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Critical multiculturalism and social justice have emerged in educational contexts as primarily pedagogical concerns, confined to the processes of teaching and learning. This article raises the question about the application of these principles to the research process. Through a critical self-reflection on researcher roles and practices, this article highlights four emergent characteristics of the multicultural/social justice researcher: the commitment to a common good; the re-definition of the researcher-researched relationship; the interrogation of the traditional roles, norms and power dynamics of academic research and researchers; and the merging of the tripartite distinctions of teaching, research and service in the role of the professor. These serve as a starting point for dialogue on the re-conceptualization of the role of the multicultural/social justice researcher.

"This article aims to report a single case study of how an Islamic boarding school (pesantren) in Yogyakarta, Indonesia, prepared students for a multicultural Indonesia. Despite negative portrayal by the Western media about increasing Islamic radicalism in some pesantren, many pesantren are in fact transforming into modern Islamic institutions, incorporating the teaching of democratic values and practices, endorsing civil society and community development, and inculcating cultural/religious diversity and tolerance in students. Using schoolyard and classroom ethnographies, along with in-depth interviews and focus group discussions (FGD) with teachers and students, the study found that classroom and non-classroom practices of the pesantren promote the development of multicultural education. Several subjects within both curriculum developed by the government and curriculum developed by pesantrens discuss a considerable number of issues that relate to cultural and religious diversity, tolerance, citizenship and democracy. The non-classroom practices of pesantren offer invaluable and intensive experiences for students to socialise with peers from different ethnic and cultural backgrounds. However, challenges remain for the kyai (the pesantren's great leader) and other leaders, such as teachers' lack of competency, unclear multicultural objectives in both the pesantren's curricula and the pesantren's traditions, and unequal relations among students and among teachers. These challenges must be overcome to further develop education for cultural diversity."

There is growing evidence that the use and management of language have important implications in international organizations. However, still only few empirical studies have been conducted in this theoretical field. Especially there has been a lack of quantitative insights into how language affects group processes and group performance in multicultural organizations. This paper outlines the results from a questionnaire directed electronically towards members of academic multicultural departments in Denmark. Results showed that consistency in English management communication was the dominating factor with strong relationships with all of the three investigated group cohesiveness variables: group involvement, group conflict and group trust.

"In 2003, the Ontario Ministry of Education in Canada began promoting popular media as a pedagogical tool, especially for 'reluctant' readers. This 'pedagogy of the popular' is instituted within a critical media literacy framework that draws on the values and codes of multiculturalism to counter the consumerist messages students encounter in nontraditional texts. The model of civic citizenship promoted by the critical media literacy curriculum, however, fails in its ambitions to provide a counterweight to the neo-liberal model of consumer citizenship. Insofar as its critique is grounded in a multicultural politics of representation, Ontario's media literacy curriculum fails to deeply interrogate the social roots of conflict and discrimination. As a result, it only weakly challenges, and is unlikely to displace, the post-Keynesian-era model of citizenship education in which the values of universality and inclusiveness are subsumed to an ethos that naturalizes the practices and moral codes of the marketplace."

This paper meshes Carr's research on media literacy with Porfilio's research on computer literacy, with both of these areas being focused on the central notion of social justice within a multicultural society. Both researchers teach pre-service teachers,

Multicultural citizenship education courses worldwide show promise in their ability to influence attitudes and beliefs supportive of social justice. However, many of these courses assume behavior change results from these attitudes changes. Quantitative a

"Brazilian education activist Paulo Freire ( 1970 12. Freire , P. 1970 . Pedagogy of the oppressed , New York , NY : Continuum . View all references ) argues that to create social change, oppressed people must have critical consciousness about their conditions, and that this consciousness is developed through dialogue. He theorizes that dialogue allows for reflection and unity building, tools needed to transform society. When considering racial oppression in K-12 schools, racial minority teachers have an often-untapped insight and power to transform classrooms and schools (Kohli, 2009 21. Kohli , R. 2009 . Critical race reflections: Valuing the experiences of teachers of color in teacher education . Race, Ethnicity and Education , 12 ( 2 ) : 235 - 251 . [Taylor & Francis Online] , [Web of Science ®] View all references ). Connected through a commonality of racial oppression, it is important for teachers of color to engage in cross-racial dialogues about manifestations of racial injustice in K-12 schools and to develop strategies for change. Utilizing Freire's conceptual lens and a critical race theory (CRT) framework, this article highlights critical race dialogue about the educational experiences and observations of 12 black, Latina, and Asian American women enrolled in a teacher education program. Through cross-racial discussions, the women were able to broaden their multicultural understanding of racial oppression as well as strategize solidarity building among diverse students in urban classrooms. This study demonstrates knowledge and insights of teachers of color and highlights the importance of interracial dialogue in school contexts."

Children's literature has been analyzed through a number of different theoretical lenses, including critical literacy, feminism, and multiculturalism. Yet, given the prominence that image plays in such literature, little if any work in literacy has analyz

The increasing number of higher degree research students from China in the universities of multicultural Australia as elsewhere has added to the mounting interest in pedagogies of postgraduate supervision. This paper explores the proposition that efforts

Stimulated by one public-friendly argument that foregrounds the integration of local identity and global citizenry and a second that is more mindful of the global-scale Othering, the present study draws attention to the seemingly intensified rivalry between global and local identities in Japan and argues that the nationwide interest in globalisation through the fervent yet often unsuccessful learning of English has contributed not only to the increasing call for English education and multiculturalism but also to a unified identity as we-Japanese. Thus, a sense of Japaneseness remains sustained, or rather fortified, within Japanese educational and industrial settings, in which English has acquired a crucial role. The present study hopes to serve as one attempt to critically interrogate a globalisation-endorsing state, Japan, from the broad macro perspective, by providing critical insights into the interaction among Global Englishes, globalisation and national identity.

"This article presents an overview of the perceived importance and accelerated spread of English language education, both formal and informal, in three East Asian countries (i.e. China, Japan and South Korea) against the backdrop of globalisation and emergent ideological, sociocultural and educational trends. It begins with a review of the recent developments in English language education in each of the countries, the ostensible reasons for English language education and the ideological issues contributing to the recent English language education initiatives. This is followed by a discussion and a critique of the common trends and themes manifested in the three countries' recent initiatives to reform and improve English language education. The article concludes with a number of policy recommendations for English language education in East Asia and other countries, where English does not have an institutional role to play."

"Greater China is used in this article to refer to mainland China, Hong Kong, Singapore, Taiwan and Macao. While a holistic approach is adopted to present and compare the rapid spread of English and development in English language education in these geographically close, and sociopolitically, culturally and economically interrelated but hugely different societies, an emphasis is placed on mainland China owing to its size and diversity of its population. Through describing and juxtaposing English language use and education, this article unfolds the stories of the spread of English in these societies in the past few decades. It draws on the research data and discussions included in the author's recent book English language education across Greater China, with evidence and findings from other recent publications. On the basis of these discussions, this article critiques the frequently cited models and notions used to describe the spread of English in post-modern societies. It argues that there is a need to come up with new conceptual models in order to catch the essence of the phenomena in the contemporary societies."

"Compared with other countries in Asia, Japan is far behind in terms of introducing and delivering bilingual education, let alone effective immersion programmes. In order to make its citizens more bilingual, Japan has been introducing innovative measures including the implementation of the teaching of English in elementary education and a new curriculum guideline requirement of using English exclusively in all high school English classes. However, these innovations are met with opposition and obstacles. Before Japan can introduce effective bilingual and immersion programmes comparable to those in Europe, North America and other Asian countries, it is crucial that Japan addresses these concerns. At the same time, other linguistic resources unique to Japan are being neglected. To elaborate and explore the above issues, this article focuses on public English education and ethnic bilingual schools in Japan."

"Research has demonstrated that second language immersion is an effective means of facilitating primary school students' second language acquisition without undermining their competence in their first language. Despite the rapid growth of Chinese-English bilingual programmes in China, limited empirical research has been conducted thus far by which to evaluate the programme effectiveness in relation to students' academic achievement, their cognitive development and the teaching and learning processes with regard to teacher education. This article presents evidence from several related empirical studies recently conducted in three schools affiliated with the China-Canada-United States English Immersion (CCUEI) project. These studies focus on three broad categories of findings: first, on student academic achievement represented by English (L2), Chinese (L1) and mathematics (both literacy and numeracy); second, on cognitive predictors of English reading and listening achievement of these immersion students; and third, on immersion teachers who teach within the context of Chinese-English bilingual education. These combined results present a complex developmental picture of students' academic achievement and cognitive development; and an insight into the teachers who teach within the context of an aggressive fast growth of Chinese-English bilingual programmes in China."

"In this article, we investigate the question of who benefits from language minority research by analyzing the discourses of language rights and human rights jointly, because language rights are perforce part of human rights. We argue that some 'small' minority languages flourish and others fail unless speakers of these languages articulate their voices and needs. We also explore how human rights discourses relate to traditional practices. The interests of local communities and the involvement of linguists do not enhance the status of minority communities unless linguists traverse the gap between academic discourses on rights and vernacular discourses on similar topics. African linguists are themselves in a double bind: on the one hand, they seek to promote the interests of local communities and, on the other hand, they have to meet their professional obligations. They are not able to address the material needs of local communities because advocating language and human rights cannot resolve Africa's intractable problems. In addition, epistemologically, African scholarship is not sufficiently contextualized to be relevant to complex, labile, and polyvalent contexts. The defining epistemological trope contributing to the crises in African scholarship on rights and other sociolinguistic topics is 'theoretical extraversion': African linguists construe their professional work as a space to test Western constructs rather than to develop endogenous knowledge practices, a situation that is difficult to overcome."

This paper describes a long-term research seminar, developed in 2001 by Hertz-Lazarowitz at the University of Haifa (UH). The goal of the seminar was to involve students in a meaningful, experiential and cooperative-interactive learning environment, based

"Intercultural bilingual education (IBE) has been discussed in Bolivia since the 1970s. The first Educational Act with a bilingual and intercultural curriculum adapted to cultural and linguistic diversity - Ley de Reforma Educativa - was passed in 1994 with implementation starting in 1996. However, discussions continued: when the Evo Morales government was installed in January 2006, it abolished the act initiating work on a new law - 'Ley Elizardo P rez y Avelino Si ani' (decolonised community education) - arguing that intercultural education is more than bilingualism; the new law would emphasise the main values of Amerindian communities. The article will focus on the contextual background of educational reforms in relation to IBE. How is IBE defined and related to an Amerindian context? Why did the government dominated by ministers of an indigenous background abolish an educational act that emphasised intercultural education? Why would a revision not have sufficed? As the historical process is the basis for the current situation, I will begin by presenting the country's history emphasising the state of education and progress."