Are we there yet? Interrogating the education of culturally and linguistically diverese (CLD) and vulnerable learners
Abstract
This article focuses on the historical journey of educating culturally and linguistically diverse (CLD) and vulnerable learners in general and special education. I argue that this journey has had its trials and tribulations that have tremendous implications for the future of our society. In addition, how CLD and vulnerable persons engage, interact, survive, and excel in schools, communities, organizations, and institutions reflect the ups and downs of their modus vivendi in our overall society. One can conclude that CLD and vulnerable persons are not yet there on issues of race, culture, national origin, recruitment, retention, tenure, and promotion in schools, communities, organizations, and institutions. My hope is that with collaborative, consultative, and collaborative efforts of all stakeholders, the historical and current plights of CLD and vulnerable persons will be ameliorated.
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© 2023 Walter de Gruyter GmbH, Berlin/Boston
Articles in the same Issue
- Frontmatter
- Editorial Comment
- Executive editor’s comments: Racism: who loses when it happens?
- Research Articles
- Teaching students with disabilities: a comparison of PETE students’ self-efficacy in South Korea and the United States
- Teachers’ perceptions and lived experiences of challenges in culturally diverse classrooms: establishing an equitable school environment
- Bringing it all home: using local resources in teachers’ professional development
- Religious diversity and culturally responsive learning and teaching for teacher candidates
- Your favourite authors favourite authors: a bibliometric social network analysis of hip-hop education literature
- Japanese midwifery preservice professionals’ journal reflections on practicum experiences working with mothers and infants
- Are we there yet? Interrogating the education of culturally and linguistically diverese (CLD) and vulnerable learners
- How did New York City Asians and Asian Americans get a Lunar New Year school holiday?
- (Re)Imagining the future of multicultural education: reinvesting, reorienting, and reshaping multicultural education
- That one course: two surveys on multicultural counseling curriculum
Articles in the same Issue
- Frontmatter
- Editorial Comment
- Executive editor’s comments: Racism: who loses when it happens?
- Research Articles
- Teaching students with disabilities: a comparison of PETE students’ self-efficacy in South Korea and the United States
- Teachers’ perceptions and lived experiences of challenges in culturally diverse classrooms: establishing an equitable school environment
- Bringing it all home: using local resources in teachers’ professional development
- Religious diversity and culturally responsive learning and teaching for teacher candidates
- Your favourite authors favourite authors: a bibliometric social network analysis of hip-hop education literature
- Japanese midwifery preservice professionals’ journal reflections on practicum experiences working with mothers and infants
- Are we there yet? Interrogating the education of culturally and linguistically diverese (CLD) and vulnerable learners
- How did New York City Asians and Asian Americans get a Lunar New Year school holiday?
- (Re)Imagining the future of multicultural education: reinvesting, reorienting, and reshaping multicultural education
- That one course: two surveys on multicultural counseling curriculum
