20 SES 07 JS, From Multilingual Education to Multicultural classrooms: Approaches and practices Part 2
Joint Paper/Ignite Talk Session NW 20 and NW 31 continued from 20 SES 06 JS
Education has long been framed in terms of preparing youth for the future. We prepare kindergarteners for first grade, elementary school students for middle school, high schoolers for college, college for the work force. At each stage, educators make assumptions about what the future will entail, and what will be needed to be successful in it. These particular visions of the future are then brought into the present, shaping what we value, cultivate…as well as what we ignore.
In the normative, standardized approach to preparing for a presumed, certain future, the cultural and linguistic competencies of students from non-dominant cultural groups is often rendered invisible or erased, or treated as a problem to be overcome, as students are assimilated to a standard English speaking, monoglossic and monocultural norm. Our project takes a different approach. We see the cultural, linguistic and epistemological diversity of new immigrant and “super-diverse” (Vertovec, 2007) communities as offering exciting possibilities for reimagining teaching and learning, and for addressing critical issues of the future. We ask: What kind of future might we forge if we recognized the rich lived experiences of students living in multilingual, multicultural communities - and supported, sustained and expanded them in schools? How might we build on the plurilingual, transcultural and epistemological versatility that abounds in contexts of superdiversity in order to prepare students for possible, deeply transformative futures – ones that we might imagine together? We underscore the imperative of this work in order to respond to the cultural, ecological, and social crises facing the planet, and to forge futures that might otherwise not come to be. Our work responds to the global educational policy and practice initiatives promoted by UNESCO (2017), which include the promotion of cultural diversity and intercultural dialogue as well as a broad international
To address these questions we examine the design and implementation of innovative pedagogies in two learning environments: classrooms serving multilingual immigrant youth in Sydney, Australia, and an informal learning context that brings together undergraduate students and K-5 participants from diverse cultural and linguistic backgrounds in California (Orellana, 2015). Through participant observations and participatory design research (D'warte, 2016) we identify how youth engage with curriculum that deliberately builds on their lives and experiences as well as invites their creative re-imagining of social worlds. We examine artifacts (drawings, maps, and writing) produced by youth in the two contexts to consider how they understand and represent their linguistic and cultural repertoires, and what they learn from each other. Informal conversations and written documents produced by the teachers and undergraduates were examined to consider what adults learn from working with diverse youth, how they are reconsidering their own educational experiences, and how they are re-imagining teaching and learning for multilingual and transcultural social futures. Our approach is undergirded by many years of working with and listening to youth in homes, communities, after-school programs and classrooms: valuing their perspectives and creating room for their visions in pedagogical processes.
Findings reveal engaging, authentic curriculum centered on the cultural and linguistic repertoires of diverse students and communities, and that leveraged those cultural and linguistic resources to imagine new social worlds. Positioning diverse young people as active agents in their own learning placed local diversity and global connectedness together in support of expansive learning for youth, teachers, and undergraduates. We identify approaches to designing and implementing program activities that disrupted monolingual, monocultural assumptions about teaching and learning and that served both to sustain (Paris and Alim, 2017) and expand (García-Sánchez and Orellana, forthcoming) young peoples’ multicultural, multilingual knowledge. Listening to youth allowed us to identify principles for sustaining and expanding the cultural and linguistic versatility of youth living in multilingual and multicultural contexts.
D’warte, J. (2018). Recognizing and leveraging the bilingual meaning making potential of young people aged 6-8 years old in one Australian classroom. Journal of Early Childhood Literacy 1-31 DOI: 10.1177/1468798418769361 D’warte, J. (2014). Exploring linguistic repertoires: Multiple language use and multimodal activity in five classrooms. Australian Journal of Language and Literacy, 37(1), 21-30. Edelson, D.C. (2002). Design research: What we learn when we engage in design. The Journal of the Learning Sciences 11(1), 105-121. Hayes, D., Hattam, R., Comber, B., Kerkham, L., Lupton, R. & Thomson, P. (2017) Literacy, Leading and Learning: Beyond Pedagogies of Poverty, New York & London: Routledge. Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P., & Bristol, L. (2014). Changing practices, changing education. Singapore: Springer. Mayer, S. J. (2012). Classroom discourse and democracy: Making meanings together (Critical pedagogical perspectives). New York: Peter Lang. Orellana, M. F. (2016). Immigrant Children in Transcultural Spaces: Language, Learning, and Love. New York, NY: Routledge. Orellana, M. (2009). Translating childhoods: Immigrant youth, language, and culture. New York: Rutgers University Press. Paris, D., & Alim, S. (2017). Culturally Sustaining Pedagogies. Teaching and Learning for Justice in a Changing World. New York: Teachers College Press. United Nations Educational, Scientific, and Cultural Organization (2017). International mother language day: Towards sustainable futures through multilingual education. Retrieved from http://www.unesco.org/new/en/international-mother-language-day/UNESCO, 2018. Vertovec, S. (2007). Super-diversity and its implications. Ethnic and Racial Studies, 30(6), 1024-1054.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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