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AbstractCulturally responsive teaching (CRT) is one of the major discourses in multicultural education. The author challenges the assumptions of CRT to explore the (im)possibilities of expanding discourse around this pedagogy and policy. Framed with poststructuralist theories, he argues that dominant CRT discourses tend to label cultural identities using the binary identity categories of center/peripheral. He problematizes conventional CRT, which proceeds by (1) ignoring power circulation through normalizing judgment (Foucault, 1978) and (2) disregarding discursively constructed identities (Butler, 1999). This paper provides different theoretical structures for research and practices for diverse racial/ethnic groups.

Eine gezielte Genstummschaltung in Krebszellengelang mit magnetischen EisenoxidNanopartikeln MEIO, an denen ein Fluoreszenzfarbstoff, siRNA sowie ein RGDPeptid zur Erkennung von Krebszellen angebracht waren siehe Bild. Die verschiedenen funktionellen Einheiten ermöglichen eine kombinierte makroskopische Kernspin und mikroskopische FluoreszenzTomographie der Zielzellen. Dieses System könnte sich für die parallele diagnostische und therapeutische Anwendung eignen.

Cancercelltargeted gene silencingwas observed with a magneticnanoparticle platform MEIO, magnetismengineered iron oxide on which a fluorescent dye, siRNA, and a RGDpeptide targeting moiety were attached see picture. The different functionalities enable the macroscopic magnetic resonance and microscopic fluorescence imaging of target cells. This system may be suitable for concurrent diagnostic and therapeutic applications.