This volume collects Christine Sleeter's core work focusing on "critical" multicultural education, situating culture and identity within an analysis of power and racism. Multicultural education arose in the context of the Civil Rights Movement and, in its inception, shared with that movement a focus on eradicating both interpersonal and…

This essay puts in conversation notions of diversity, interculturalism and multiculturalism with decolonial scholarship, and then discusses the theoretical and methodological implications for meta-intercultural education -- that is, a perspective that reconceptualises intercultural education anchored in critical and decolonial perspectives. It is…

This paper delineates tensions that arguably are inherent to integrative Worldview Education in plural societies, due to the subject's dual commitment to imperatives of inclusion and change. The imperative of inclusion stems from the subject's mandate to integrate the whole plurality of pupils in society, whereas the imperative of change stems…

How might we teach more successfully towards better relations between and among social groups? Recognizing factors that limit rapprochement with those with divergent worldviews has been a perennial concern for education research. However, more research is needed to understand how feelings of conflict arise, and thus this paper discusses terror…

This article argues that a combined lens of affect theory and the aesthetics of religion provides scholarship with new methodological and theoretical insights for phenomenological religious education. These insights demonstrate the analytic value of understanding religion in terms of its affective and aesthetic dimensions, which offer renewed…

This paper examines how neoliberal multiculturalism and racialized emotions function to inhibit racial justice in the aftermath of the murder of George Floyd. To do so, I trace how the proliferation of the discourse of anti-racism in education alongside the rise in popularity of anti-racist books, contributes to a racial project that embraces…

For several decades, the Gramscian notion of the intellectual has been a popular framework to view the potentiality of educators as counter-hegemonic cultural workers. While this was an invaluable contribution to the field of critical education, notions of the intellectual have largely focused on class conflict. For a deeper theorization of the…

The teaching of Islam in Western and non-Western societies may be located along a continuum from critical to non-critical paradigms. Islamic religious education is dominated by the non-critical paradigm and a devotional discourse of religious education. This is true in both Islamic and non-Islamic countries and is relevant to the teaching of both…

Students often complain that the content of their studies is not practice-oriented enough because they do not recognize the importance of theory. This theory-practice problem has long been discussed in teacher education. Explicit research on religious education (RE) is only just beginning. This article tries to evince some connectors between…

For many young Muslim learners in Western societies, informal sites of Islamic education are important sources of learning and development beyond public school hours. Yet little empirical research has explored processes of human development in such sites, and existing theories of human development have largely failed to encompass onto-epistemic…

Informed by the current scholarly conversations surrounding linguistic racism, this paper investigates anti-racist translingual practices within the context of a college multilingual writing classroom. Fusing translingualism and critical race theory, the paper underscores the significance of translingual digital storytelling as a critical and…

The privilege walk is a pedagogical tool used to teach students about often-ignored aspects of privilege. Despite their popularity, privilege walks are under-examined in the scholarship of teaching and learning. This leaves open questions about the efficacy of the walk, and whether, and to what extent, the walk yields different results among…

This paper outlines a set of analytical perspectives grounded in affect theory for decolonising religious education. In particular, these perspectives are: recognising the role of religious feelings; examining the extent to which decolonial affective spaces can be created in the classroom; and, understanding how contemporary public discourses…

This systematic review of 170+ journal articles showcases the current trends and developments in Turkey-based applied linguistics and language education research between 2016-2022. The current review presents similarities to the previous reviews (Alptekin & Tatar, 2011; Aydinli & Ortaçtepe, 2018) in terms of trends and practices that…

John Dewey acknowledges that nationalism contributed not only to the establishment of the modern nation of the United States and its national unity, but also to the independence of other colonized countries in the twentieth century. At the same time, he is also concerned with the detrimental effects of nationalism on individual agency and…