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In this introduction to the special issue on diverse methods for cultural identity, we begin by addressing the evolving complexities of defining oneself amidst modern globalization and immigration. We then preview the current collection of papers, which collectively showcase the complexity of cultural identity by exploring how people, especially adolescents and young adults, navigate a plethora of cultural influences—whether through direct migration or the pervasive impact of global cultures—as they psychologically manage diverse and sometimes conflicting allegiances and worldviews. The studies featured in this issue employ a range of methodologies, from qualitative analyses to mixed-methods approaches, to expand our knowledge of the constitution of contemporary cultural identities beyond common quantitative metrics of self-categorization and group belongingness. For instance, research on Jamaican American adolescents highlights how cultural identity is formed through reciprocal socialization processes and systemic factors such as racism. Similarly, studies involving Hmong American youth and Guatemalan adolescents reveal tensions and creative harmonizations in identity management, challenging notions of a homogenized global culture. We conclude by underscoring the need for future research to take a nuanced, intersectional approach to the study of cultural identity, to explore creative measurement tools that are sensitive to local meaning-making among diverse groups around the world, and to attend to the impact of power dynamics in shaping one’s sense of self in relation to their cultural group(s).

BackgroundDietary acculturation is the process by which diet and dietary practises from the environment of origin are retained or changed and/or those prevalent in a new environment are adopted. Despite rapid population growth the U.S., knowledge gaps exist on characterising dietary acculturation among Asian American, Native Hawaiian, and Pacific Islander communities (AANHPI). This study characterise dietary patterns in a sample representative of AANHPI on key demographic characteristics.MethodsData were from a 2013-2014 population-based case-control study in the San Francisco Bay Area, U.S. Survey items were adapted from dietary acculturation scales developed for AANHPI populations. Validated measures assessed social capital, social standing, discrimination and immigration experiences. A principal components factor analysis was conducted to characterise dietary patterns of acculturation.ResultsThree dietary patterns were identified: "Asian," "Western," and a distinct "Multicultural" factor. Respondents reporting a high-Asian diet tended to also report smaller social networks, higher levels of stress, and, among those born outside of the U.S., an educational standing that was better before immigration. Respondents reporting a high-Western diet tended to also report the highest level of discrimination. Those reporting a high-Multicultural diet tended to report higher neighbourhood collective efficacy.ConclusionsThe finding of a distinct "Multicultural" factor beyond the typical "Asian" and "Western" factors may reflect the multidirectional relationships between culture, diet, and dietary behavior, in which origin and destination cultures interact in complex ways and where foods from multiple ethnicities intermix.

This article interrogates the contradictions of neoliberal multiculturalism as the newly hegemonic model for race relations in the United States. Neoliberal multiculturalism emerged in the 1990s as a model of governance that incorporates historically racialized, and or excluded groups into the political, social, and cultural institutions of power to create a more inclusive, equitable, and democratic society. It is in response to an aging White population that was rooted in historically specific regimes of racial domination, and an ever more diverse working-age population. Nonetheless, like all measures to resolve capitalist crisis, neoliberal multiculturalism has generated new contradictions. The most important being that multiculturalism alone could not resolve the principal tensions between capitalism and labor, the environment, and liberalism. Drawing on examples from ongoing research from the Inland Empire, I argue that the convergence of these historic contradictions has put multiculturalism as a project of the left at a historic impasse. [ABSTRACT FROM AUTHOR]

Research in engineering ethics has assessed the ethical reasoning of students mostly in the US. However, it is not clear that ethical judgements are primarily the result of reasoning or that conclusions based on US samples would be true of global populations. China now graduates and employs more STEM majors than any other country, but the moral cognition and ethics education of Chinese engineers remain understudied. To address this gap, a study examined the relations between ethical reasoning, intuitions and education among engineering students in China. It found that (1) ethical reasoning is positively related to an emphasis on care and fairness and (2) global ethics education results in significantly higher levels of ethical reasoning, as well as a greater concern with fairness and loyalty. The relation between ethical reasoning and intuitions in China is like that of students in the US, but ethics education affects students in China differently. [ABSTRACT FROM AUTHOR]

The term "white working-class" has emerged as a focal point in recent discourse, igniting fervent debates around its usage and purpose. Critics like Gillborn have contended that the term, often wielded by right-leaning academics and commentators, artificially segregates the working-class. In this article I seek to understand this, and other criticisms raised in relation to the rise of populism, which have been aimed at the usage and purpose of the term "white working-class". By weighing these criticisms against one another and acknowledging the intersectionality inherent in class formation, I propose a more specific and limited application of the term that I think better aligns with scholarly pursuits and helps to mitigate some of these critics core concerns around the term's overgeneralisation in-particular. Thus, while I also acknowledge that the term "white working-class" ignites debate, it can also unveil intricate social realities, as evidence from Skeggs and Reay suggest. It must ultimately be employed judiciously to avoid sidelining the struggles of other marginalised groups within the class. Balancing its use with caution is essential to harness its potential without undermining the broader context of class-based issues that affect individuals from all backgrounds. [ABSTRACT FROM AUTHOR]

Teaching and learning cultural policy are not as open as the research practice emphasising inclusiveness and equal participation suggest. Existing references and theoretical frameworks are mostly from the Global North, even when subaltern and peripheral phenomena are explored. In mainstreaming subaltern epistemic perspectives, the first step demands emancipation of subalterns, enabling them to gain self-confidence in their own capacities. Therefore, a classroom is not about the transfer of knowledge or the development of skills but about 'decolonising minds'. Through an auto-ethnographic approach, different classroom experiences that questioned situations of subalternity and exclusion were documented and further explored. This paper refers to three cases of 'tears in the classroom' when the students (Kurd from Iran; working-class student in the post-industrial academic world, and Palestinian from Old Jerusalem), realising that their experiences and values are not part of the class body of knowledge, felt double-excluded. I question how subaltern knowledge might enter the academic world of cultural policy and how it will be used in more and more multicultural classrooms. Also, if the voice is given to subaltern and peripheral social locations, what might guarantee that the knowledge coming from there would mean 'thinking from a subaltern epistemic location'? [ABSTRACT FROM AUTHOR]

Sociological Institutionalists of education suggest that the first quarter of the 21st century has seen a paradigm shift in moral education worldwide toward depicting global citizenship as rooted in social diversity and common humanity, going beyond the locally focused interests of nation-states. Within the context of the ongoing nation building process in the self-governing territory of Taiwan in the past two decades, this study offers a telling example of the dynamics between the cosmopolitan turn in curriculum reforms and the parallel socio-political realities. Drawing on a large group of university students (N = 1,020) from Taiwan, this paper offers an empirical perspective regarding how multiculturalism promotes civic and political participation as a process of global citizenship making. The indirect effects through the mediating variables of political self-efficacy and trust in the democratic system have also shed some light on how the process works on certain individual and social conditions. [ABSTRACT FROM AUTHOR]

This study explored the teacher identity development of Asian teaching assistants (ATA) at a U.S. university. The researchers used a qualitative design with two semi‐structured interviews with each of the three participants. Findings suggest that ATAs were unprepared for racial diversity and experienced anti‐Asian sentiment in the classroom during the COVID‐19 pandemic. They struggled to make sense of the content of the courses they were teaching due to a lack of systematic training. Some constructed teacher identity through a challenging process: moving from being self‐doubting, nervous, and frustrated to being comfortable, confident, and even creative. The findings suggest that universities should pay attention to the preparation of international teaching assistants (ITA) for teaching in a multicultural U.S. context with unfamiliar student expectations for teaching and learning. [ABSTRACT FROM AUTHOR]

This article investigates the changes in South Koreans' acceptance towards multiculturalism and acceptance towards North Korean defectors during the early months of the COVID-19 pandemic in South Korea and potential factors affecting the changes. Individual-level survey data conducted in 2018–2020 were used to compare pre- and post-COVID-19 period. The results demonstrate that the regions with severe local outbreaks during the early COVID-19 pandemic experienced increased hostile attitudes towards multiculturalism and increased discriminatory preference. On the other hand, the pandemic did not affect attitudes towards North Korean defectors. The change may be associated with fear of infection as interaction effects between vulnerability and affected regions after the pandemic were statistically significant. This finding suggests that efforts to disassociate infectious diseases and foreign migrants can mitigate increased hostility towards multiculturalism and foreigners. [ABSTRACT FROM AUTHOR]

We explore in laboratory how donations to a charity can be influenced by the identifiability and the social categorization of the recipients. We find that donors give more, on average, to unidentified than to identified beneficiaries, since the latter are more likely to receive small donations than the former. Average donations are the same for in- and out-group beneficiaries; however, an in-group recipient is more likely to receive a top donation than an out-group one, whereas the latter is more likely than the former to receive an intermediate donation. Both first- and second-order effects are associated to the Dynamic Identity Fusion Index elicited from participants toward the 'Multicultural World'. [ABSTRACT FROM AUTHOR]

In the late 1990s, the German Christian Democratic Union (CDU) problematised culturally diverse immigration and asylum and emphasised the importance of cultural homogeneity for peaceful social coexistence. This position was embodied in the Leitkultur debate—a body of political and media discourses that emphasises the need for ethnic minorities to assimilate into the national culture to reduce intergroup distinctions. However, in 2015, the government led by CDU's Angela Merkel opened Germany's doors to over one million refugees (mainly from Syria). To what extent was this shift towards a liberal policy accompanied by a shift from assimilation to multicultural frames to discuss the issue of immigration and asylum? To answer this question, the authors used a corpus-driven mixed method of qualitative and quantitative discourse analyses to analyse and compare Merkel's use of assimilation and multicultural frames in 14 discourses presented at the Integration Summits as transcribed in the Federal Government's official website across two periods: from 2010 to 2014 (before the crisis) and 2015 to 2020 (after the crisis). This study revealed that, despite Germany's generous response to the so-called 'Syrian Refugee Crisis', the problematisation of cultural diversity—crucial to the Leitkultur debate—is at the heart of Merkel's integration discourse throughout the periods analysed. [ABSTRACT FROM AUTHOR]

Extensive research supports a positive association between similarity and attraction at the inter-personal level; the very limited research at the intergroup level is also supportive. In the context of increasing diversity in major societies, alternative diversity management approaches give priority to celebrating differences versus celebrating similarities. We tested to see if similarity-attraction at the intergroup level remains robust in conditions of celebrating differences versus similarities in four studies with ethnic (Study 1, N = 231; Study 2, N = 823), religious (Study 3, N = 1,004), and political (Study 4, N = 606) groups. Study 1 confirmed that participants wanted closer contact with others who they see as more similar. Studies 2, 3, and 4 largely replicated this pattern and found no differences across conditions celebrating differences or similarities between groups. In line with similarity-attraction theory, most group members preferred contact with similar others, both when intergroup differences and similarities were celebrated. The findings are discussed in the context of debates about diversity management policies. [ABSTRACT FROM AUTHOR]

Race and attraction studies are gaining popularity as conceptual frameworks explore the associations between racism, color blindness, race, and attraction. This study investigates the association between race and attraction by examining the connection between racial ideologies and bias. Same‐race bias in attraction is well documented in existing literature. This study explores whether the strength of same‐race bias is associated with color‐blind racial ideology, multiculturalism, and racial group membership. A sample of 374 Black and White young adults rated the attractiveness of six dating profiles. The results indicated that some associations between same‐race attraction and racial ideologies are moderated by participant race. Among White participants, greater color‐blind racial ideology was associated with stronger attraction to same‐race targets. By contrast, among Black participants, an opposite trend existed as greater color‐blind racial ideology was associated with a decrease in same‐race bias. Additionally, multiculturalism was associated with a decrease in same‐race bias among White participants. Further findings indicate that Black women and White men reported lower attraction to other‐race targets than Black men and White women. This study offers new insights into understanding racial bias in romantic attraction. [ABSTRACT FROM AUTHOR]

AbstractEducation policies are legally and societally significant for framing how schools are expected to promote the integration of pupils with migration backgrounds into school communities. Approaches to integration in education are embedded in policies that reflect wider general understandings of diversity and specific arrangements that aim to accommodate the increasing cultural and linguistic diversity of school populations. This article explores how the integration, cultural diversity and multilingualism of pupils with migration backgrounds are conceptualised in education policy documents in Finland, Sweden and Scotland. Based on thematic analysis of 19 policy documents, this study provides comparative insights into how migrant integration is conceptualised in policy documents across three similar but different national contexts. In the policy documents, pupils with migration backgrounds are implicitly identified as migrants because of their language backgrounds. In the documents of each country, it seems that integration has been scantly addressed or is even a hidden construct. At the same time, the cultural diversity of pupils has been recognised and considered favourable across the countries. [ABSTRACT FROM AUTHOR]

Diversity plays a pivotal role in shaping national curricula as it reflects the commitment to combat racism and ethnic discrimination. In China’s public higher education, the integration of multiculturalism (duoyuan wenhua 多元文化) into the Minzu 民族 university system exemplifies the nation’s efforts to recognize and embrace diversity. This study examines the academic landscape in Minzu higher education and its implications for inter-ethnic relations in China. It argues that a top-down ‘color-blind’ approach enforced within Minzu higher education fails to address structural inequalities associated with ethnicity. Despite the institutional emphasis on diversity through institutional multiculturalism, this study reveals a tendency to view ethnicity through a hierarchical lens that centers on the norms of the dominant ethnic group. This reflects the university’s strict regulation of discussions on ethnic topics. These findings underscore Minzu higher education’s capacity to reconcile ethnic diversity with the uniformity mandated by state-led multiculturalism. [ABSTRACT FROM AUTHOR]

Many previous studies in moral psychology have described people as moral believers, who treat morality as universal sacred beliefs and show moral outrage and social exclusion toward people with different opinions. At the same time, moral relativism tends to make people more tolerant but also makes them question their own beliefs and leads to more immoral behavior. We propose moral pragmatism as an alternative, which treats morality as a tool for solving specific problems, thus making morality situational instead of universal, practical instead of sacred, and tolerant instead of exclusive. Through four empirical studies, we demonstrate that when moral issues are presented as practical problems rather than abstract beliefs, people consider morality to be less universal, treat dissidents with more tolerance and less outrage, and do not perform more immoral behavior at the same time. These findings highlight moral pragmatism as a flexible and culturally sensitive moral approach, promoting diverse moral perspectives and constructive cross-cultural discourses. [ABSTRACT FROM AUTHOR]

Political philosophers and theorists make arguments about high-stakes problems. This article shows that those theories would be more credible if political philosophers ensured their work was robust: capable of withstanding reasonable changes to their assumptions and to the cases to which their arguments apply. The world is varied and inconstant. As a result, scientists and social scientists recognize the virtue of robustness. This article shows why political philosophers should also do so. It defines robustness, demonstrates its value, and shows how it can be evaluated. Illustrating the stakes of robustness, the article assesses prominent arguments concerning multiculturalism and open borders. Avoiding misunderstanding and confusion should be a central aim of political philosophy. To sidestep these outcomes and to reassure scholars that one's theory is not subject to concerns about its credibility, it will often be reasonable for philosophers to explicitly test their theories for robustness. [ABSTRACT FROM AUTHOR]

English medium instruction (EMI) is now a well‐established field of education research, yet its distinction from English for academic purposes (EAP) and from English for specific purposes (ESP) remains a subject of debate. This scoping review investigates the overlap and divergences between these fields. As well as using raw data from a previous systematic review of EMI, we identified research questions published in five selected journals between 2017 and 2022: Journal of English for Academic Purposes, English for Specific Purposes, International Journal of Bilingual Education and Bilingualism, Language and Education, and Journal of Multilingual and Multicultural Development in order to identify the convergence and divergence in academic interest areas. We additionally examined research settings and participants across these studies. Our findings revealed a spectrum of research questions with largely distinct areas of research interest and considerable differences in research settings. This study contributes to the academic discussion by offering a detailed picture of the current research landscape, and suggests not only a need for collaboration between EMI, and EAP/ESP researchers but also a value in maintaining some distinction between the two fields. [ABSTRACT FROM AUTHOR]

The article examines the representation of Mexican men in the film "Lone Star" directed by John Sayles which attempts to challenge stereotypes but still incorporates colonialist perspectives. Topics include the historical marginalization and stereotyping of Latinos in Hollywood, the film's engagement with themes of race, memory, and historical revisionism and critical responses to the film, including views on its treatment of multiculturalism and its reinforcement of power dynamics.

Catalonia is an interesting site for language ideology research for several reasons. It is a multilingual and multicultural territory, where both Catalan and Spanish enjoy the status of co-official language. Adding to this, over the course of the last two decades there has been a growing movement that has called for the independence of Catalonia from Spain, one which frequently places linguistic concerns at its centre. Against this backdrop, we report on a project that qualitatively examines the language ideologies of university students in the period after the 2017 Catalan independence referendum. Specifically, we conducted semi-structured interviews with 33 undergraduate students attending three universities from the wider Barcelona area. We examined the language ideologies of this cohort through the theoretical lens of linguistic authority, in particular, the concepts of anonymity and authenticity. Two central themes emerged from the data analysis: 'Catalan: "lingered" authenticity?' and 'Spanish: glocal anonymity'. The findings reveal a complex array of language ideologies toward both Catalan and Spanish. Furthermore, in an ever-changing socio-political and sociolinguistic landscape in Catalonia, we maintain that qualitative methods can act as a powerful tool when examining cases of complex multilingualism. [ABSTRACT FROM AUTHOR]

The monolingual English norm in current education and academic discourse has continuously marginalised the linguistic and theoretical resources in languages other than English. Drawing upon evidence from Chinese bilingual postgraduate researchers and their supervisors, this paper reconsiders their potentials for bilingual theorising with their translanguaging practices and capacities. Analyses suggest that translanguaging, rather than monolingual English, tend to be used by bilingual postgraduate researchers in academic activities including supervisory meetings, peer discussions, research interviews, academic theorising and writing. With translanguaging, bilingual postgraduate researchers may further extend their bilingual theorising capabilities to co-construct a shared multilingual and multicultural intellectual space where synergy and serendipity are valued and achieved. [ABSTRACT FROM AUTHOR]

The concept of Thirdspace was employed to explore the interface of Haredi religious perception and contemporary psychological notions, focusing on male Haredi (Jewish ultra-Orthodox) kindergarten teachers' perceptions of self. A two years ethnographic study was conducted, based on interactions with 90 male kindergarten teachers and 13 in-depth interviews in a Haredi Enrichment Centre for kindergarten children in Israel. The findings reveal a local notion of self-construal, including several features of contemporary Western independent self-construal along with Haredi religious perceptions. Together, these encouraged the development of an autonomous individual, capable of independently conducting his life as an adult. Children were perceived as distinct individuals with unique personal attributes whose expression would engender personal success, increase self-esteem, and encourage self-expression – all this in a religious framework that sought to enhance the joy produced by experiencing the religious way of life. This paper additionally discusses limitations and implications for other multicultural educational settings. [ABSTRACT FROM AUTHOR]

Career and College Readiness (CCR) generates higher levels of persistence, grit, motivation, and competencies in performing work- or school-related tasks among learners during post-secondary life. One primary limitation defining the present scholarship on CCR is the authentic analysis of the on the ground or field practices high schools perform to increase learners' CCR competencies. The inadequate research on actual CCR practices in high schools motivated this study. To learn more about how high schools prepare students for post-secondary life, 16 principals from high schools provided detailed narratives on CCR practices in their institutions. Principals completed interviews of one to two hours using Microsoft Teams, supplying the researcher with specific information and examples of how their institutions equip students for future careers and higher education. Manual qualitative thematic analysis of the entire transcript guided the organization and interpretation of the findings, allowing the presentation of meaningful themes supported by a plethora of illustrations. Six themes representing 18 distinct CCR practices emerged, and the themes were rigorous curriculum, content knowledge, key academic behaviors, key cognitive strategies, multiculturalism, and citizenship development. Results partially supported the pervasive CCR model based on Conley's readiness index. Increasingly, diversity and citizenship learning have defined high schools' CCR work in preparing learners to become effective local and global citizens. The current investigation paves the way for future observational and field research uncovering whether schools truly prepare students or not, and such preparation varies across community, country, and institutional characteristics. [ABSTRACT FROM AUTHOR]

This study aims to assess the effects of pre‐adult international experiences on expatriate workers' cultural intelligence (CQ). Two data sources were used to achieve this goal; a quantitative survey administered online to expatriates (n = 1713) and the culture database of Hofstede. The analyses identified six deep antecedents of CQ. This study contributes to the scientific literature on the antecedents of CQ by examining non‐work‐related international experiences before adulthood in two cultural contexts. It is also one of the first studies to use the third culture kids concept to explain expatriate CQ. [ABSTRACT FROM AUTHOR]

This paper explores how textbooks for second language learners make ideologically motivated decisions regarding which forms of the target language are included in the curriculum. We explore this question via an analysis of Korean language textbooks, at a time when Korean society is becoming increasingly globalized and multicultural. The focus is on the representation of the highly developed system of address terms in Korean. Although address terms are known to play an important role in shaping intimacy and hierarchy in Korean interactions, textbooks represent them in vastly simplified ways. Through complementing the textbook analysis with survey data from native speakers and L2 learners, we see that these simplified patterns correspond somewhat to perceptions of how these culturally-imbued markers of intimacy and hierarchy would be used in cross-cultural interactions, which persist despite the moves towards multiculturalism. These perceptions are variegated depending on ethno-national identity, and co-constructed by the L2 learners themselves. [ABSTRACT FROM AUTHOR]

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We propose the Critical Diversity Literacy (CDL) framework for citizenship education in contemporary heterogeneous societies. It encourages an anti-essentialist, power-conscious awareness of difference beyond notions of citizenship that have been constitutive of the nation and tend to normalise masculinity, patriarchy, heterosexuality, able-bodiedness and whiteness. Using intersectionality and decoloniality heuristics, we approach multicultural citizenship from the multiple axes of our identities as we inhabit the world more complexly than mere belonging to the nation-state. The framework synthesises insights from contemporary social theory into a usable scaffolding for diversity capacitation. The ten principles focus on intersectionality, social identities and positioning, historical awareness, diversity vocabulary, the coded nature of hegemonic power and personal engagement. Taken together, they promote an approach to multicultural citizenship that focuses on social justice and pushes us to recognise the lived experience of citizenship 'from below'. The framework has proved useful in designing curricula and interventions in different contexts and sectors and can be utilised to develop age-appropriate materials in schools. [ABSTRACT FROM AUTHOR]

The robust multiculturalism debate and its attendant metaphors have paid little attention to the peculiar realities of managing the inherent cultural diversity in Africa. This paper opens up the existing debate on multiculturalism, and offers an option of the Fruit Salad Juice as the identity produced through the active cultural interactions within a typical African multi-ethnic state. The Fruit Salad Juice alternative specifically applies to the theatrical performances that emanate from these multicultural collaborations. The paper examines Su-dir dance theatre being one of the products of the Let’s Sheathe Our Swords (LSOS) project launched by the Nasarawa State government of Nigeria to facilitate social therapy and cultural integration after a protracted period of inter-ethnic, religious and political crises in the state. Data for this study was collated through the participant observation and interview methods. At various points, I conducted interviews with the administrators, consultants, and artistes of the Nasarawa State Performing Troupe, as well as some members of the Su-Dir audience. Nasarawa state is conceptualized as a fruit salad bowl, and the LSOS theatrical pieces as juice produced thereof. The idea of Fruit Salad Juice is demonstrated in the evidence of inclusivity and state identity found in the compositional elements of the Su-dir dance theatre and other outcomes of the LSOS project. [ABSTRACT FROM AUTHOR]

As teachers, we think that we understand the challenges of educating children and adults when addressing multiculturalism, immigration and racism. But are we getting it right if we do not know the experiences and challenges faced by international students or even know the perspectives of typically white British students learning in an increasingly multicultural education system? We have all at some point felt like an imposter, isolated and insecure but this is a very real, everyday experience for many people who happen to come from a different country or have different coloured skin. We need to challenge our perspectives by thinking outside of the protective box and seeking information from varied and contemporary sources who understand these challenges the most. This is a look at how a refugee centre has inspired a new way of teaching adult nursing students, and how utilising the enormous amount of knowledge in such centres can also be used to give valuable insight and a fresh perspective when it comes to teaching young people in schools, where the challenges of stamping out racism can be tackled early and head‐on. [ABSTRACT FROM AUTHOR]

PurposeMethodsFindings & conclusionsThe aim of the study is to analyse the experiences of 7 students (4 girls and 3 boys) from different continents (Africa, Asia and South America) in Physical Education, in order to know to what extent, they have perceived racism. Their guardians also participated. All the students have experienced their compulsory schooling in Spain.The research is framed under the theory of culturally relevant pedagogy. A qualitative approach is used in which three categories of analysis are established: (a) Perception of social discrimination; (b) Effect on self-esteem and emotional implications; (c) Learning limitations in Physical Education. Interviews with students and focus groups with guardians, where the data collection techniques are/were used.The results show how students have suffered covert racism in the classroom, specifically in Physical Education, observed in a diversity of behaviours and actions linked to the colour of their skin, their accent, their physical features and even their body odour. This, despite their subliminal acceptance of it, has generated frustration, powerlessness and diminished self-esteem, as well as a bad relationship with the subject. Guardians recognize the experience of these forms of discrimination and emphasize that racism still exists in society and in schools, and that there is a lack of mechanisms and procedures to eradicate it. It is essential to continue researching how to approach a teaching of Physical Education that moves away from any type of discrimination, but this article is already a first step in giving a voice to those who suffer from it. [ABSTRACT FROM AUTHOR]

Australia's migration history has produced one of the most ethnically diverse nations in the world, but this has presented challenges for educational equity. The introduction of multiculturalism in the 1970s coincided with an increasing focus on structural inequities in education. In this essay, we examine the context of changing educational policies and programs over the last half century, arguing that there has not been a steady process of reform involving measures redressing various inequalities but a period of policy turbulence. We consider the impact of the competing logics of multiculturalism-incorporation, recognition, civility-upon educational policy and practice to argue that, together with the consequences of neoliberal reforms, the equitable delivery of multiculturalism in schools has proved challenging. We conclude that multicultural education must refocus on the critical capacities that teachers and students alike need to understand the cultural complexities of a globalized world. [ABSTRACT FROM AUTHOR]

Training in school-based consultation may encompass instruction on various consultation models, aims, and work with various partners. However, it is unclear how trainers currently structure coursework and the extent to which social justice is embedded in class. Therefore, we conducted a systematic replication of Hazel et al. (2010) analyses of consultation training syllabi. We analyzed 63 syllabi from 55 school psychology programs. We found many course instructors grounded training in problem-solving models. Trainers assigned at least one reading or assignment related to multicultural considerations or social justice, but social justice was rarely centered as a training goal. As compared to the Hazel et al. previous findings, we noted more syllabi incorporating topics on teleconsultation and self-reflection, which may be critical to advancing social justice in consultation. Limitations and implications of findings are discussed, including the need to more comprehensively incorporate social justice themes in all aspects of school consultation training. [ABSTRACT FROM AUTHOR]

Multiculturalism and tolerance, as two sets of normative beliefs about how to deal with intergroup diversity, have been recognized as effective at reducing outgroup negativity among majority group members. However, whether majority group members' normative beliefs regarding them might motivate their solidarity‐based collective actions and how their political ideology might qualify this influence remained unclear. To answer these questions, we conducted two pre‐registered experimental studies (N = 626), both zooming in on the multiculturalism issues in the context of the relationships between native Dutch citizens and citizens with a Moroccan background within Dutch university campuses (Study 1) and broader Dutch society (Study 2). In both studies, we found an ingroup norm of tolerance (vs. control) undermined majority group members' engagement in collective actions in support of ethnic minorities. Additionally, ideological leftists were more sensitive to norms than rightists: Study 1 showed a facilitative effect of the multiculturalism norm (vs. control) on solidarity‐based collective action intentions particularly among leftists, whilst Study 2 revealed a dampening effect of the tolerance norm (vs. control) on these intentions particularly among leftists. [ABSTRACT FROM AUTHOR]

Previous studies have emphasized culturally sensitive curricula in the context of enhancing minoritized students' education. We examined the relationship between second-year higher education students' perceptions of the cultural sensitivity of their curriculum and both majoritized and minoritized students' interest in their course. A total of 286 (228 F) students rated the cultural sensitivity of their curriculum on six scales using a revised version of the Culturally Sensitive Curricula Scales (CSCS-R), the perceived quality of their relationships with teachers, and their interest. The CSCS-R widened the construct with two new scales and showed better reliability. Ethnic minority students (n = 99) perceived their curriculum as less culturally sensitive than White students (n = 182), corroborating previous findings. Black students perceived their curriculum as less culturally sensitive than Asian students. There were no significant differences between ethnic minority and White students on interest or perceived quality of relationships with teachers. Five dimensions of cultural sensitivity (Diversity Represented, Positive Depictions, Challenge Power, Inclusive Classroom Interactions, Culturally Sensitive Assessments) and perceived quality of relationships with teachers predicted interest. Ethnicity did not. Ensuring curricula and assessments represent diversity positively, challenge power and are inclusive may support students' interest while reflecting an increasingly diverse society. [ABSTRACT FROM AUTHOR]

This study focuses on the changes that doctoral education has experienced in the last decades and discusses the role of doctoral supervisors. The figure of doctoral supervisor continues to be a subject of much debate; therefore, the aim of this study is to provide a universal, global, and common definition that clearly establishes the roles and functions of doctoral supervisors. Employing a multi-method approach, the study utilized the perspectives of linguistic relativism and prototype theory to understand how linguistic and label diversity may influence the perception and approach to supervisory tasks. We examine a corpus of 55 different labels to refer to "doctoral supervisor." Data was collected from 116 countries, encompassing 47 different languages and 55 distinct labels from Europe, Africa, America, Asia, and Oceania, forming a unique corpus of information. The results reveal a total of 18 functions to be fulfilled by the doctoral supervisor. Additionally, the findings underscore the significance of linguistic influence in conceptualizing the functions associated with the supervisor in various cultural contexts and highlight the necessity for redefining the role of the thesis supervisor. The results hold potential benefits for doctoral schools and supervisors, serving as guidelines for standardizing the functions of the doctoral supervisor. [ABSTRACT FROM AUTHOR]

Selective permeability holds that people's distinct capacities allow them to do different things in a space, making it unequally accessible. Though mainly applied to urban geography so far, we propose selective permeability as an affordance-based approach for understanding diversity in education. This has advantages. First, it avoids dismissing lower achievements as necessarily coming from "within" students, instead locating challenges in the environment. This implies that settings (not just people) need remedial attention, also raising questions about normative judgments in disability nomenclature. Second, affordances can be negotiated in numerous ways to reach a goal, analogously to how people with missing arms have learned to drive with their feet, so restrictive problem-solving methods are often counterproductive. Third, our approach illuminates how cultural factors ranging from gait styles to language and hence group coordination modulate action possibilities, so that cultural groups may encounter objectively different affordances in the same classroom. But fourth, while fit with environment allows for skill refinement, non-fit can contribute to growth situations, which suggests a degree of selective closure can be desirable. Throughout, we argue social constructs – including educational ones – are literally built or enacted barriers or openings that have reality in environments in the same way that affordances do. [ABSTRACT FROM AUTHOR]

Due to the novelty of the concept of language teacher immunity, conceptualised as a robust armouring system that helps language teachers cope with threats to their well-being, scant multi-cultural research has been dedicated to the investigation of its correlates. The present study seeks to explore the interplay of immunity, psychological well-being, and work engagement among 1135 English as a foreign language (EFL)teachers from four Asian countries. The data were collected through three questionnaires. The results of structural equation modelling (SEM) analysis indicated that Asian EFL teachers' psychological well-being and work engagement positively influenced their immunity. Additionally, the findings indicated that psychological well-being was a better predictor of teacher immunity than work engagement in Asia. The results, discussed in the light of positive psychology (PP), highlight language teachers' need for working in a psychologically healthy environment to remain committed to their job and immune to its difficulties. [ABSTRACT FROM AUTHOR]

Indigenous communities worldwide face threats to their linguistic and epistemic heritage with the unabated spread of dominant colonial languages and global monocultures, such as English and the neoliberal, imperialistic worldview. There is considerable strain on the relatively few Elders and speakers of Indigenous languages to maintain cultures and languages decimated by centuries of colonialism. One shared and common goal for Indigenous language revitalization initiatives is to reinvigorate intergenerational language transmission in the home, the community and beyond in as many ways as possible. How can technology support this nuanced process and existing initiatives? Following an Indigenous research paradigm, this article explores an immersive, community-led Indigenous language acquisition approach – TEK-nology (traditional ecological knowledge [TEK] and technology) – to support Anishinaabemowin language revitalization and reclamation (ALRR) in the Canadian context. The TEK-nology pilot project identifies (1) the impacts of centring Indigenous worldviews in technology, language learning and teaching; (2) how we can develop and co-create technology-enabled, culturally and environmentally responsive pedagogies and (3) the important implications of decolonizing language education for Indigenous and majority languages. The TEK-nology pilot project demonstrates how community-led, relational technology and immersive Indigenous language acquisition can support ALRR and foster more equitable multicultural and multilingual education practice and policy. [ABSTRACT FROM AUTHOR]

As part of its ambitious Belt and Road initiative, the Chinese government, cognizant of the fact that establishing strong people-to-people bonds locally, regionally, and internationally will be key to the initiative's success and that languages will play a pivotal role in facilitating this, has called for the diversification of language programmes beyond English at the tertiary and pre-tertiary levels. The aim is to boost the plurilingual and pluricultural competence (PPC) of Chinese citizens, who are often already multilingual because of their knowledge of Chinese dialects and minority languages. This article reports on a study involving 248 university students from over 20 provinces in China that explored the interactions between their reported PPC, translingual dispositions, interculturalism, orientations toward cultural differences, and identity-related views. The results revealed that the participants' translingual dispositions entailed engaging in language negotiation practices to a greater extent than in resisting linguistic norms or exploring language. Moreover, the more multilingual the participants were, the more fluidly they reported moving between languages and the greater was their PPC, which was also positively and statistically significantly predicted by their age, ethnic background, acceptance of cultural differences, and views about their personal identity. [ABSTRACT FROM AUTHOR]

Noting an overreliance on North American and European-based understandings of race and ethnicity, many sociologists have called for research in new spaces. But the same conceptual and regional limitations apply to several other studies. One example of this is multiculturalism. Scholars tend to associate multiculturalism with international migration and ethnic pluralism. As such, they typically study multiculturalism in the most ethnically diverse (and often most affluent) countries – that is, in Europe and North America. But international migration does not always result in ethnic pluralism. For example, diasporic return migration often leads to the convergence of internally diverse co-ethnic populations in ethnically homogeneous nation-states. The diasporic 'returnees', who were born outside of their perceived homelands, come through targeted migration policies, face various levels of discrimination, and yet contribute significantly to the economic development and cultural diversity of the countries to which they relocate. As such, this article argues that the multiculturalization of monoethnic nationhood is substantially driven by diasporic return migration. In exploring diasporic multiculturalism, the article draws from data collected in Yerevan, Armenia. [ABSTRACT FROM AUTHOR]

This paper discusses germane questions of English language teaching and learning in a non-elite Chinese university. Informed by Freire's critical pedagogical philosophy, we explore how the English reading classroom in China can provide students with meaningful opportunities to enhance their collective intercultural awareness in multicultural environments. Analysis of fieldnotes and interviews show that dialogue, as a pedagogical tool and a method, can not only guide students to confidently navigate new words and foster communicative competence, but also to read the world and develop open-mindedness and knowledge of the Other. The study moves away from the ideological premise that almost exclusively, frames English language teaching and learning in the country to the development of human resources for the workforce in the global economy. We argue that English language education in China needs to be mobilised pedagogically, hence creating communities of young learners who are more interculturally aware citizens. [ABSTRACT FROM AUTHOR]

The global pandemic has led to an explosion of open learning opportunities for academics to connect, share and develop ideas together. This paper presents a collaborative autoethnographic case study on the educational leadership approaches enacted and experienced in the voluntary Creativity for Learning in Higher Education (#creativeHE) community. The authors reflect, critically analyse and review the leadership of this open peer support community as it is experienced by them using visual metaphors and paired conversations. Insights gained through this inquiry seem to suggest that the leadership within this community is characterised by and experienced as communityship, a highly participatory and democratic way of leading that brings harmony, offers refuge and stretches the leadership team. Their humane and affective bonds as a collective provide a safe and calm working space in which everybody can flourish. [ABSTRACT FROM AUTHOR]