Drawing on the concept of transnational funds of knowledge, this article examines how a Cantonese-English emergent bilingual engaged in an after-school literacy program that centered on Latinx experiences and Spanish-language resources. Through analysis of classroom observations, informal conversations with the focal student (Erica) and her peers,…

This study examines the ways in which two teachers who have previously taken a multicultural education course put into practice multicultural teaching in a first grade afterschool program. Banks' five dimensions of multicultural education are used as the theoretical framework for analyzing past research on multicultural education courses and for…