Recently there has been an increasing recognition of the need to investigate how different contexts influence the nature and character of school leadership and to demonstrate how leaders in schools located within different environments shape their leadership accordingly. This has led to a growing body of work that has emerged from investigations…

The school curriculum and teacher professional standards in Aotearoa New Zealand emphasise culturally responsive pedagogies for Maori learners. However, there is a gap between rhetoric and practice. Drawing on expert-interview methodology, and based on an interview with Tamsin Hanly about complex curriculum issues, this interview article seeks to…

It is late at night, after working all day on her postdoctoral research Laura Colombo is trying to wind down while drawing and jotting down thoughts in her notebook. She is in the living room/office of her apartment in Buenos Aires, the city where she was born and left when she was 26 years old to pursue her graduate studies in the United States…

This pedagogical reflection essay considers how teacher candidates can use their own lived experiences, biculturalism, and bilingualism as sources of pedagogy and empowerment for not only marginalized Latino students but for themselves, too. The learning of this pedagogy and ability to empower comes from the interactions they have with…

In this article, the author describes the opportunities she had for putting her cultural and language skills to use. She shares her experiences at the Asian Voices of Organized Youth for Community Empowerment (A-VOYCE) program and at the Participatory Chinatown project. The author never thought that learning about her identity and using what she…

In this article, the authors argue for examining more deeply the ways that youth from Muslim transnational communities are defining and engaging (or not engaging) in active citizenship practices, articulating a sense of belonging within and across national borders, and frequently developing and acting on critical perspectives on the politics of…

Diversity is a defining characteristic of modern society, yet there remains considerable debate over the benefits that it brings. The authors argue that positive psychological and behavioral outcomes will be observed only when social and cultural diversity is experienced in a way that challenges stereotypical expectations and that when this…

This essay examines education as a critical link to minority integration--one often lost in the debate over immigration on both sides of the Atlantic. It suggests that western European countries, in looking to the experience of the United States, should place the specific policies and practices in their historical context and sift through the…

Argues that deaf individuals who sign and use the majority language regularly (in written form, for example) are bilingual and, because they must adapt to both the hearing and deaf worlds, are also bicultural. Implications for the bilingual and bicultural education of deaf children are discussed. (17 references) (JL)

Presents case in favor of a bilingual-bicultural educational system that would foster true bilingualism. Advantages of such a system include development of pride in ancestral culture; help academically and to improve self-concept; ability to participate in two cultures. (Author/BK)

Implementation of high-quality early childhood education programs in African-American communities is seen as one response to promoting and perpetuating biculturalism in African Americans. Characteristics of this cultural transition system are described and issues that need to be addressed by the educational research and development community are…

The article critiques the innovative policy documents constructing New Zealand early childhood pedagogies since the advent of the first curriculum "Te Whariki" (1996) and argues that the two most compelling of these reflect the consumerist experiences of childhood today. The acclaim which followed the publication of "Te…

Consequences of the bicultural goal are: (1) failure to review the unreasonable goal critically; (2) prevention of standardized scores from "leaking out" to the public; (3) attempts to "interpret" evaluation results to make them palatable to the schools' critics; and (4) lack of attention to various evaluation techniques. (RL)

The development and present status of "Chicano Calo," a mixture of Spanish and English spoken in Mexico and the Southwestern United States, is surveyed. Originally a Romany (Gypsy) language, it is preeminently oral and has become fashionable in most sociocultural strata, but particularly among younger males to reflect mild rebellion.…

Gives specific attention to biculturalism as a component of good early childhood programs; the government role in promoting biculturalism; and the reexamination of related paradigms, policies, and programs. (RH)