  • Higher Education Access for Undocumented Students in the United States: Mapping the Policy Terrain

    Mansfield, Katherine Cumings; Hernandez, Paula (Eonsei University, 2024-04-29)
    This article focuses on higher education access for undocumented immigrants in the United States. Since individual states develop and govern their own policies, the political landscape around college access is always in a state of flux. This is confusing to school counselors, families, and students. We use cartography to make sense of this increasingly complex policy terrain. In addition to displaying a state-by-state overview of access and funding options for undocumented students, we interrogate the (un)intended consequences of these policies and reveal “sites for change and activism” (Marx, 2023, p. 286).
  • Walking the Map

    Powell, Kimberly (Eonsei University, 2024-04-29)
    In this article, I discuss how walking as mapping serves as a method for observing and disrupting spatial geopolitics, opening possibilities for alternative systems of living. I explore three theoretical perspectives—posthumanism, Indigenous and decolonializing theories of land, and Black geography—that, while distinct, nonetheless share some overlapping characteristics: the recognition and contestation of knowledge systems, the turn toward a relational ethics of living, and a call for critical and creative methods of intervention into existing systems. In the final half of the paper, I consider these orientations and their call for creative and critical methods of intervention as I review my scholarship on walking and how it has served as a form of counterstory mapping.
  • “A Brief Moment in the Sun”: Mapping White Backlash in the History of K-12 Black Education in the United States

    Neal-Stanley, Amber; Duncan, Kristen; Love, Bettina (Eonsei University, 2024-04-29)
    White backlash is the immediate, violent response of some white people to the actual and perceived racial and educational progress of oppressed groups. In this paper, we take a historical detour to map this phenomenon, specifically in the history of K-12 Black education. We demonstrate that the current state of education is not an exceptional moment, but part of a long genealogy of anti-Black educational violence and white backlash. Yet, we suggest that operating from an understanding of the inevitability and imminence of white backlash offers necessary tools in the continued fight for liberatory Black educational futures.
  • Connecting Through Mapping: Introduction to the IJME Special Issue

    Borrero, Noah; Yeh, Christine J. (Eonsei University, 2024-04-29)
    In this introduction to the special issue of IJME, we highlight the tensions and possibilities of maps and mapping as scholarly pursuits in critical, justice-oriented education. We discuss the potential for maps to portray deeply personal stories and perspectives of the world while also acknowledging their sometimes fixed and hierarchical attributes. Through this discussion, we show how maps can be potent forces of connection or separation. The authors in this special issue showcase the challenges and opportunities of mapping scholarship and reveal its promise to inspire connection and collective action towards theory-building, advocacy, and social transformation in education.
  • Seeing the Unseen: Critical Geospatial Mapping as a Pedagogical Tool to Center the Margins

    Banda, Racheal (Eonsei University, 2024-04-29)
    A hyper-standardized and alarmist educational climate in the U.S. propagates deficit discourses about students and creates a roadblock for teachers seeking to center their students’ lives through critical and multicultural pedagogies. Scholars have called for attention to mapping as a pedagogical tool to unearth and push back against sociospatial injustice. In line with this, I offer the tool of critical geospatial mapping and provide two examples of how its application allowed preservice and in-service teachers to see the previously unseen strengths and resiliencies of historically-marginalized and multicultural communities. This allowed them to critique and reframe deficit narratives.
  • Negotiating Racial Identities Through Korean Language Learning: Learners of Korean as a Foreign Language in a US University

    Kim, Hyein Amber (Eonsei University, 2023-12-28)
    This qualitative study examines the experiences of twelve non-heritage learners of Korean in a Korean as a Foreign Language (KFL) setting at a US university. The findings show (a) how learners understand the construct of race inside and outside of Korean language learning spaces; (b) how learners’ real and imagined communities influence their identities and language learning; and (c) how learning Korean influences learners’ racial identities and how these racial identities play a role in Korean language learning. This study attempts to address and start a dialogue regarding race and racial identities in the Korean language classrooms.
  • “That’s Where My Anger Is Coming From”: Plática Between Latine Teachers and Pre-Service Teachers in the New Latino South

    Rodriguez, Sanjuana C.; Guerra, Paula (Eonsei University, 2023-12-28)
    This study examines a plática held by Latine teachers and pre-service teachers after watching the documentary Precious Knowledge in the U.S. Latino South. The study employed Chicana/Latina feminist theory as well as the use of testimonios as methodology. Results from this study show that Latine teachers were able to share their experiences with racism, discuss issues of white supremacy, and make connections from present to past events. Based on this study, it is recommended that teachers need opportunities to share their testimonios and engage in discussions about topics that impact them as Latine teachers in the U.S. Latino South.
  • Selecting and Teaching Young Adult Literature Through Black Historical Consciousness Principles

    Kelley, Averill Duane; Watts, Diantha; Miller, Henry; Colantonio-Yurko, Kathleen; Howard, Jashaun; Johnson, Nicole (Eonsei University, 2023-12-28)
    In this practitioner article, we detail how American English language arts and social studies teachers can select and teach young adult literature using LaGarrett King’s Black historical consciousness framework. We provide supplemental, related research along with teaching suggestions and titles for each of the Black historical consciousness principles. We end by calling on educators to reimagine both English language arts and social studies curriculum to challenge curricular anti-Blackness and center Black authors, writings, and philosophies. 
  • ‘Having a Tongue and Mouth But Not Able to Speak’: Francophone Immigrant Parents’ Experiences of Child Language Brokering in South Africa

    Wunseh, Quinta Kemende; Nomlomo, Vuyokazi (Eonsei University, 2023-12-28)
    This paper is an analysis of Francophone immigrant parents’ experiences of child language brokering in the Western Cape province of South Africa. Using a qualitative research design, data was collected by means of semi-structured interviews from nine immigrant parents who were selected through a convenience and snowball sampling technique. Through the lens of sociocultural theory and acculturation, the key findings indicate that the Francophone immigrant parents displayed positive feelings and had optimistic expectations concerning their children’s language brokering skills in English and their future prospects in South Africa. The paper concludes that Francophone immigrant parents’ experiences of child language brokering are complex and dynamic and are influenced by the context and purpose of communication.
  • Korean Middle School Teachers’ Perceptions and Teaching Practices of Multicultural Education: A Qualitative Case Study

    Lim, Euna; Kester, Kevin (Eonsei University, 2023-12-28)
    Korean society has rapidly experienced increasing multiculturalism for over two decades. This qualitative case study explores Korean teachers’ conceptualizations and implementation of multicultural education with/for multicultural students in middle schools in Seoul, Korea. Interviews were conducted with six Korean middle school teachers experienced in teaching multicultural students. The findings reveal diverse perspectives and practices of multicultural education with the teachers demonstrating increased pedagogical flexibility and reflexivity in their teaching practices. This contributes to a more inclusive learning environment that embraces diversity and fosters inclusion.
  • Exploring Pedagogical Practices to Cultivate Wisdom, Courage, and Compassion as Key Tenets of Global Citizenship: A Qualitative Study

    Sharma, Gitima; Bosch, Christina; Obelleiro, Gonzalo (Eonsei University, 2023-08-29)
    The purpose of this study was to explore college students’ and educators’ (N = 29) perceptions, experiences, and recommendations around cultivating wisdom, compassion, and courage as key tenets of global citizenship. Based on pragmatic research design and thematic analysis, we sought multicultural education approaches that could strengthen campus communities’ capacity to advance peace, sustainability, dignity, and wellbeing of all forms of life – all across the world. We have discussed the findings in the context of specific pedagogical practices focusing upon: (a) emergent praxes and curriculum to foster wisdom, (b) courageous dialogues for mutual understanding, and (c) restoring compassion and humanity.
  • How Do We Teach Social Justice? A Cross-Disciplinary Synthesis of Social Justice Andragogy

    Das, Bagmi; Farrell, Isabel; Vashisht, Kriti; Gantt, Alexandra; Simpson, Elisabeth; Johnson, Adrianne (Eonsei University, 2023-08-29)
    Social Justice is a critical component of many of the helping disciplines. Similar goals govern these different disciplines, which are reflected in the scholarship of their professional training. However, the crossover in scholarship is limited. This review of social justice andragogy literature from various fields in the United States creates a conversation among these helping disciplines so that they may be able to learn from each other. From these separate realms of scholarship, the authors have derived terms and recommendations of what these disciplines may learn from one another through their shared obstacles and through processing of their work.
  • Fostering Teachers’ Empathy and Inclusion in Israeli Society

    Shapira, Noa; Dolev, Niva (Eonsei University, 2023-08-29)
    In this study that draws from the fields of Social Psychology and Multicultural Education, 45 Arab and Jewish pre-service and 108 Arab and Jewish in-service teachers were presented with a program designed to foster intergroup empathy and inclusive views. The two groups went through a similar process: choosing their outgroup, finding media that presented their outgroup's narratives, and reflecting on the experience. This study used mixed methods, including content analysis of the teacher's reflections. The findings indicate that mediated contact is an essential element of the empathy-enhancing process and that the narrative approach evokes expressions of empathy and inclusion. Differential outcomes between teachers were observed, which can clarify the process effects and how they foster empathy and inclusion.
  • Pairing Mindfulness and Social Justice: Taking A Step on the Path to Change

    Flynn, Jill (Eonsei University, 2023-08-29)
    This case study explores how teacher candidates responded to the inclusion of mindfulness practices in a course and how they understand mindfulness’ relationship to equity. Findings show that participants responded positively and connected presence activities to social justice in several ways: fostering mental health, addressing systemic inequities, facilitating classroom management, making connections to curriculum, and empowering students. The study demonstrates that pairing mindfulness and equity goals has important potential; however, this is only one step of many needed to recruit and retain a thriving teaching force that can work for equity in schools.
  • But What Does it Look Like in Maths? A Framework for Culturally Sustaining Pedagogy in Mathematics

    Marshall, Samantha (Eonsei University, 2023-04-28)
    In response to urgent calls for teaching that is culturally affirming, scholars have developed a myriad of images of culturally sustaining (and related) pedagogies (CSPs). However, for maths teachers, CSPs remain elusive, in part because these images are typically content-neutral and their applicability to practice opaque. In this paper, I synthesize research to help conceptualize and clarify what CSPs may look like specifically in mathematics classrooms. I offer a framework for CSPs in mathematics comprised of four dimensions: (1) anti-assimilationism, (2) strengths-based teaching, (3) power and justice, and (4) affirming identities.
  • Analysis of School Educational Spaces: A Challenge for Spatial Relevance in Contexts of Sociocultural Diversity

    Fuentes Vilugrón, Gerardo; Andrade Mansilla, Elías; Bravo Carrasco, Ingrid; Lagos Hernández, Roberto; Riquelme Mella, Enrique (Eonsei University, 2023-04-28)
    This research addresses the problem of the imposition of educational spaces in multicultural contexts. The research is of qualitative nature, based on an interpretative hermeneutic paradigm. It uses collective case study design. The selection of participants was non-probabilistic and intentional, and snowball sampling was used, selecting 15 teachers and 24 students. It is concluded that Chilean schools in multicultural contexts show a lack of social and cultural relevance in the construction and organization of spaces. In addition, it is concluded that educational establishments should consider the implementation of pedagogical and didactic strategies in contact with nature, given that, as has already been demonstrated, children often prefer outdoor experiences as ideal spaces for learning.
  • Critical Multicultural Analysis of Award-winning Texts Representing Latina/o/e Experiences

    Pratt, Kristen L.; Puzio, Kelly; Lee, Ying-Hsuan; Crawford-Tobias, Leeah; Hatton-Chamberlain, Amanda (Eonsei University, 2023-04-28)
    ABSTRACT: The Pura Belpré Award honors Latina/o/e writers and illustrators whose works are acknowledged as best portraying, affirming, and celebrating Latina/o/e cultural experiences for children and youth. Using a critical content analysis of 14 chapter books that received the award, we share findings that reveal the texts consistently portrayed Latina/o/e central characters through asset-based frameworks. The critical content analysis indicated that the central characters demonstrated the asset-based strengths of interdependence and resourcefulness. Interdependence was demonstrated with families and communities, and remarkable resourcefulness was evidenced by pooling physical, internal, and social resources to creatively solve challenges. Implications for practice, especially in relation to supporting culturally sustaining pedagogy in classrooms, are discussed.
  • Experiences of Family Collaboration in Early Intervention among Korean and Chinese Caregivers

    Kang, Veronica; Kim, Sunyoung; Wang, Jing (Eonsei University, 2023-04-28)
    Despite the importance of family-centered practice in the Individuals with Disabilities Education Act Part C, a federally funded program for birth to two-year-old children with disabilities, there is a lack of research on Asian families who participate in early intervention in the U.S. This study examined the experiences of two Korean families and one Chinese family in early intervention in the U.S. Interviews were conducted and analyzed by bilingual researchers using ecological systems theory. As a multiple-case design study, the caregiver roles, beliefs, practices, and experiences related to their participation in early intervention were reported through within-case and cross-case analysis.
  • Funds of Knowledge at San Basilio de Palenque : A path for preserving its identity

    Horton, Michelle (Eonsei University, 2022-12-29)
    This case study examines how teachers preserve and foster the funds of knowledge students bring to school in the Palenque community. Data were collected using the funds of knowledge Matrix instrument, open-ended questions, interviews, and participant observation. An analysis of data was done using a domain analysis process, a category of cultural meanings. The findings included the creation of three new categories: ethnobotany, Kuagros, and Kulum. The study identified teachers' educational practices that fit the culturally relevant/responsive profile. These involve rethinking curriculum, instruction, what funds of knowledge are and a more ethnographic approach to education.  

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