Aug 2026· International Journal of Multicultural Education· 0 citations
Abstract
This constructivist grounded theory study examines how Islamic school teachers adapt social-emotional learning (SEL) curricula for Muslim Middle Eastern American (MMEA) students. Drawing on intensive interviews, focus groups, and graphic elicitation with 20 educators across two North New Jersey USA Islamic schools, three key adaptation areas emerged: promoting cultural awareness, addressing gender roles, and reframing collectivism as a foundational worldview. Findings reveal a critical disconnect between the CASEL framework’s individualistic assumptions and MMEA students’ communal values, challenging SEL’s foundational premises about selfhood and identity. Practical curriculum recommendations are offered with implications for educators in Islamic school and public school settings.
This study, centering on Bhutanese educators and preservice teachers, explores how digital stories as an arts-based approach can inform culturally responsive teacher education on bullying and discrimination. We examined responses from 56 educators and preservice teachers in Bhutan to three arts-based works. Analysis of...
Ching-Chiu Lin, K. Sherab, Chimi Dema· Journal of the International...· 0 citations
This study examines how four local teachers at an international school in Croatia construct their professional identities, drawing on Varghese et al.'s (2005) identity framework and Wenger's (1998) social theory of learning. Through semi-structured interviews, findings reveal a daily balancing act: Novice teachers seek...
Rea Lujić Pikutić· International Journal of Mul...· 0 citations
This study explored the lived experiences of eight Filipino teachers who migrated to the United States and were currently teaching in public and private schools in New Mexico. It focused on how these internationally hired educators adjusted to cultural diversity and communication styles within multicultural classroom s...
Janine Baran· QualiSearch Journal of Educa...· 0 citations
This critical autoethnographic study examines how the systemic absence of Black male educators in predominantly White institutions (PWIs) impacts the identity development of both students and teachers. Drawing from 15 years of reflection and teaching artifacts, the study is grounded in culturally sustaining pedagogy, a...
Stuart Rhoden· Journal of Equity and Social...· 0 citations
This inspiring book showcases real-life stories from urban educators who have embraced a critical service-learning framework to transform their classrooms into engines of social change. Through powerful narratives, it illustrates how teachers foster student voice, sharpen critical thinking, and build deep connections b...
E. Soslau· 0 citations
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