Dr. Philip C. Chinn to Receive the CARTER GODWIN WOODSON SERVICE AWARD

 

The National Association for Multicultural Education (NAME) has selected Philip C. Chinn to be this year’s recipient of the CARTER GODWIN WOODSON SERVICE AWARD. The award presentation will take place during the 28th Annual International NAME Conference in Memphis from November 27-30, 2018.

The Carter G. Woodson Service Award is named for Dr. Woodson in recognition of his dynamic scholarly leadership in establishing the origins of the multicultural movement by building an institution devoted to correcting the misinterpretations in American History being taught to the children of America when he established The Association for the Study of Negro Life and History (now African American Life and History (ASALH)) in 1915. When Dr. Woodson began Negro History Week in 1926 that ultimately became Black History Month in 1976, his desire was that other ethnic groups would follow this model to add to the annals of United States history their rich historical contributions as well. In the 1980s, thirty years after his death, his dream was realized when groups throughout the country began to establish month-long celebrations honoring their cultural legacies.

In the tradition of Dr. Woodson, the Woodson Award symbolizes excellence in multicultural writing, scholarship and achievements in multicultural life, history and culture. The Carter Godwin Woodson Service Award is presented to an individual whose career has been highlighted with service to multicultural education that continuously corrects the deficiencies in American history where African American History and the history of other cultures is misinterpreted, distorted, or ignored.

The NAME Woodson Award symbolizes excellence in research, writing, scholarship, service to the community, mentoring and achievement in multicultural life, history and culture. In the Woodson tradition, the recipient’s career is distinguished through at least a decade of work in the field of multiculturalism and must have contributed and/or published in the field of multiculturalism. The person selected must be a servant to the community and must have contributed to the National Association for Multicultural Education. This award will be given annually to a person who possesses the following qualities: A member of NAME; A person who has been an active supporter and contributor to the work of NAME for 10 or more years; A person whose service to NAME has contributed significantly to its mission and can be identified in at least three of six areas, (i.e. branches, executive board, fundraising, multicultural education research or writing, multicultural educational programs; mentoring); and An individual whose career has been highlighted with service to multicultural education, and service to the community

 

Philip C. Chinn began his professional education career as a special education teacher and then as a special education professor. In 1973, he was asked to make a presentation on Asian Americans at a national conference. Realizing that he knew little about the subject, despite being Chinese American, he began extensive reading on the subject. The effort awakened a realization of how little he understood his own cultural background and the variables that contributed to his own lack of understanding. This experience began his commitment to multicultural issues. He served as the special assistant to the Executive Director for Minority Concerns (now Diversity Affairs) at the Council for Exceptional Children from 1978 to 1984. He was the director of the California State University, Los Angeles Center for Multicultural Education until his retirement. Dr. Chinn served on the National Council for Accreditation of Teacher Education Board of Examiners and as a Commissioner on the California State Advisory Commission on Special Education.

He later served as a department head and division chair in special education at Texas A&M University–Commerce and California State University–Los Angeles, where he is currently Professor Emeritus. He is a senior adviser for the Monarch Center, a federally funded project providing technical assistance to special education faculty of historically Black colleges and universities and other minority institutions. In this capacity, he produced videos of noted educators such as Leonard Baca, Geneva Gay, Beth Harry, and Sonia Nieto, which was a joint effort between the Monarch Center and the National Association for Multicultural Education (NAME).

Chinn is the coauthor with Donna Gollnick of Multicultural Education in a Pluralistic Society, 10th edition (2016). He has also coauthored two texts in special education, and numerous textbook chapters. From 1997 to 2001, he served as coeditor of Multicultural Perspectives, the official journal of NAME, and also served as the vice president of NAME. In 2002, NAME honored him by naming its multicultural book award, the Philip C. Chinn Multicultural Book Award.

Perhaps Dr. Chinn’s single most important contribution has been the writing and publication of the first edition of Multicultural Education in a Pluralistic Society in 1983 with Donna Gollnick. Until then, multicultural education was essentially the study of the four non-White racial/ethnic groups. While others had mentioned the importance of various microcultures as they related to multicultural education, their publication was the first to attempt to write a multicultural text devoting entire chapters to ethnicity and race, gender, class, language, religion, age, and exceptionality. By the time the second edition was completed, the field of multicultural education had begun to move in that direction.

Diverging discourses on multicultural education in Finnish teacher education programme policies: implications for teaching

Source: https://www.tandfonline.com/doi/abs/10.1080/2005615X.2018.1511341?journalCode=rmer20

The necessity to include multicultural education policies and practices in schools and teacher education has been widely recognized both in Finland and internationally. However, terms such as ‘multiculturalism’ and ‘multicultural education’ have contested and vague meanings in educational discourse. This paper investigates discourses on multicultural education from critical multicultural education and postcolonial theoretical perspectives. The focus is on the teacher education policies of all the eight primary teacher education programmes in Finland. Discourse theory analysis revealed six diverging discourses within a framework of conservative, liberal and critical multicultural education. The results show that it should not be taken for granted that policies including multicultural education contribute to social justice in education and teacher education. Consequently, policy-makers need to question the rhetoric regarding multiculturalism and to focus on how inequality is reproduced and upheld in discourses in teacher education and schools, and how this can be challenged.

Additional information

Author information

Ida Hummelstedt-Djedou

Ida Hummelstedt-Djedou is a doctoral student in the Faculty of Educational Sciences, University of Helsinki. Her dissertation focuses on multicultural education in Finnish teacher education and in primary schools. Hummelstedt-Djedou’s research interests include critical multicultural education, norm-critical education and anti-racism education. She is currently part of the project Multilingual and Intercultural Education in Finland and Sweden at University of Helsinki and Stockholm University and a member of the Nordic Centre of Excellence in Education ‘Justice through Education’.

Harriet Zilliacus

Harriet Zilliacus is a senior lecturer in the Faculty of Educational Sciences, University of Helsinki. Her interests centre on issues of cultural diversity in education, teacher education and policy-making. Dr. Zilliacus’s doctoral dissertation focused on identity and inclusion in minority religious and secular ethics education in the Finnish comprehensive school. Her latest research focused on discourses on cultural identity in the Finnish and Swedish national curricula. She is part of the project Multilingual and Intercultural Education in Finland and Sweden at University of Helsinki and Stockholm University and a member of the Nordic Centre of Excellence in Education ‘Justice through Education’.

Gunilla Holm

Gunilla Holm is Professor of Education in the Faculty of Educational Sciences at the University of Helsinki and director of the Nordic Centre of Excellence in Education ‘Justice through Education’. Her research focuses on issues in education related to race, ethnicity, class and gender as well as on photography as a research method. Professor Holm’s current projects include Perceptions and Constructions of Marginalization and Belonging and Multilingual and Intercultural Education in Finland and Sweden.

Funding

This work was supported by University of Helsinki, strategic funding (2015-2017); Helsingin Yliopisto.

The Five Most Common Native Languages of English-Learners

Source: http://blogs.edweek.org/edweek/learning-the-language/2018/10/most_english_learners_speak_these_five_languages.html

 

« Most States Failing to Meet English-Learner Academic Targets, Report Finds | Main

The Five Most Common Native Languages of English-Learners

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Spanish, Arabic, Chinese, Vietnamese, and Haitian Creole are the top five home languages for English-language learners in the nation’s K-12 public schools, according to a new report from the U.S. Department of Education.

“The Biennial Report to Congress on the Implementation of the Title III State Formula Grant Program” offers an in-depth look at the prevalence of the languages among the nation’s K-12 English-learner population.

Altogether, more than 80 percent of the nation’s English-learners are native speakers of one of those languages, but there is lots of linguistic diversity among the nation’s English-learners: 44 languages were represented among the individual states’ top five most commonly spoken languages during the 2013-14 school year, the report found.

Capture Most Common Languages.PNG

The study, delivered to Congress at the end of September, uses data from the 2012-13 and 2013-14 academic years to examine the state of English-learner education in the United States.

Here’s an overview of the data on the most common native languages of English-learners:

1.       Spanish

In the 2013-14 school year, 10 states reported that at least 80 percent of the English-learners enrolled in public K-12 schools were native Spanish speakers. Here’s a look:

Capture Spanish Speaking.PNG

All but five states reported Spanish as the most common language for English-learners. Those five states, along with the most common languages in each, are: Alaska (Yup’ik languages); Hawaii (Iloko); Maine (Somali); Montana (German); and Vermont (Nepali).

2.       Arabic

The number of English-learners reported as speaking Arabic increased by 157 percent between the 2006-07 and 2013-14 school years. The 2006-07 school year marked the first time the biennial report listed the number of Arabic-speaking English-learners. Even with the growth, Arabic speakers represent just about 2.5 percent of all English-learners.

Overall, Arabic is among the top five native languages for English-learners in 36 states and the U.S. territory of Puerto Rico. Here’s a look:

Capture Arabic Speaking.PNG

3.       Chinese

The number of English-learners reported as speaking Chinese increased by 195 percent between the 2006-07 and 2013-14 school years. The 2006-07 school year marked the first time the biennial report listed the number of English-learners with Asian or Pacific Islander languages. Here’s a look:

Capture Asian Pacific Islander Languages.PNGOverall, native Chinese-speaking students represent about 2.4 percent of all English-learners. The report does not distinguish between Cantonese and Mandarin speakers.

4.       Vietnamese

The percentage of English-learners whose native language is Vietnamese is 1.9 percent, the same percentage as it was in the 2006-07 school year. However, the overall number of Vietnamese-speaking English-learners has declined over that period, dropping from nearly 86,000 to about 80,000—a more than 5 percent decline.

The decline of English-speakers of Hmong, another Asian-Pacific Islander language, took an even more dramatic drop, falling by 57 percent. (See the chart above for more detail)

5.       Haitian Creole

Haitian Creole replaced Hmong in the category of five most common languages spoken by English-learners nationwide in the 2012-13 school year. The Haitian Creole-speaking English-learners are largely concentrated in four states, Florida, Massachusetts, New Jersey, and New York, and the U.S. territory of Puerto Rico. Here’s a look:

Capture Haitian Creole Speakers.PNG

Haitian Creole remained among the top five languages during the 2013-14 school year, despite a 4 percent decline from the previous year that brought the population down to roughly 35,500.

What About American Indian and Alaska Native languages?

A declining number of states identify an American Indian or Alaska Native language among the five most common native languages of English-learners, dropping from 10 in 2012-13 to seven in 2013-14.

The seven states where an American Indian or Alaska Native language were among the most common languages are: Alaska, Arizona, Montana, New Mexico, Oklahoma, South Dakota, and Utah. The states that dropped from the list are: Idaho, North Dakota, and Wyoming.

The biennial report captures data on eight American Indian and Alaska native languages or language groups.

Here’s a copy of the full report:

Biennial Report to Congress… by on Scribd</p >

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Most States Failing to Meet English-Learner Academic Targets

Images: U.S. Department of Education, office of English-language acquisition

Photo Credit: Kindergartner Ava Josephine Mikel and teacher Priscilla Joseph dance to Haitian music during a game of “freeze dance” at Toussaint L’Ouverture Academy, a Haitian Creole dual-language program at Mattahunt Elementary School in Boston. More dual-language programs are cropping up in districts around the country.

–Gretchen Ertol for Education Week