Disciplinary perspectives on multicultural research: Reply to Dvorakova (2016) and Yakushko et al. (2016).

2016 ◽  
Vol 71 (9) ◽  
pp. 892-893
Author(s):  
Gordon C. Nagayama Hall ◽  
Tiffany Yip ◽  
Michael A. Zárate
2020 ◽  
Vol 13 (2) ◽  
pp. 306-320
Author(s):  
Joy Jakubik Meness

The lack of longitudinal multicultural research in academia leaves no other option for the illumination and transformation of education towards more diverse and equitable opportunities than to acknowledge and incorporate the experiences of those previously marginalised by the mainstream through the study of ethnographic narratives, such as this one, which seeks to inform and enlighten all readers. In this article, the author encapsulates her personal experience as an adoption survivor and her journey of reclamation through education.


2020 ◽  
pp. 146879412096873
Author(s):  
Melike Peterson

This paper discusses some opportunities and challenges of using objects in focus groups, to explore multicultural encounters and experiences of living together. Drawing on feminist approaches to human embodiment, it argues that material approaches hold the potential to investigate the embodied and relational experiences of encounters with/across difference of diverse participants in sensitive ways. The materials were touchable objects such as pens and papers that help connect across differences in identity, experience and opinion, share experiences and stories with unknown others, communicate across (non)verbal barriers, misunderstandings and tensions, and accommodate moments of silence and reflection. Originally meant to ease and structure discussion, objects emerged as a central ‘medium’ or ‘instrument’ of research encounters through which participants can capture, express and share complex narratives about encountering others and multicultural living, underscoring the use of objects as an impactful method in feminist and participatory research.


2018 ◽  
Vol 42 (3) ◽  
pp. 188-193
Author(s):  
Edwin Obilo Achola

Translating multicultural research and theory into practices that improve transition outcomes for all children especially, youth who come from predominantly culturally and ethnically diverse (CED) communities, remains a substantial challenge for career transition specialists (CTSs) today. The purpose of this article was to consider the state of transition programming for CED youth with disabilities, paying particular attention to the clinical applications of Banks’s dimensions of multicultural pedagogy in addressing inequities in transition programming. In light of this discussion, a set of five research- and practice-based tips for CTSs, special education teachers, and other members of individualized transition teams are shared.


2006 ◽  
Vol 45 (7) ◽  
pp. 275-279 ◽  
Author(s):  
Bronwynne C. Evans

2007 ◽  
Vol 38 (1) ◽  
pp. 7-23 ◽  
Author(s):  
Mufid James Hannush

AbstractAn existential-dialectical-phenomenological approach is applied to the understanding of the universal tensions between multicultural and transcultural value-laden modalities of existence. Differences in cultural comportments are described as variations in local human ways in dealing with universal and bipolar existential modalities, values, or needs, such as freedom versus limitation, independence versus (inter)dependence, and connectedness versus separateness. Cultures are described as being organized around and as providing their members with ways of dealing with these value-laden dialectical dilemmas. Cultures are further depicted as legitimating one dialectical pole to the detriment of the other dialectical pole. Some cultures, for example, legitimate the dialectical poles of freedom, independence, and separateness, while deemphasizing or denying the dialectical poles of limitation, (inter)dependence, and connectedness. Other cultures legitimate the opposite. These one-sided value orientations of cultures are referred to as cultural tilts. The implications for the practice of multicultural counseling and phenomenologically-based qualitative research are delineated.


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